Feedback: An essential element of student learning in clinical practice

School of Nursing, Dublin City University, Glasnevin, Dublin 9, Ireland.
Nurse education in practice 04/2008; 8(6):405-11. DOI: 10.1016/j.nepr.2008.02.003
Source: PubMed


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.

Download full-text


Available from: Mary Clynes, Jan 22, 2014

Click to see the full-text of:

Article: Feedback: An essential element of student learning in clinical practice

115.33 KB

See full-text
  • Source
    • "Yonge, Myrick and Furguson (2011) are of the opinion that feedback should be gentle and should focus more on helping than correcting. If constructive feedback is given the student will gain specific insight into their performance and options for improving practice can be explored (Clynes and Raftery, 2008). Providing a verbal or non-verbal cue to a student who performs a task creates a positive learning environment. "

    08/2014; 1(1):67. DOI:10.14804/1-1-25
  • Source
    • "Researchers argue that feedback is an essential dimension of teaching and learning, and is considered a "critical force of learning". The importance of feedback has been proven, especially in clinical teaching (24). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Professionalism in nursing is critical for creating credibility and a positive image. This study was carried out to explain the use of hidden curriculum in teaching professionalism in nursing students. This qualitative study was conducted through purposeful sampling strategy by the participation of 32 nursing students. The data were collected by using semi-structured interviews, and this process was continued until achieving data saturation and themes' emergence. Content analysis method was used for data analysis. DATA ANALYSIS REVEALED THREE MAIN THEMES: Development of understanding the professionalism elements, Variety of influenceability strategies, and Influenceability to various resources. Each theme consisted of some subthemes. The nursing students learnt the professionalism elements by different methods from different resources through the hidden curriculum. Therefore, exploration of the currently administered hidden curricula is suggested.
    03/2014; 16(3):e15532. DOI:10.5812/ircmj.15532
  • Source
    • "There exists an extensive literature on the use of educational feedback in all educational settings and within healthcare education much has been written and studied within the field of feedback for clinical skills and some common themes are seen to emerge. Both Veloski et al. (2006) and Porte et al. (2007) agree that good feedback from a supervisor can aid skill development and Clynes and Raftery (2008) and Cantillon and Sargeant (2008) note that the personal qualities of the student, the supervisor and manner in which feedback is given is vital to the efficacy of feedback. Nicol and Macfarlane Dick (2006), Fotheringham (2011) and Gigante et al. (2011) have summarised the key themes to consider when defining good feedback and may be summarised thus: • Comments are non-judgemental and of practical benefit. "
    [Show abstract] [Hide abstract]
    ABSTRACT: BACKGROUND: Healthcare is undergoing a transformation in terms of traditional role and skill assignations of staff, with an attendant blurring of boundaries. Expert judgement is used in order to develop and assess learners as they prepare for these new roles. OBJECTIVES: To determine factors related to the perceived usefulness of feedback, to find out how participants use expert judgement, to develop skill and to examine how the context of learning affects the development of judgement. SETTING: Four NHS Health Board areas within Scotland. PARTICIPANTS: 95 nurse practitioners who had successfully completed a specified course of skills based education between September 2008 and August 2010. 10 participants agreed to follow up interview. DESIGN: Survey and follow-up semi-structured interviews. METHODS: Mixed methods. 20 item, internet based questionnaire (n=85) and semi-structured interviews (n=10), collected between September 2010 and February 2011. RESULTS: Response rate was 55%-confidence level of 99%, this sample yields a confidence interval of 12.9%. The results demonstrate that the demonstration of skill and the perception of expertise of the supervisor are related to the perceived usefulness of feedback (p<0.004). The participants use feedback as one strategy to develop skill and judgement, although the mining of the tacit knowledge of medical colleagues, reference to associated theory and peer support and learning strategies are also seen to be important. The development of judgement is restricted by the tightly controlled learning environment. CONCLUSIONS: Identification of participants with the expertise of the supervisory group reveals a group who are highly aspirational and for whom the governance of learning leads the participants to be confident to seek help and not the confidence to identify learning needs. Learning is seen to be dominated by the context in which it is set and as the participants learn motor skills, they learn to fit in and manage a brittle working environment.
    Nurse education today 04/2013; 33(7). DOI:10.1016/j.nedt.2013.03.007 · 1.36 Impact Factor
Show more