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김은정 ( Kim Eun-Jung ) - 한림대학교 의과대학 간호학부
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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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KeyWords
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피드백, 자기효능감, 정서반응, 술기수행, 간호교육, 간호학생
Feedback, Self-efficacy, Task performance and analysis, Nursing education, Nursing students
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원문 및 링크아웃 정보
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등재저널 정보
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