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Research article
Factors influencing the learning transfer of nursing students in a non-face-to-face educational environment during the COVID-19 pandemic in Korea: a cross-sectional study using structural equation modeling  
Geun Myun Kim, Yunsoo Kim, Seong Kwang Kim
J Educ Eval Health Prof. 2023;20:14.   Published online April 27, 2023
DOI: https://doi.org/10.3352/jeehp.2023.20.14
  • 1,298 View
  • 141 Download
  • 2 Web of Science
  • 3 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The aim of this study was to identify factors influencing the learning transfer of nursing students in a non-face-to-face educational environment through structural equation modeling and suggest ways to improve the transfer of learning.
Methods
In this cross-sectional study, data were collected via online surveys from February 9 to March 1, 2022, from 218 nursing students in Korea. Learning transfer, learning immersion, learning satisfaction, learning efficacy, self-directed learning ability and information technology utilization ability were analyzed using IBM SPSS for Windows ver. 22.0 and AMOS ver. 22.0.
Results
The assessment of structural equation modeling showed adequate model fit, with normed χ2=1.74 (P<0.024), goodness-of-fit index=0.97, adjusted goodness-of-fit index=0.93, comparative fit index=0.98, root mean square residual=0.02, Tucker-Lewis index=0.97, normed fit index=0.96, and root mean square error of approximation=0.06. In a hypothetical model analysis, 9 out of 11 pathways of the hypothetical structural model for learning transfer in nursing students were statistically significant. Learning self-efficacy and learning immersion of nursing students directly affected learning transfer, and subjective information technology utilization ability, self-directed learning ability, and learning satisfaction were variables with indirect effects. The explanatory power of immersion, satisfaction, and self-efficacy for learning transfer was 44.4%.
Conclusion
The assessment of structural equation modeling indicated an acceptable fit. It is necessary to improve the transfer of learning through the development of a self-directed program for learning ability improvement, including the use of information technology in nursing students’ learning environment in non-face-to-face conditions.

Citations

Citations to this article as recorded by  
  • Flow in Relation to Academic Achievement in Online-Learning: A Meta-Analysis Study
    Da Xing, Yunjung Lee, Gyun Heo
    Measurement: Interdisciplinary Research and Perspectives.2024; : 1.     CrossRef
  • The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education
    Olabode Gbobaniyi, Shalini Srivastava, Abiodun Kolawole Oyetunji, Chiemela Victor Amaechi, Salmia Binti Beddu, Bajpai Ankita
    Sustainability.2023; 15(17): 13195.     CrossRef
  • Transfer of Learning of New Nursing Professionals: Exploring Patterns and the Effect of Previous Work Experience
    Helena Roig-Ester, Paulina Elizabeth Robalino Guerra, Carla Quesada-Pallarès, Andreas Gegenfurtner
    Education Sciences.2023; 14(1): 52.     CrossRef
Research Article
Improved quality and quantity of written feedback is associated with a structured feedback proforma
Philip M. Newton, Melisa J. Wallace, Judy McKimm
J Educ Eval Health Prof. 2012;9:10.   Published online August 13, 2012
DOI: https://doi.org/10.3352/jeehp.2012.9.10
  • 43,442 View
  • 205 Download
  • 19 Crossref
AbstractAbstract PDF
Facilitating the provision of detailed, deep and useful feedback is an important design feature of any educational programme. Here we evaluate feedback provided to medical students completing short transferable skills projects. Feedback quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback-provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed. Each pair of questions consisted of asking the marker ?占퐓hat was done well???and ?占퐓hat changes would improve the assignment???Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students. We also observed that, for these double-marked projects, the marker designated as ?占퐉arker 1??consistently wrote more feedback than the marker designated ?占퐉arker 2??

Citations

Citations to this article as recorded by  
  • Development and evaluation of two interventions to improve students’ reflection on feedback
    Richard Harris, Pam Blundell-Birtill, Madeleine Pownall
    Assessment & Evaluation in Higher Education.2023; 48(5): 672.     CrossRef
  • Animated process-transparency in student evaluation of teaching: effects on the quality and quantity of student feedback
    Marloes Nederhand, Bas Giesbers, Judith Auer, Ad Scheepers
    Assessment & Evaluation in Higher Education.2023; : 1.     CrossRef
  • How an EPA-based curriculum supports professional identity formation
    Anne E. Bremer, Marjolein H. J. van de Pol, Roland F. J. M. Laan, Cornelia R. M. G. Fluit
    BMC Medical Education.2022;[Epub]     CrossRef
  • Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators
    Molk Chakroun, Vincent R. Dion, Kathleen Ouellet, Ann Graillon, Valérie Désilets, Marianne Xhignesse, Christina St-Onge
    Academic Medicine.2022; 97(11): 1699.     CrossRef
  • Teaching in Geriatrics: The Potential of a Structured Written Feedback for the Improvement of Lectures
    Theresa Pohlmann, Volker Paulmann, Sandra Steffens, Klaus Hager
    European Journal of Geriatrics and Gerontology.2022; 4(3): 123.     CrossRef
  • Enhancing written feedback: The use of a cover sheet influences feedback quality
    J.G. Arts, M. Jaspers, D. Joosten-ten Brinke, Sammy King Fai Hui
    Cogent Education.2021;[Epub]     CrossRef
  • Implementation of written structured feedback into a surgical OSCE
    J. Sterz, S. Linßen, M. C. Stefanescu, T. Schreckenbach, L. B. Seifert, M. Ruesseler
    BMC Medical Education.2021;[Epub]     CrossRef
  • Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students
    Carly Steyn, Clint Davies, Adeel Sambo
    Assessment & Evaluation in Higher Education.2019; 44(1): 11.     CrossRef
  • Diş Hekimliği Eğitiminde Beceri ve Yeterliğin Değerlendirilmesi II: Değerlendirme Yöntemleri
    Kadriye Funda AKALTAN
    Selcuk Dental Journal.2019; 6(5): 72.     CrossRef
  • Effect of individual structured and qualified feedback on improving clinical performance of dental students in clinical courses‐randomised controlled study
    I. M. Schüler, R. Heinrich‐Weltzien, M. Eiselt
    European Journal of Dental Education.2018;[Epub]     CrossRef
  • The Effect of High-Frequency, Structured Expert Feedback on the Learning Curves of Basic Interventional Ultrasound Skills Applied to Regional Anesthesia
    Getúlio Rodrigues de Oliveira Filho, Francisco de Assis Caire Mettrau
    Anesthesia & Analgesia.2018; 126(3): 1028.     CrossRef
  • A case study on written comments as a form of feedback in teacher education: so much to gain
    Jorik Gerardus Arts, Mieke Jaspers, Desiree Joosten-ten Brinke
    European Journal of Teacher Education.2016; 39(2): 159.     CrossRef
  • Medical students’ satisfaction with the Applied Basic Clinical Seminar with Scenarios for Students, a novel simulation-based learning method in Greece
    Panteleimon Pantelidis, Nikolaos Staikoglou, Georgios Paparoidamis, Christos Drosos, Stefanos Karamaroudis, Athina Samara, Christodoulos Keskinis, Michail Sideris, George Giannakoulas, Georgios Tsoulfas, Asterios Karagiannis
    Journal of Educational Evaluation for Health Professions.2016; 13: 13.     CrossRef
  • The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study
    Jasmina Sterz, Sebastian H. Höfer, Bernd Bender, Maren Janko, Farzin Adili, Miriam Ruesseler
    BMC Medical Education.2016;[Epub]     CrossRef
  • Group Peer Teaching: A Strategy for Building Confidence in Communication and Teamwork Skills in Physical Therapy Students
    Christopher Seenan, Sivaramkumar Shanmugam, Jennie Stewart
    Journal of Physical Therapy Education.2016; 30(3): 40.     CrossRef
  • Does Reflective Learning with Feedback Improve Dental Students’ Self‐Perceived Competence in Clinical Preparedness?
    Jung-Joon Ihm, Deog-Gyu Seo
    Journal of Dental Education.2016; 80(2): 173.     CrossRef
  • Encouraging formative assessments of leadership for foundation doctors
    Lindsay Hadley, David Black, Jan Welch, Peter Reynolds, Clare Penlington
    The Clinical Teacher.2015; 12(4): 231.     CrossRef
  • Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education
    Alice Hoon, Emily Oliver, Kasia Szpakowska, Philip Newton
    Assessment & Evaluation in Higher Education.2015; 40(5): 755.     CrossRef
  • The New Era of : What Should Be Prepared to Be a Top Journal in the Category of Gastroenterology and Hepatology
    Sun Huh
    Journal of Neurogastroenterology and Motility.2013; 19(4): 419.     CrossRef
Educational/Faculty Development Material
Senior Resident Training on Educational Principles (STEP): A Proposed Innovative Step from a Developing Nation
Satendra Singh
J Educ Eval Health Prof. 2010;7:3.   Published online December 1, 2010
DOI: https://doi.org/10.3352/jeehp.2010.7.3
  • 46,599 View
  • 166 Download
  • 3 Crossref
AbstractAbstract PDF
Resident-as-teacher courses are pretty common in Western medical schools however they are a rarity in Asian and developing countries. The current report is a scholarly analysis of a three day orientation program for senior residents in order to improve their functioning by providing new template either for supplementing basic workshops for faculty or to advocate a change in system. The experience gained by Medical Education Unit of University College of Medical Sciences can be used to conduct training breeding grounds at national or regional levels. Resident as teachers educational interventions need to be designed taking into account their impact on education system.

Citations

Citations to this article as recorded by  
  • Curso de docencia para residentes: evaluación de un programa
    Ana C. Olascoaga
    Educación Médica.2020; 21(3): 187.     CrossRef
  • Developing Humanistic Competencies Within the Competency-Based Curriculum
    Satendra Singh, Upreet Dhaliwal, Navjeevan Singh
    Indian Pediatrics.2020; 57(11): 1060.     CrossRef
  • Minor Gynecologic Surgery: A Review of the Training Experience and Skill Building Opportunities for Providers in Low and Middle Income Countries
    Rachel Marie Clark, Leslie Siriya Bradford, Jessica Opoku-Anane, Joseph Ngonzi, Ferdous Islam, Mithila Faruque, Annekathryn Goodman
    Open Journal of Obstetrics and Gynecology.2014; 04(07): 432.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions