My takeaway in the video is that effective clinical education is a challenging undertaking that hinges on two significant pillars: a well-designed interprofessional collaborative practice curriculum and robust mechanisms for feedback. The UQ Health video does accentuate the importance of preparing healthcare students to work together seamlessly from the start, an acknowledgment of which is that teamwork has direct implications for patient safety and professional satisfaction. Also essential is the regular provision of timely, specific, and behavior-based feedback a process requiring two-way communication involving constructive critique and positive feedback in order to have real effect on student learning. Ultimately, clinical education success depends on an equilibrium strategy that builds interpersonal skills and personal competence through ongoing reflective guidance.
One of the things that challenge me when providing feedback to nursing students is that I always think of how they would feel. Particularly these days, most students are very sensitive or emotional, and sometimes they are unable to accept critique or feedback even when it is intended to be constructive. This makes it difficult for me to provide feedback honestly without fearing that I may hurt their feelings or de-motivate them.
To better overcome these issues, I remind myself to be kind and empathetic in approaching feedback. I am clear about being specific, constructive, and supportive, while highlighting that my aim is to enhance their ability and confidence in becoming future nurses. I also ensure that I pick the appropriate time and place best in private to provide feedback so that they are comfortable and not humiliated in the presence of others. I also promote open communication by informing them that I am prepared to sit with them and address any questions or issues that they may have. With knowledge, forbearance, and a good attitude, I strive to provide an environment in which criticism is viewed as a useful instrument of learning and growth.
Hello Mam Frecy!
I would like to expound on your insights regarding giving of a timely, specific and behavior-based feedback. You mentioned something about picking the appropriate time to provide feedback in which in my practice I correct the error at the point of commitment. I will remove the student from the scenario, pick an appropriate place where I could talk privately with my student, then process the event. For uneventful RLE sessions, I could deliver feedback as a group. However if that is something that is isolated and sensitive, a timely, specific and behavior-based works best just like what you have said.
I would like to expound on your insights regarding giving of a timely, specific and behavior-based feedback. You mentioned something about picking the appropriate time to provide feedback in which in my practice I correct the error at the point of commitment. I will remove the student from the scenario, pick an appropriate place where I could talk privately with my student, then process the event. For uneventful RLE sessions, I could deliver feedback as a group. However if that is something that is isolated and sensitive, a timely, specific and behavior-based works best just like what you have said.