Transcript Providing Feedback

Teaching and
supervising students
in practice
Giving feedback
Dr Isabel Anton-Solanas
22nd March 2013
Session aims
To consider the best ways to give feedback
To discuss how feedback can contribute to learner
development
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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).
3
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 units and inadequate preparation for the role
were viewed as inhibiting the feedback process (Clynes
and Ratfery 2008).
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Questions for
discussion
Questions for discussion
1. What is feedback?
2. What is the role of feedback in teaching and evaluation in
practice experiences?
3. Why do we avoid giving feedback?
4. What characterises effective feedback?
5. What problems do we commonly encounter when giving
feedback?
6
Brainstorm
Brainstorm and list ideas to address:
Why we should give feedback to learners?
How not to give feedback
How to give feedback
8
Defining feedback
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
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Key elements of feedback
Time
“Praise sandwich”
(Hinchliff 1999)
Privacy
Balance
(too much / too
little)
Use time as
learning situation
Evidence from
practice
Do not generalise
(“you’re
brilliant”)
Do not compare
to other students
Be clear
Offer solutions
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Please consider…
1
• Make it clear that the aim is to be helpful and constructive
2
• Direct feedback to behaviours that can be changed
3
• Focus on the subject or behaviour, not the person
4
• Be descriptive of what you observed, not evaluative
5
• Explain the impact and consequences of the actions/behaviour
6
• Take into account the receiver’s needs, as well as your own
7
• Be genuine and definitely not sarcastic or rude
8
• Remember that what you say, see and hear is confidential
12
Non-violent
communication
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.
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Learning contract
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.
16
Other theories and
resources
Other theories
• Johari Window: Improve self-awareness
• Conscious Competence Model (Howell 1982)
• Reflection on or in practice (Schon 1987)
• Online resource:
– www.businessballs.com
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Conscious Competence Model
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Johari Window
Known to self
Not know to self
Known
to
others
Open/free area
Blind area
Not
known
to
others
Hidden area
Unknown area
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Johari adjectives
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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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