1. What was your takeaway from the video?
After watching the video about giving feedback in clinical settings, my primary takeaway is that effective feedback is essential for professional growth in nursing education. I realized that feedback is not just about pointing out errors but is a collaborative process to improve performance and ensure patient safety. The structured approach to feedback presented in the video aligns with what Baker (2023) describes as distinguishing feedback from evaluation—feedback should focus on improving future performance rather than just judging past actions.
I particularly appreciated how the video emphasized that feedback should be specific, timely, and constructive. Ramani and Leinster (2008) indicate that effective clinical teaching requires regular communication between the instructor and staff members. This resonated with me as I reflected on my own experiences giving feedback to nursing students in clinical settings. I want to incorporate the concept of creating a feedback culture where students expect and welcome constructive criticism into my preceptorship practice.
2. What challenges did I encounter when giving feedback to other people?
In my experience as a clinical nurse preceptor, I have faced challenges when giving feedback. The most significant challenge has been delivering negative feedback in a way that does not damage the student's confidence or our professional relationship. I often engaged in what Burgess et al. (2020) call the feedback sandwich—beginning and ending with positive comments while burying critical feedback in the middle, sometimes diluting the important corrective message.
Another challenge I have encountered is finding the appropriate time and place for feedback. In busy clinical environments, providing immediate feedback without compromising patient care or embarrassing the student in front of patients or colleagues can be difficult. As Omer and Moola (2018) point out, the preceptor-preceptee relationship is a make-or-break experience that requires thoughtful attention to when and how feedback is delivered.
I have also struggled with students who become defensive or emotional when receiving constructive criticism. This is particularly challenging when addressing issues related to professional behavior or communication skills rather than technical competencies. The reluctance to deliver negative feedback that Baker (2023) discusses resonated strongly with my experiences, as I sometimes worried about damaging my rapport with students or affecting their self-confidence.
3. How did I overcome these challenges?
I have developed strategies to overcome these challenges that have improved my feedback practices. First, I have adopted a more structured approach to feedback that separates it from formal evaluation. I now establish expectations about feedback at the beginning of the clinical rotation, explaining to students that frequent, honest feedback is part of the learning process and not just about judgment.
Second, I have worked on creating psychologically safe spaces for delivering feedback. As Burgess et al. (2020) recommend, I try to provide feedback in private settings and use specific, behavior-focused language rather than general comments about the student's character or abilities. I have found that phrases like "I noticed that..." or "When I did X, the effect was Y..." help make feedback more objective and less threatening.
I have also implemented the "ask-tell-ask" approach mentioned in the video, which aligns with the advocacy-inquiry method. This involves asking the student for their perspective, providing my observations and feedback, and then asking how they plan to incorporate this feedback. This approach, supported by research on effective clinical teaching (Ramani & Leinster, 2008), has significantly improved student receptiveness to feedback.
Finally, I have learned to document feedback conversations appropriately. As emphasized in the module, while staff members' feedback is valuable in formative evaluation, the teacher is always responsible for the summative assessment of learner performance. This has helped me maintain clear boundaries between ongoing feedback and formal evaluation. Through these strategies, I have found that my feedback has become more effective in promoting student growth while maintaining positive preceptor-preceptee relationships.
References
Baker, K. (2023). Feedback vs. evaluation: Getting past the reluctance to deliver negative feedback. Harvard University. https://vpal.harvard.edu/feedback
Burgess, A., Van Diggele, C., Roberts, C., & Mellis, C. (2020). Key tips for teaching in the clinical setting. BMC Medical Education, 20(Suppl 2), 463. https://doi.org/10.1186/s12909-020-02283-2
Omer, T., & Moola, S. (2018). The importance of the preceptor-preceptee relationship in creating well-prepared professionals: A make or break experience. Global Journal of Health Science, 11(1), 1-7. https://repository.up.ac.za/bitstream/handle/2263/75924/Omer_Importance_2019.pdf
Ramani, S., & Leinster, S. (2008). AMEE Guide no. 34: Teaching in the clinical environment. Medical Teacher, 30, 347-364. https://www.bumc.bu.edu/facdev-medicine/files/2010/06/AMEE-guide-paper.pdf