The Effect of Verbal Feedback Given by the Educator

I

Istanbul University - Cerrahpasa (IUC)

Status

Enrolling

Conditions

Self Efficacy
Feedback, Psychological

Treatments

Other: Educator verbal feedback

Study type

Interventional

Funder types

Other

Identifiers

NCT06207773
Florence Nightingale Faculty-2

Details and patient eligibility

About

Purpose of the research; To examine the effect of verbal feedback given by the educator on nursing students' clinical competence, academic self-efficacy and perceived stress levels. Hypotheses of the research; H1: Nursing students' academic self-efficacy level increases after the intervention. H2: Nursing students' clinical self-efficacy level increases after the intervention. H3: The level of stress perceived by nursing students decreases after the intervention.

Full description

The single-group pretest/posttest experimental study consisted of 25 nursing students. After determining the nursing students who meet the inclusion criteria in the study, data will be collected twice: pre-test (T0) and post-intervention post-test (T1). The data collection process is as follows: Before the intervention: The Academic Self-Efficacy Scale for Undergraduate Nursing Students, the Self-Efficacy Scale in Clinical Performance, and the Perceived Stress Scale will be administered to nursing students who give written and verbal consent to participate in the research and meet the inclusion criteria. Intervention: During the study, the educator will hold one-on-one meetings with the students regarding their clinical internship for at least 20 minutes every week for a total of 6 weeks. Within the scope of this interview, the educator will give verbal feedback about the strengths and development aspects of the student's diagnosis, planning, implementation, evaluation stages and clinical skills in line with the nursing care plan. In addition, if there are clinical assignments (such as case analysis) given to the student, the educator will give feedback on this subject as well. Post-intervention: Academic Self-Efficacy Scale, Clinical Performance Self-Efficacy Scale and Perceived Stress Level Scale will be administered to Undergraduate Nursing Students.

Enrollment

25 estimated patients

Sex

All

Ages

18 to 40 years old

Volunteers

Accepts Healthy Volunteers

Inclusion criteria

  • a 3rd year nursing student,
  • Taking part in the Mental Health and Diseases Nursing clinical internship program

Exclusion criteria

  • Not volunteering to participate in the study
  • previously participated in the Mental Health and Diseases Nursing clinical internship program

Trial design

Primary purpose

Other

Allocation

N/A

Interventional model

Single Group Assignment

Masking

None (Open label)

25 participants in 1 patient group

Educator verbal feedback
Experimental group
Description:
During the study, the educator will hold one-on-one meetings with the students regarding their clinical internship for at least 20 minutes every week for a total of 6 weeks
Treatment:
Other: Educator verbal feedback

Trial contacts and locations

1

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Central trial contact

Olga İncesu, Dr; Gizem Şahin Bayındır, Dr

Data sourced from clinicaltrials.gov

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