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http://dx.doi.org/10.14400/JDC.2019.17.11.305

Effects of Formative Feedback Practice on Practice satisfaction, Learning motivation and Academic Self efficacy  

Choi, Dong-Won (College of Nursing, Incheon Catholic University)
Park, Min-Jeong (Department of Nursing, Kunsan National University)
Publication Information
Journal of Digital Convergence / v.17, no.11, 2019 , pp. 305-313 More about this Journal
Abstract
This study was a quasi-experimental design with a non-equivalent pre-post test that verified the effect of formative feedback practice on practice satisfaction, learning motivation and academic self efficacy for nursing students. 37 were assigned to an intervention group and 41 to a control group. Formative feedback practice was applied to intervention group and peer review smartphone videos was applied to control group. Data were analyzed using the SPSS/WIN 22.0 program. There was no significant difference in learning motivation between the groups, but there were a significant difference in practice satisfaction(t=-2.79, p=.007) and academic self efficacy(t=2.30, p=.024) between the pre-post scores of the experimental group. This is meaningful in that it is more effective to provide formative feedback practice than to provide peer review smartphone videos. Therefore, it is necessary to consider formative feedback practice for the acquisition of core fundamental nursing skills of nursing students.
Keywords
Students; Formative feedback; Practice satisfaction; Learning motivation; Academic self efficacy;
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Times Cited By KSCI : 16  (Citation Analysis)
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