Simple Versus Elaborate Feedback in a Nursing Science Course |
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| Authors: | Betty L Elder David W Brooks |
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| Institution: | (1) School of Nursing, Wichita State University, Wichita, KS 67260-0041, USA;(2) Department of Teaching, Learning, & Teacher Education, University of Nebraska - Lincoln, Lincoln, NE 68588-0355, USA |
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| Abstract: | Feedback techniques, including computer-assisted feedback, have had mixed results in improving student learning outcomes.
This project addresses the effect of type of feedback, simple or elaborate, for both short-term comprehension and long-term
outcomes. A sample of 75 graduate nursing students was given a total of ten examinations. Four examinations provided tutorials
in which the students received one of two types of feedback, simple or elaborate. Five examinations provided tutorials with
no feedback. A comprehensive final examination compared initial content and final scores. This study found no significant
differences between the types of feedback the students received. The mean scores were significantly higher on the four examinations
where the students received feedback than on the five examinations with no feedback on tutorials. The comparison between the
individual examinations and the similar content portion of the final examination indicated a significant drop in each of the
four examinations where feedback was given and a significant improvement in four of the five examinations where no feedback
was given. |
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| Keywords: | Feedback mechanisms Computer-assisted instruction Nursing education Science education |
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