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
-
-
2,474
View
-
171
Download
-
3
Web of Science
-
3
Crossref
-
Abstract
PDF
Supplementary 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
-
-
55,053
View
-
212
Download
-
19
Crossref
-
Abstract
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

- 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.2024; 49(3): 288. CrossRef - 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 - 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
-
-
47,527
View
-
176
Download
-
4
Crossref
-
Abstract
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

- Evaluating the Impact of Faculty Development Programs in Generating Self-Efficacy and Competency Among Medical Teachers in India
Bishwajeet Saikia, Sudipta D Baruah, Chau Pingsaymang Manpoong, Amitav Sarma, Mohan K Ram, Sarah Ralte, Priyanka Barua, Ofisha Mary Kurbah, Somjita Datta, Atula Imchen, Irom Sapana
Cureus.2024;[Epub] CrossRef - 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