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Article Abstract
Background: Previous studies have confirmed the potential effectiveness of peer video feedback in the operational training of health care students. However, an appropriate theoretical framework to support peer video feedback has not been established. The cultural historical activity theory (CHAT) provides a suitable framework. This study evaluated the effectiveness of a peer video feedback activity system, adapted from CHAT, in enhancing operational skills, self-regulated learning abilities, and teaching satisfaction among new nurses.
Method: A quasi-experimental design was employed, involving 213 new nurses. The experimental group received training through a CHAT-based peer video feedback activity system, and the control group was trained through traditional instructor feedback. Data were collected after seven operational training sessions provided by the nursing department.
Results: Posttraining, the CHAT group scored statistically higher in operational examinations, self-regulated learning abilities, and teaching satisfaction compared with the control group ( = .004, = .004, and < .001, respectively).
Conclusion: Operational training with a peer video feedback activity system can significantly enhance the operational skills, self-regulated learning abilities, and teaching satisfaction of new nurses. .
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| http://dx.doi.org/10.3928/00220124-20241213-06 | DOI Listing |
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