J Nurs Educ. 2025 Jul 16:1-5. doi: 10.3928/01484834-20250415-03. Online ahead of print.
ABSTRACT
BACKGROUND: Feedback-seeking behavior is crucial for the growth and adaptability of advanced learners. This project aimed to enhance feedback-seeking behaviors in Accelerated Bachelor of Science in Nursing (ABSN) students through an evidence-based educational intervention.
METHOD: Feedback-seeking behaviors were assessed via pre- and posttests. Quantitative data were analyzed using descriptive and inferential statistics, while open-ended responses underwent content analysis. The intervention included an in-person educational session on feedback-seeking behavior.
RESULTS: The intervention significantly boosted students’ confidence in seeking feedback, with 80% reporting higher confidence postintervention compared with 53.3% preintervention (mean difference = 0.73, p < .0104). Faculty responses supported these findings (mean difference = 1.33, p < .057). Students showed a strong preference for private feedback settings (100%) and sought feedback to enhance traits, abilities, and skills (80%).
CONCLUSION: The educational intervention positively influenced ABSN students’ feedback-seeking behaviors and is recommended for broader application. [J Nurs Educ. 2025;64(X):XXX-XXX.].
PMID:40663798 | DOI:10.3928/01484834-20250415-03
