Abstract
BackgroundThere is a need for higher education policy to consider how student nurses might be supported to help them to develop the resilience and mental wellbeing needed to cope with stressful environments. Reviews and qualitative research in this area suggest that compassion can improve wellbeing, however, compassion-based feedback is yet to be explored as a pedagogical intervention using quantitative methods. PurposeTo explore the effect of different feedback types on subjective wellbeing. MethodsIn this experimental design, nursing students were presented with three feedback types, ‘compassion-based feedback, simple descriptive feedback, and utilitarian feedback’ and were asked to provide post-trial ratings of subjective wellbeing, in relation to each type, whilst undertaking a nursing-related task. Participants also rated the helpfulness of ‘Type of Feedback’. ResultsWe report a significant difference of ‘Type of Feedback’ with higher ratings of wellbeing when participants were presented with compassion-based feedback. ConclusionCompassion-based feedback could lead to higher wellbeing in educational tasks related to nursing.
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