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KMID : 0388320180250020146
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Journal of Korean Academy of Fundamental Nursing
2018 Volume.25 No. 2 p.146 ~ p.154
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Effects of Examiner's Verbal Feedback on Nursing Students' Accuracy of Self-assessment, Emotional Response, Self-efficacy, and Perceived Quality of Feedback in Skill Performance Assessment
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Kim Eun-Jung
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Abstract
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Purpose: In this study, effects of positive, negative, and mixed verbal feedback were examined for accuracy of self-assessment, emotional responses, self-efficacy, and perceived quality of feedback in skill performance assessment.
Methods: Participants were a convenience sample of 104 second-year nursing students who had completed their fundamentals of nursing class. Participants were assigned randomly to a positive, a negative or a mixed feedback group. All participants completed the performance measure and then received the assigned the type of feedback from an evaluator. After delivery of feedback, they assessed their own performance using the same sheet as the evaluator and completed the survey for emotional response, self-efficacy for learning, and quality of feedback.
Results: There were no significant differences in accuracy of self-assessment and perceived quality of feedback among the three groups (x2=4.74, p=.094; x2=3.30, p=.192, respectively). The negative feedback group had significantly lower self-efficacy and positive emotions and more negative emotions than the other two groups (F=9.43, p=.009; x2=16.29, p<.001; x2=5.69, p=.005, respectively).
Conclusion: Negative feedback can affect emotions and motivations for learning in nursing students and may interfere with the effectiveness of feedback, so instructors should pay more attention when providing negative feedback. Mixed feedback with an effect similar to positive feedback could be an alternative.
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KEYWORD
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Feedback, Self-efficacy, Task performance and analysis, Nursing education, Nursing students
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