临床教育中向护生提供口头反馈与书面反馈的比较：一项随机对照试验。

Oral versus written feedback delivery to nursing students in clinical education: A randomized controlled trial.

作者信息

Tayebi Vida, Armat Mohammad Reza, Ghouchani Hamid Tavakoli, Khorashadizadeh Fatemeh, Gharib Alireza

机构信息

Faculty Member, School of Nursing and Midwifery, North Khorasan University of Medical Sciences, Bojnurd, Iran.

Assistant Professor, Department Of Health Education and Promotion, Health School, North Khorasan University of Medical Sciences, Bojnurd, Iran.

出版信息

Electron Physician. 2017 Aug 25;9(8):5008-5014. doi: 10.19082/5008. eCollection 2017 Aug.

DOI:10.19082/5008

PMID:28979735

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC5614285/

Abstract

BACKGROUND

Feedback delivery is deemed as a key element during a students' clinical education. It keeps students on track to meet their goal and increase students' motivation and confidence.

OBJECTIVE

The aim of this study was to compare the quality of feedback delivery in oral versus written feedback delivery to nursing students in clinical education.

METHODS

A randomized controlled trial was conducted between February and August 2012 in the city of Bojnurd in Iran. Using purposive sampling, last semester's nursing students (n=44) had been randomly assigned to oral and written feedback delivery groups. Three Instructors received orientation and training on methods of feedback delivery before study initiation. Then, they gave necessary oral and written feedback to the students. Clinical settings of the study included coronary care, surgical, and neonatal units of hospitals. Data collection tools were quality of feedback delivery, students' satisfaction questionnaire and students' reactions checklist. Data were analyzed using SPSS version 11.5 with chi-square test and the t-test.

RESULTS

Most of the students (52%, n=23) were male. There were no significant differences between the scores of quality of oral and written feedback delivery (p>0.05). The study did not show a difference of satisfaction level between the oral and written feedback groups. The relationship between students' reactions and feedback type at the confidence level of 90% was significant, so that students who received oral feedback showed more severe reactions as compared to the written feedback group.

CONCLUSION

According to the results, the type of feedback is not an important factor in clinical education quality and satisfaction level. They may achieve a better outcome by focusing on the other aspects of quality of feedback delivery rather than feedback type.

TRIAL REGISTRATION

The trial was registered at the Iranian Registration Center for Clinical Trials with the Irct id: (IRCT: 201111128076N1).

FUNDING

North Khorasan University of Medical Sciences (permission no. 89/p/209).

摘要

背景

反馈传递被视为学生临床教育中的一个关键要素。它能让学生保持朝着目标前进的方向，增强学生的动力和信心。

目的

本研究旨在比较临床教育中向护理专业学生提供口头反馈与书面反馈的质量。

方法

2012年2月至8月在伊朗博季努尔市进行了一项随机对照试验。采用目的抽样法，将上学期的护理专业学生（n = 44）随机分为口头反馈组和书面反馈组。三名教师在研究开始前接受了反馈传递方法的培训。然后，他们向学生提供了必要的口头和书面反馈。研究的临床环境包括医院的冠心病监护病房、外科病房和新生儿病房。数据收集工具包括反馈传递质量、学生满意度问卷和学生反应清单。使用SPSS 11.5版本进行数据分析，采用卡方检验和t检验。