Effect of Oral Feedback on Learning Consequences of Nursing Students

Evaluation process is done in form of formative and final assessments. Formative assessment should take place with offering feedback. This study was done with the aim of determining the effect of oral feedback on learning results of nursing students at Abadan Medical Sciences School. In this quasi-experimental interfering study، 33 of 5th semester nursing students of Abadan School of Medical Sciences who had passed pediatric training courses during the first semester of 2013-14 academic year were selected by easy and available sampling method (19 people in intervention and 14 people in control group). The data gathering tools were demographic information form، self- done questionnaire in the field of cognitive learning and checklist of learning clinical skills. Every coach was present in both types of training methods. In intervention group، the coach should offer the oral feedback at least one time per day and as closely as possible to student performance. Data was investigated using Chi-square، Mann-Whitney، statistical independent T and paired T tests. In both groups، the average of learner''s scores improve significantly compared to their pre-test in field of cognitive learning (p=0. 001). Also، the differential mean of learning scores among the two groups was significant (p=0. 001). In the field of clinical skills، there was a significantly difference between the average of scores of intervention and control groups (p=0. 001). Oral feedback can improve cognitive learning and learning clinical skills among nursing students.