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, 22.08.2024

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

References

• Abdal, M., Masoudi Alavi, N., Adib-Hajbaghery, M. (2015). Clinical self-efficacy in senior nursing students: A mixed- methods study. Nursing and Midwifery Studies, 4 (3), e29143. doi:10.17795/nmsjournal29143
• Agricola, B. T., Prins, F. J., Sluijsmans, D. M. (2020). Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy & Practice, 27 (1), 6-25. doi:10.1080/0969594X.2019.1688764
• Aktaş, D., Sançar, B. (2021). Hemşirelik öğrencilerinin bilimsel araştırmaya yönelik tutumları ve akademik öz-yeterlik düzeyleri arasındaki ilişki. Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 8 (1), 17-22. doi:10.34087/cbusbed. 748244
• Aloufi, M. A., Jarden, R. J., Gerdtz, M. F., Kapp, S. (2021). Reducing stress, anxiety and depression in undergraduate nursing students: Systematic review. Nurse Education Today, 102, 104877. doi:10.1016/j.nedt.2021.104877
• Alyousef S. M. (2019). Psychosocial stress factors among mental health nursing students in KSA. Journal of Taibah University Medical Sciences, 14 (1), 60–66. doi:10.1016/j.jtumed.2018.11.006
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28 (2), 117–148.
• Baykal, D., Yildirim, D. (2020). Investigating the effect of personality traits and academic self-efficacies on malpractice tendencies in health college students. Nigerian Journal of Clinical Practice, 23 (12), 1721–1727. doi:10.4103/njcp.njcp_677_19
• Berdida, D.J.E., Lopez, V. Grande, R.A.N. (2023) Nursing students' perceived stress, social support, self-efficacy, resilience, mindfulness and psychological wellbeing: A structural equation model. International Journal of Mental Health Nursing, 32, 1390–1404. doi:10.1111/inm.1317
• Bouih, A., Nadif, B., Benattabou, D. (2021). Assessing the effect of general self-efficacy on academic achievement using path analysis: A preliminary study. Journal of English Language Teaching and Applied Linguistics, 3, 18–24. doi:10.32996/ jeltal.2021.3.4.3
• Brocker, A., Scafide, K. N. (2023). Systematic review: Self-efficacy and skill performance. International Nursing Review. (Ahead of print). doi:10.1111/inr.12915
• Bulfone, G, Vellone, E, Maurici, M, Macale, L., Alvaro, R. (2020). Academic self‐efficacy in bachelor‐level nursing students: Development and validation of a new instrument. Journal of Advanced Nursing, 76 (1), 398-408. doi: 10.1111/jan.14226
• Bulfone, G., Iovino, P., Mazzotta, R., Sebastian, M., Macale, L., Sili, A., ... Alvaro, R. (2022). Self‐efficacy, burnout and academic success in nursing students: A counterfactual mediation analysis. Journal of Advanced Nursing, 78 (10), 3217-3224. doi: 10.1111/jan.15231
• Chaabane, S., Chaabna, K., Bhagat, S., Abraham, A., Doraiswamy, S., Mamtani, R., Cheema, S. (2021). Perceived stress, stressors, and coping strategies among nursing students in the Middle East and North Africa: an overview of systematic reviews. Systematic Reviews, 10 (1), 1-17. doi:10.1186/s13643-021-01691-9
• Cheraghi F, Hassani P, Yaghmaesi F, Alavi-Majed H. (2009). Developing a valid and reliable self-efficacy in clinical performance scale. International Nursing Review, 56 (2), 214-221.
• Cohen S, Kamarck T, Mermelstein R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396.
• Doyle, K., Sainsbury, K., Cleary, S., Parkinson, L., Vindigni, D., McGrath, I., Cruickshank, M. (2017). Happy to help/happy to be here: Identifying components of successful clinical placements for undergraduate nursing students. Nurse Education Today, 49, 27–32. doi.org/10.1016/j.nedt.2016.11.001
• El-Sayed, M., Mousa, M., Abd-Elhamid, E. (2021). Academic motivation, academic self-efficacy and perceived social support among undergraduate nursing students, Alexandria University, Egypt. Assiut Scientific Nursing Journal, 9 (24), 76-86. doi: 10.21608/asnj.2021.60460.1112
• Ergin, E., Çevik, K., Çetin, S. P. (2018). Hemşirelik öğrencilerinin eğitimlerine ilişkin algıladığı stres ve stresle baş etme davranışlarının incelenmesi. Hemşirelikte Eğitim ve Araştırma Dergisi, 15 (1), 16 – 22. doi:10.5222/HEAD.2018.016
• Eskin, M., Harlak, H., Demirkıran, F., Dereboy, Ç. (2013). Algılanan stres ölçeğinin Türkçeye uyarlanması: güvenirlik ve geçerlik analizi. Yeni Symposium Journal, 51 (3), 132-140.
• Espasa, A., Mayordomo, R. M., Guasch, T., Martinez-Melo, M. (2022). Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learning. Active Learning in Higher Education, 23 (1), 49-63. doi:10.1177/1469787419891307
• Hamurcu, S. Y., Terzioglu, F. (2022). Nursing students' perceived stress: Interaction with emotional intelligence and self‐leadership. Perspectives in Psychiatric Care, 58 (4), 1381-1387. doi:10.1111/ppc.12940
• Honicke, T., Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. doi:10.1016/j.edurev.2015.11.002
• Hotun Şahin, N., Can, G., Eşkin Bacaksız, F., Kaya, H., Şenyuva, E., Balcı, S., … Nahcivan, N. (2016). Nightingale İntern Programı Değerlendirme Ölçeği’inin (N-İPDÖ) geliştirilmesi. F.N. Hemşirelik Dergisi, 24(3), 143-154. doi: 10.17672/fnhd.22356
• Howard, L., Will, B. (2018). DIGEST: A collaborative strategy for clinical performance feedback. Teaching and Learning in Nursing, 13 (3), 141-144. doi:10.1016/j.teln.2018.02.001
• Johannes, C., Haase, A. (2022). The impact of feedback mode on learning gain and self-efficacy: A quasi-experimental study. Active Learning in Higher Education, 0(0). doi:10.1177/14697874221131970
• Karahan Okuroğlu, G. (2022). Hemşirelik Öğrencilerinin Klinik Performanslarına İlişkin Öz Yeterliklerinin Akademik Öz Yeterlikleri ve Akademik Başarıları ile İlişkisi: Tanımlayıcı Araştırma. Turkiye Klinikleri Journal of Nursing Sciences, 14 (1). doi: 10.5336/nurses.2021-83326
• Lee, J. J., Clarke, C. L., Carson, M. N. (2018). Nursing students' learning dynamics and influencing factors in clinical contexts. Nurse Education in Practice, 29, 103–109. doi:10.1016/j.nepr.2017.12.003
• Liang, H. F., Wu, K. M., Hung, C. C., Wang, Y. H., Peng, N. H. (2019). Resilience enhancement among student nurses during clinical practices: A participatory action research study. Nurse Education Today, 75, 22–27. doi:10.1016/j.nedt.2019.01.004
• Michinov, E., Robin, G., Hémon, B., Béranger, R., Boissart, M. (2024). Protective resources against stress among student nurses: Influences of self-efficacy, emotional intelligence and conflict management styles. Nurse Education in Practice, 74, 103849. doi:10.1016/j.nepr.2023.103849
• Motahari, M., Rahimibashar, M., Ghasemnegad, S. (2020). The relationship between clinical self-efficacy and academic achievement motivation in nursing students. Research in Medical Education, 12 (2), 10-20. doi:10.29252/rme.12.2.10
• Ngoc, N. B., Tuan, N. V. (2023). Stress among nursing students in Vietnam: Prevalence and associated factors. International Nursing Review, 1-7. doi:10.1111/inr.12831
• Oetker-Black, S. L., Kreye, J., Davis, T., Underwood, S., Naug, S. (2016). The psychometric evaluation of the Revised Clinical Skills Self-Efficacy Scale. Journal of Nursing Measurement, 24 (1), 166–175. doi:10.1891/1061-3749.24.1.166
• Onan, A., Abay, E., Odabaşı, O. (2016). Öğrenci geribildirimlerinin mesleksel beceri eğitimi programı değerlendirmesinde kullanılması. Kocaeli Tıp Dergisi, 5(1), 25-32.
• Onieva-Zafra, M. D., Fernández-Muñoz, J. J., Fernández-Martínez, E., García-Sánchez, F. J., Abreu-Sánchez, A., Parra-Fernández, M. L. (2020). Anxiety, perceived stress and coping strategies in nursing students: a cross-sectional, correlational, descriptive study. BMC Medical Education, 20, 1-9. doi:10.1186/s12909-020-02294-z
• Özdemir, H., Khorshıd, L., Zaybak, A. (2020). Hemşirelik öğrencilerinin hemşirelik eğitimine ilişkin yaşadıkları stres düzeyinin belirlenmesi. Turkish Journal of Science and Health, 1 (2), 20-28. doi:10.5222/HEAD.2018.016
• Partlak Günüşen, N., Üstün, B. (2012). Hemşirelik öğrencilerinin klinik eğitimde verilen geri bildirime yönelik görüşleri. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 15 (3), 197-204.
• Plakht, Y., Shiyovich, A., Nusbaum, L., Raizer, H. (2013). The association of positive and negative feedback with clinical performance, self-evaluation and practice contribution of nursing students. Nurse education today, 33 (10), 1264-1268. doi:10.1016/j.nedt.2012.07.017
• Pozam, M., Zaybak, A. (2013). Klinik performansta öz-yeterlik ölçeğinin Türkçe' ye uyarlanması ve psikometrik özelliklerinin incelenmesi. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 32 (3), 100-17.
• Pozam, M., Zaybak, A. (2022). Hemşirelik Öğrencilerinin Klinik Performanslarina İlişkin Öz-Yeterliklerinin İncelenmesi. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 15 (1), 22-29. doi: 10.46483/deuhfed.928683
• Shao, A. T. (2002). Marketing research: An aid to decision making. South-Western/Thomson Learning.
• Thanoi, W., Vongsirimas, N., Sitthimongkol, Y., Klainin-Yobas, P. (2023). Examining predictors of psychological well-being among university students: a descriptive comparative study across Thailand and Singapore. International Journal of Environmental Research and Public Health, 20 (3), 1875. doi:10.3390/ijerph20031875
• Travis, J., Bunde, J. (2022). Self-regulation in college: The influence of self-efficacy, need satisfaction, and stress on GPA, persistence, and satisfaction. Current Psychology, 41, 6185–6195. doi:10.1007/s12144-020-01091-7
• Turan, N., Durgun, H., Kaya, H., Ertaş, G., Kuvan, D. (2019). Hemşirelik öğrencilerinin stres durumları ile bilişsel esneklik düzeyleri arasındaki ilişki. Jaren, 5 (1), 59-66. doi:10.5222/jaren.2019.43265
• Uludağ, E., Türkcü, S. G., Sercekus, P., Özkan, S. (2022). Hemşirelik Lisans Öğrencilerinde Akademik Öz Yeterlilik Ölçeği’nin Türkçe versiyonunun geçerlik ve güvenirliğinin incelenmesi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 11 (2), 434-443.
• Van de Ridder, J. M., Stokking, K. M., McGaghie, W. C., Ten Cate, O. T. (2008). What is feedback in clinical education?. Medical Education, 42(2), 189–197. doi: 10.1111/j.1365-2923.2007.02973.x
• Van Der Like, J. J., Fox, H., Blackburn, A., Chisholm, J. (2019). Advocating for mental health nursing care education using a flipped classroom. Creative Nursing, 25 (1), 32–37. doi:10.1891/1078-4535.25.1.32
• Yorulmaz M. (2019). Sağlık Yönetimi Bölümü Öğrencilerinde Akademik Öz-Yeterlik Araştırması, BMIJ, 7 (1): 172-189 doi:10.15295/bmij.v7i1.1056
• Yüce, E. G., Muz, G. (2020). Effect of yoga‐based physical activity on perceived stress, anxiety, and quality of life in young adults. Perspectives in psychiatric care, 56 (3), 697-704. doi:10.1111/ppc.12484
• Zengin, N., Pınar, R., Akinci, A. C., Yildiz, H. (2014). Psychometric properties of the self‐efficacy for clinical evaluation scale in Turkish nursing students. Journal of Clinical Nursing, 23 (7-8), 976-984. doi:10.1111/jocn.12257
• Zheng, Y. X., Jiao, J. R., Hao, W. N. (2022). Stress levels of nursing students: A systematic review and meta-analysis. Medicine, 101 (36), e30547. doi:10.1097/MD.0000000000030547
• Zhou, Z., Liu, H., Zhang, D., Wei, H., Zhang, M., Huang, A. (2022). Mediating effects of academic self-efficacy and smartphone addiction on the relationship between professional attitude and academic burnout in nursing students: A cross-sectional study. Nurse Education Today, 116, 105471. doi:10.1016/j.nedt.2022.105471