The Effect of Verbal Feedback Given by the Clinical Instructor of Nursing Department on Students' Perceived Stress, Academic and Clinical Self-Efficacy Levels

Year 2024, Volume: 6 Issue: 2, 294 - 303

Olga İncesu , Gizem Şahin Bayındır

https://doi.org/10.46413/boneyusbad.1434659

Abstract

Aim: This study was conducted to determine the effect of verbal feedback given by the educator on nursing students' perceived stress, academic and clinical self-efficacy levels.
Material and Method: The sample of this one-group pretest-posttest design study consisted of 25 third-year students who took the Mental Health and Psychiatric Nursing course and participated in the clinical practice. The data were collected with Personal Information Form, Turkish version of the Academic Self-Efficacy Scale, Turkish version of the Self-Efficacy Scale in Clinical Performance and Feedback Form. The data were evaluated by number, percentage, mean, standard deviation, minimum, maximum and paired sample t test.
Result: It was determined that the mean total score of the Perceived Stress Scale decreased significantly (p<0.05), the mean total score of the Turkish version of the Academic Self-Efficacy Scale increased significantly (p<0.001) and the mean total score of the Turkish version of the Self-Efficacy Scale in Clinical Performance increased significantly (p<0.001).
Conclusion: Verbal feedback given to students by the educator is effective in reducing perceived stress and increasing academic and clinical self-efficacy. It is recommended to repeat this study with students practicing in other clinical areas and to conduct studies examining the effects of different feedback methods (written, verbal, video) on perceived stress, clinical and academic self-efficacy levels.

Keywords

Academic self-efficacy, Clinical self-efficacy, Feedback, Nursing students, Stress

Hemşirelik Bölümü Klinik Eğitimcisi Tarafından Verilen Sözel Geri Bildirimin Öğrencilerin Algılanan Stres, Akademik ve Klinik Öz Yeterlilik Düzeylerine Etkisi

Abstract

Amaç: Bu araştırma, eğitimci tarafından verilen sözel geri bildirimin hemşirelik öğrencilerinin algılanan stres, akademik ve klinik öz yeterlilik düzeylerine etkisini belirlemek amacıyla yürütüldü.
Gereç ve Yöntem: Tek gruplu ön test – son test tasarım tipinde planlanan bu araştırmanın örneklemini Ruh Sağlığı ve Psikiyatri Hemşireliği dersini alan ve klinik uygulamasına katılan 25 üçüncü sınıf öğrencisi oluşturdu. Veriler, Kişisel Bilgi Formu, Hemşirelik Lisans Öğrencilerinde Akademik Öz Yeterlilik Ölçeği, Klinik Performansta Öz Yeterlilik Ölçeği ve Geri Bildirim Formu ile toplandı. Veriler sayı, yüzde, ortalama, standart sapma, minimum, maksimum ve bağımlı örneklem t testi ile değerlendirildi.
Bulgular: Öğrencilerin girişim sonrası Algılanan Stres Ölçeği toplam puan ortalamasının anlamlı derecede azaldığı (p<0.05), Hemşirelik Lisans Öğrencilerinde Akademik Öz Yeterlilik Ölçeği toplam puan ortalamasının anlamlı derecede arttığı (p<0.001) ve Klinik Performansta Öz Yeterlilik Ölçeği toplam puan ortalamasının anlamlı derecede arttığı (p<0.001) belirlendi.
Sonuç: Öğrencilere eğitimci tarafından verilen sözel geri bildirim algılanan stresi azaltmada, akademik ve klinik öz yeterliliği artırmada etkilidir. Bu araştırmanın diğer klinik alanlarda uygulama yapan öğrenciler ile tekrarlanması ve farklı geri bildirim yöntemlerinin (yazılı, sözlü, görüntülü) algılanan stres, klinik ve akademik öz yeterlilik düzeylerine etkisinin incelendiği araştırmaların yapılması önerilmektedir.

Keywords

Akademik öz yeterlilik, Geri bildirim, Hemşirelik öğrencileri, Klinik öz yeterlilik, Stres

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