Clinical education: nursing students’ experiences with multisource feedback using a digital assessment instrument in the emergency medical Service - a qualitative study

• DOI: 10.1186/s12909-025-06950-0
• Publication Date: 2025-03-18T03:19:52Z
• Authors: Tomas Nilsson; I. Masiello; E. Broberger; V Lindström
• Keywords: Thematic Analysis; Reflexivity

Abstract Background Clinical education in Emergency services (EMS) is unique due to its dynamic environment, brief patient encounters, and unpredictable cases. EMS provides valuable learning opportunities for nursing students, fostering person-centered care approaches a variation of clinical training learning. Formative feedback crucial develop knowledge skills. Multisource (MSF) offers comprehensive assessment by incorporating from various individuals, promoting self-reflection targeted MSF has not, our knowledge, been systematically evaluated the context EMS, therefore, aim study was describe students’ experiences with during their using digital instrument as facilitating tool. Methods A qualitative design an inductive approach used. Data were collected 2021, focus group interviews ( n = 4) 31 final-semester students Stockholm, Sweden, who had conducted received through instrument. analyzed reflexive thematic analysis, guided Braun Clarke’s methodology. Results Three themes revealed: sources familiar student’s objectives, unfamiliar general perceptions EMS. Students valued peers supervisors personal professional growth. Patient challenging limited contextual understanding emotional states, while other healthcare professionals appreciated but hindered professionals’ workload timing constraints. Overall, MSF’s diverse perspectives, enriching learning, performance, development. Conclusion This underscores value within Feedback peers, supervisors, enhances self-awareness, growth, mutual support. Despite challenges like stress logistical barriers, structured support improved accessibility alignment objectives students. Incorporating enriches patient-centred collaboration. supported reflective practice, team dynamics highlights need refined processes optimize development education.