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Giving feedback

Giving feedback. Mentor update. Please add your name here. Session aims. To consider the best ways to give feedback. To discuss how feedback can contribute to learner development. Why should I learn about feedback?.

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Giving feedback

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  1. Giving feedback Mentor update Please add your name here

  2. Session aims To consider the best ways to give feedback To discuss how feedback can contribute to learner development

  3. Why should I learn about feedback? • Issues of inconsistency and a lack of ability in giving accurate feedback on professional values and behaviours have been identified(Fitzgerald et al 2010). • Students complain that it can be difficult to get their mentor to give them constructive criticism(Gray and Smith 2000).

  4. Why should I learn about feedback? • Mentors often describe challenges in terms of providing negative feedback, both oral and written, and maintaining student relationships (Clynes 2008). • A number of factors such as insufficient student contact time, busy wards and inadequate preparation for the role were viewed as inhibiting the feedback process (Clynes and Ratfery 2008).

  5. Questions for discussion

  6. Questions for discussion • What is feedback? • What is the role of feedback in teaching and evaluation in practice experiences? • Why do we avoid giving feedback? • What characterises effective feedback? • What problems do we commonly encounter when giving feedback?

  7. Brainstorm

  8. Brainstorm and list ideas to address: Why we should give feedback to learners? How not to give feedback How to give feedback

  9. Defining feedback

  10. What is feedback? • Communication to another person which gives information about how s/he affects and is perceived by others. • A way of helping another person consider changing his/her behaviour. • A way to enhance the learning process. Feedback should be given in a way that the receiver can HEAR it, UNDERSTAND it and CHOOSE TO USE it or not to use it

  11. Key elements of feedback

  12. Please consider…

  13. Non-violent communication

  14. Non-violent communication (NVC) • Concept created by Marshall Rosenberg in order to help people exchange the information necessary to resolve conflicts and differences peacefully. • Four components: • Observation: The facts (what we see, hear or touch) • Feelings: Emotions or sensations, free of thought/story • Needs: As distinct from strategies to meet those needs • Request: For a specific action, free of demand.

  15. NVC example ‘I have noticed that you are late for placement every morning. I feel worried and frustrated that you are consistently missing handover. I needyou to be punctual and therefore I requestthat you devise a travel plan to ensure that you get to work on time and participate in the handover process.’

  16. Learning contract

  17. Definition of learning contract • Short written agreement between a learner and a facilitator outlining: • What the learner will learn • How the learning will be accomplished • In a specific period • How the learning will be assessed • Allows learners to take responsibility for their learning • Learners are encouraged to be involved in creating, implementing and evaluating this learning.

  18. Care home extract

  19. How would you plan Izzi’s learning?

  20. Other theories and resources

  21. Other theories • Johari Window: Improve self-awareness • Conscious Competence Model (Howell 1982) • Reflection on or in practice (Schon 1987) • Online resource: • www.businessballs.com

  22. Conscious Competence Model

  23. Johari Window

  24. Johari adjectives

  25. Current concerns

  26. Students’ main concerns • Supernumerary status not always being respected • No breaks on 12-hour shifts • Negative staff attitude • Parity of experiences when several students on placement • Feedback?

  27. Key contacts

  28. References • Clynes, M. (2008) Providing feedback on clinical performance to student nurses in children’s nursing: challenges facing preceptors. Journal of Children's and Young People's Nursing 2(1): 29-35. • Clynes, M. and Ratfery, S. (2008) Feedback an essential element of student learning in clinical practice. Nurse Education in Practice 8(6): 405-11 . • Fitzgerald, M., Gibson, F. and Gunn, K. (2010) Contemporary issues relating to assessment of pre-registration nursing students in practice. Nurse Education in Practice 10(3): 158-63. • Grey, M. and Smith, L. (2000) The qualities of an effective mentor from the student nurses perspective: Findings of a longitudinal qualitative study. Journal of Advanced Nursing 32(6): 1542-1549.

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