한국간호교육학회지 (The Journal of Korean Academic Society of Nursing Education)

  • 제25권2호
  • /
  • Pages.186-196
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  • 2019
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  • 1225-9578(pISSN)
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  • 2093-7814(eISSN)
한국간호교육학회 (The Korean Academic Society of Nursing Education)
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술기 수행에서 간호대학생의 동료피드백 유형 및 동료피드백에 대한 정서반응, 피드백의 질, 학습자기효능감

Nursing Students' Peer Feedback Types and Emotional Response, Quality of Feedback, and Self-efficacy for Learning from Peer Feedback in Skill Training

  • 박영아 (한림대학교 간호대학) ;
  • 김은정 (한림대학교 간호대학.한림대학교 간호학연구소)
  • Park, Young A (School of Nursing, Hallym University) ;
  • Kim, Eun Jung (School of Nursing.Research Institute of Nursing Science, Hallym University)
  • 투고 : 2018.10.11
  • 심사 : 2019.03.11
  • 발행 : 2019.05.31
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초록

Purpose: This study was conducted to identify types of peer feedback in nursing skills performance training and to investigate emotional response, perceived quality of feedback and self-efficacy for learning from peer feedback. Methods: A total of 110 second-year nursing students attending fundamentals of nursing classes at a university participated in 2017. Participants received peer feedback from one selected colleague who observed their skills performance, and completed a questionnaire. Contents of peer feedback video recordings were transcribed and classified into seven types of feedback. Data were analyzed using an independent t-test, ANOVA and Pearson correlation. Results: Participants mostly received feedback of 'correcting' and 'providing information.' Positive emotional responses from peer feedback were above medium, and negative emotional responses were low. The perceived quality of peer feedback was moderate and self-efficacy for learning was high. Quality of feedback correlated with negative emotional response (r=-.24, p=.014), and self-efficacy for learning (r=.35, p<.001). Self-efficacy for learning correlated with intimacy with peers (r=.24, p=.011) and positive emotional response (r=.21, p=.028). Conclusion: The results suggest that peer feedback in skill training could be used in terms of emotional response and self-efficacy for learning.

키워드

Table 1. General Characteristics of Participants and Frequencies of Peer Feedback Provided

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Table 2. Frequencies by Types of Peer Feedback in Nursing Skill Performance

HGHOBN_2019_v25n2_186_t0002.png 이미지

Table 3. Emotional Response, Quality of Feedback and Self-efficacy for Learning after Receiving Peer Feedback

HGHOBN_2019_v25n2_186_t0003.png 이미지

Table 5. Correlations among Colleague Intimacy, Emotional Responses, Quality of feedback, and Self-efficacy for Learning

HGHOBN_2019_v25n2_186_t0004.png 이미지

Table 4. Association of General Characteristics and Emotional Response, Quality of Feedback, and Self-efficacy for Learning

HGHOBN_2019_v25n2_186_t0005.png 이미지

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피인용 문헌

  1. 표준화 환자 시뮬레이션 실습교육기반의 간호교육에서 사전브리핑을 활용한 팀 기반 학습 효과 vol.18, pp.8, 2019, https://doi.org/10.14400/jdc.2020.18.8.271