Elsevier

Nurse Education in Practice

Volume 8, Issue 6, November 2008, Pages 405-411
Nurse Education in Practice

Feedback: An essential element of student learning in clinical practice

https://doi.org/10.1016/j.nepr.2008.02.003Get rights and content

Summary

Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

Section snippets

Aim

Feedback is a fundamental aspect of teaching and learning. Rowntree (1987, p. 27) describes it as the “lifeblood of learning”. While the importance of feedback is widely acknowledged there appears to be inconsistency in the amount, type and timing of feedback received by students in clinical practice (Cahill, 1996, Nordgren et al., 1998, McNeill et al., 1998, Pertab, 1999, Glover, 2000, Gray and Smith, 2000, Raftery, 2001). The aim of this paper is to outline the nature and importance of

Benefits for the student

The impact of constructive feedback extends beyond the teaching and learning process. Feedback is essential for the student’s growth, provides direction and helps to boost confidence, increase motivation and self-esteem (Greenwood and n’ha Winifreyda, 1995, Atkins and Williams, 1995, Baard and Neville, 1996, Begley and White, 2003). It can help students rate their clinical practice in a realistic way (Glover, 2000). If students are not offered feedback they may compare themselves with more

Conflicting demands

The supervision of students can never occur in isolation from the broader context of the clinical area in which it takes place. Thus the conflicting demands of providing patient care and student support are an ongoing problem in the provision of quality student supervision and feedback (Atkins and Williams, 1995, Dibert and Goldenberb, 1995, Wilson-Barnett et al., 1995, Twinn and Davis, 1996, Kaviani and Stillwell, 2000, Ohrling and Hallberg, 2000, Allen, 2002, Clynes, 2004). Supervisors must

The feedback process

It is widely acknowledged that feedback is more likely to be accepted and result in improved practice if the information is appropriately presented to the student (Russell, 1994, Newstrom and Davis, 1997, Dohrenwend, 2002). The effective delivery of feedback is a multifactorial process which begins with preparation of the supervisor in the competent delivery of feedback. Further elements include establishing objectives with the student, timing of the feedback, the environment, the language and

Conclusion

Feedback on clinical performance is essential for effective student learning in clinical practice. However, students report variable experiences of receiving feedback while on practice placements. This may be attributed to a number of factors including the ward environment and the readiness and ability of the registered nurse to give feedback. Preparation of the registered nurse in the provision of feedback to students is paramount. Awareness and understanding of the elements of feedback

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