Investigating the Effect of Reflection Through Visual Self-Evaluation

Abstract

This study investigated the effect of visual self-evaluation and faculty feedback on students' clinical skills acquisition. It was a quasi-experimental design involving a pre-test and post-test for a single group. The participants were 32 Iranian nursing students. The skills evaluated were intravenous (IV) and intramuscular (IM) injection, nasogastric tube insertion, and dressing change. The evaluation was by faculty and other students. The post-test data was analyzed using SPSS26. The mean scores of intramuscular injections, intravenous insertion, gastric sounding, and dressing change stations before the intervention were 14.72 ± 1.75, 10.72 ± 2.75, 14.89 ± 1.89, 8.35 ± 2.00 respectively. The mean scores after intervention were 19.63 ± 0.57, 10.95 ± 3.04, 19.52 ± 0.68, and 18.5 ± 0.98, respectively. After the intervention there was a statistically significant difference for each skill evaluated. The conclusion of the study is that the visual self-evaluation and faculty feedback of the intervention was associated with a significant increase in skills acquisition.