Feedback: An essential element of student learning in clinical practice
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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