Abstract

Objective: Feedback teaching is based on three guiding principles: systems theory, cybernetics, and information theory, summed up in the teaching reform practice.

Methods: It differs from traditional instill-based teaching methods, as student feedback is considered a core teaching activity; feedback teaching replaces a one-way transfer with a multi-directional transfer of information, where the teacher fully plays the role of theoretical guide, improving students’ comprehensive ability.

Results: The “reflection diary” is a teaching tool that encourages students to reflect on their learned knowledge and the experience they acquire in clinical practice by recording their experiences in a diary. We required the nursing undergraduates to write reflection diaries in clinical practice, which are then read and analysed by professional teachers who provide feedback in a timely manner.

Conclusion: Experience has proven that the reflection diary feedback teaching method has positive impacts, fostering the development of the emotional processing and learning abilities that students need for their careers, while helping them develop their initiative, as well as their communication, analytical and problem-solving skills.