Oral versus written feedback delivery to nursing students in clinical education: A randomized controlled trial
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...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Electronic Physician
2017-08-01
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| Series: | Electronic Physician |
| Subjects: | |
| Online Access: | https://www.ncbi.nlm.nih.gov/pmc/issues/298936/ |
| Summary: | 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). |
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| ISSN: | 2008-5842 2008-5842 |