The Effect of Two Kinds of Feedback " written" and " oral written" on Formative Assessment on Arterial Blood Gas Interpretation Skills of Nurses in Critical Care Nurses

In the process of continuing education, nurses are one of the most important audience in hospitals need the development of teaching and learning methods to enhance their performance. This research is based on the need for proper training of intensive care units (ICU) nurses for arterial blood gas interpretation skills in the care of critical patients and has been done the effect of formative assessment with appropriate feedback for development of this skill.
This is a Quasi Experimental study that 90 nurses working in Critical Care setting of three Hospital were participate in this study. The samples were selected based on available sampling method and inclusion criteria. Arterial blood gas interpretation skills of nurses were measured before and after the educational intervention. Results were compared using descriptive and inferential statistical methods with SPSS Inc. Released 2007. SPSS for Windows, Version 16.0. Chicago, SPSS Inc.
The primary mean score were 13.86 ± 3.7 for oral written group, 12.93 ± 2.27 for written group and 12.43 ± 2.51 for control group. Also there were no significant difference between three groups before intervention (P = 0.157). The mean score after intervention were 20.33 ± 1.58 for oral-written group, 18.40 ± 1.84 for written group and 15.96 ± 1.56 for control group. The mean scores between groups have a significant differences after intervention (p This study showed that using formative assessment and provide proper feedback is effective on learning and using formative assessment with written and oral feedback improve arterial blood gas interpretation skills. So it is recommended that formative assessment with written and oral feedback be used in educational programs.