ArticleJournal of education and health promotion2023
Effectiveness of feedback type on performance quality and satisfaction of nursing student: A comparative interventional study.
Article in Journal of education and health promotion, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Nurse education on sedation management in ECMO: A small-group training approach.Journal of perioperative practice · 2026Article
- Exploring a Metacognitive Scaffolding-Based GenAI-Assisted Peer Feedback Provision Approach to Enhance Feedback Engagement Among Nursing Students.Nursing reports (Pavia, Italy) · 2026Article
- Examination of students' perspectives regarding the effectiveness of clinical training: A research endeavor congruent with social responsibility.Journal of education and health promotion · 2026Article
- Effect and impression of structured feedback in formative assessment of medical undergraduates of Eastern India.Journal of education and health promotion · 2024Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAlthough feedback has a major impact on teaching and learning, the type and way of providing it can have diverse effects. The purpose of this study was to compare the effect of two types of verbal and written feedback on nursing students' performance quality and satisfaction. MATERIALS AND
methodsThis experimental study, that carried out in 2019, has a crossover design. The participants included 30 bachelors of science in nursing at Shushtar Faculty of Medical Sciences, who were assigned to two groups of 15. The first group received first verbal feedback and then written, during basic nursing skills training. The second group received first written feedback and then verbal. At the end of each half of the training sessions, students' performance and their satisfaction were assessed by, researchermade observational checklists, and a satisfaction questionnaire, respectively. Data were analyzed using SPSS16 software and analyzed using Chi-square and paired
resultsThe mean scores of students' performance in the stages of verbal and written feedback were 15.7 ± 2.5 and 17.7 ± 2.3, respectively. Written feedback was more effective in students' performance (
conclusionsAccording to the present study, using written feedback can improve the quality of students' performances and is associated with high satisfaction. Thus, professors should pay more attention to feedback in their educational processes and use different types of feedback, especially written feedback, in line with the context.
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