Journal Club Article: Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., & Sreter, K. B. (2017). How to give and receive feedback effectively. Breathe, 13(4), 327-333.
“it seems that learners value feedback more when it is given by someone they respect as a role model. Appropriate feedback contributes significantly in developing learners’ competence and confidence at all stages of their professional careers; it helps them think about the gap between actual and desired performance, and identify ways to narrow the gap and improve (pg 327-328).
Who Gives Feedback?
Feedback is meant to be a reciprocal process.
- Education or clinical supervisors
- Peers & colleagues
Table 1 (pg 329):
- Generalised feedback not related to specific facts
- Lack of advice on how to improve behaviour
- A lack of respect for the source of feedback
- Fear of upsetting colleagues
- Fear of damaging professional relationships
- Defensive behaviour/resistance when receiving feedback
- Physical barriers: noise, or improper time, place or space
- Personal agendas
- Lack of confidence
Tips for Receiving feedback
Table 4 (pg 332):
- Be a good listener
- When in doubt, ask for clarification
- Embrace the feedback session as a learning opportunity
- Remember to pause and think before responding
- Avoid jumping to conclusions, and show that you are invested in the learning process and keen to improve
- Think positively and be open to helpful hints Learn from your mistakes and be motivated
- Be a good sport and show appreciation
- Be proactive
Feedback Approach: on pages 238-239, the dreaded “feedback sandwich” and Pendletons feedback are discussed. I would argue both are now outdated approaches to feedback and to use ‘Learning Conversion‘ or the ‘advocacy-enquiry‘ approach from the simulation field.
Nursing Education Network. (2019). Clinical Supervision in Nursing
Nursing Education Network. (2020). Basic Model of Supervision.
Nursing Education Network. (2018). Supervision Skills in Nursing