The essential takeaway from the video is that clinical education should be an experience focused on support and growth, rather than a high-stakes evaluation. Anne and Theresa highlighted the importance of psychological safety. They emphasized that clinical placements are merely one step in a student's professional journey. As educators, we are responsible for establishing clear expectations, creating intentional learning environments, and ensuring students perceive their progress. Feedback plays a pivotal role in this process; it should not be viewed as a tool for judgment, but rather as a means to guide improvement. Students are more likely to engage, reflect, and cultivate confidence and competence when feedback is delivered constructively and collaboratively.
Giving feedback, especially in clinical settings, can be challenging. One difficulty I’ve experienced is balancing honesty with empathy, ensuring that my feedback is constructive without making the student feel discouraged. Sometimes, students are overly sensitive to criticism and may interpret even well-intentioned feedback as a personal failure, especially if they view the placement as a test. Additionally, it can be challenging when students are defensive or unresponsive, making engaging in a meaningful conversation about their performance difficult. Another challenge is when expectations are not clearly communicated from the start, which can cause confusion and misalignment between what the educator expects and what the student perceives.
To address these challenges, I adopted several strategies. First, I made sure create a safe and open learning environment, just as emphasized in the video, established ground rules early in the placement, and clarified that feedback is meant to help them grow, not penalize them. I also shifted to a more dialogic approach, asking students how they thought they performed and inviting them to self-assess before I offered my input. This method encouraged reflection and reduced defensiveness. I practiced giving timely and specific feedback, focusing on behaviors rather than personal traits. Celebrating small successes helped build students’ confidence, and showing genuine support motivated them to improve. Lastly, I continuously worked on my feedback delivery skills by seeking mentorship and reflecting on what worked well or could be improved after feedback sessions.