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:: Volume 8, Issue 2 (May-June 2015) ::
Educ Strategy Med Sci 2015, 8(2): 75-82 Back to browse issues page
Effect of Oral Feedback on Learning Consequences of Nursing Students
Monadi Ziyarat H1 , Fakharzadeh L 2, Hojjat SK1 , Khazni S3 , Akbari Nasaji N3 , Latifi MH4 , Jesmi AA5 , Rezaei M1
1- Addiction & Behavioral Sciences Research Center, North Khorasan University of Medical Sciences, Bojnord, Iran
2- Nursing Department, Medicine Faculty, Abadan University of Medical Sciences, Abadan, Iran , fakharzadeh@yahoo.com
3- Nursing Department, Medicine Faculty, Abadan University of Medical Sciences, Abadan, Iran
4- Biostatics & Epidemiology Department, Health Faculty, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
5- Nursing Department, Nursing Faculty, North Khorasan University of Medical Sciences, Bojnord, Iran
Abstract:   (8951 Views)

Aims: Evaluation process is done in form of formative and final assessments. Formative assessment should take place with offering feedback. This study was done with the aim of determining the effect of oral feedback on learning results of nursing students at Abadan Medical Sciences School.

Materials & Methods: In this quasi-experimental interfering study, 33 of 5th semester nursing students of Abadan School of Medical Sciences who had passed pediatric training courses during the first semester of 2013-14 academic year were selected by easy and available sampling method (19 people in intervention and 14 people in control group). The data gathering tools were demographic information form, self- done questionnaire in the field of cognitive learning and checklist of learning clinical skills. Every coach was present in both types of training methods. In intervention group, the coach should offer the oral feedback at least one time per day and as closely as possible to student performance. Data was investigated using Chi-square, Mann-Whitney, statistical independent T and paired T tests.

Findings: In both groups, the average of learner's scores improve significantly compared to their pre-test in field of cognitive learning (p=0.001). Also, the differential mean of learning scores among the two groups was significant (p=0.001). In the field of clinical skills, there was a significantly difference between the average of scores of intervention and control groups (p=0.001).  

Conclusion: Oral feedback can improve cognitive learning and learning clinical skills among nursing students.
Keywords: Feedback [MeSH], Education [MeSH], Clinical Competence [MeSH], Students Nursing [MeSH]
Full-Text [PDF 447 kb]   (2469 Downloads)    
Article Type: Original Research | Subject: New Methods of Teaching in Medical Sciences
Received: 2015/04/4 | Accepted: 2015/06/17 | Published: 2015/06/28
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Monadi Ziyarat H, Fakharzadeh L, Hojjat SK, Khazni S, Akbari Nasaji N, Latifi MH, et al . Effect of Oral Feedback on Learning Consequences of Nursing Students. Educ Strategy Med Sci 2015; 8 (2) :75-82
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Volume 8, Issue 2 (May-June 2015) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
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