How to give and receive feedback effectively

Hardavella, Georgia; Aamli-Gaagnat, Ane; Saad, Neil J.; Roušalová, Ilona; Sreter, Katherina Bernadette

doi:10.1183/20734735.009917

Cited by 118 publications

(86 citation statements)

References 1 publication

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“…This builds on the ndings from a study conducted in Iran where nursing students felt unsatis ed with their clinical assessments and evaluations because they were done by nursing staff who they believed lacked knowledge and experience in assessments and feedback [9]. Feedback helps students to gain con dence by reinforcing good performance and highlighting areas needing improvement [40]. Several studies have illustrated measures to try and close the theory-practice gap through re ection and problem based learning under the guidance and support of lecturers and clinical staff that help them to develop their critical thinking and problem-solving skills in clinical practice.…”

Section: Discussionmentioning

confidence: 97%

Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

Mbakaya

Kalembo

Zgambo

et al. 2020

Preprint

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Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. The aim of this study was to assess the experiences and perception of nursing and midwifery students of their clinical learning environment in Malawi. Methods A mixed-methods approach was used to collect data from nursing and midwifery students. Data were collected using a questionnaire and focus group discussions. Questionnaire data were collected using the Clinical Learning Environment Inventory (CLEI). Data from focus group discussions were collected using an interview guide which had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression while qualitative data were analysed by thematic analysis Results A total of 126 participants completed the questionnaire data while 30 students participated in the focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while Individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed statistically significant association between Satisfaction with clinical learning environment and Personalization (β = 0.50, p = < 0.001), and Task orientation (β =0.16 p= < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment. Conclusion The findings of this study show that although satisfaction with clinical learning environment had the highest scores, students encountered multifaceted challenges in their clinical learning environment. A collaborative effort from training institutions and hospitals is needed to better support students with their clinical learning.

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Section: Discussionmentioning

confidence: 97%

Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

Mbakaya

Kalembo

Zgambo

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Our sample described the level of feedback as 'moderate' yet receptionists have previously described how important it is to their well-being and job satisfaction [10,42]. Though systematic mechanisms for providing feedback to receptionists exist, such as annual performance reviews and appraisals, [73] the time constrained and high pressured atmosphere of modern general practice precludes other avenues for providing the type of social support that might improve well-being [74]. This social connection also helps engender in reception staff a grasp of the outcomes of the work they complete.…”

Section: Social Characteristicsmentioning

confidence: 99%

A quantitative assessment of the parameters of the role of receptionists in modern primary care using the work design framework

et al. 2020

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Background: Amidst increased pressures on General Practice across England, the receptionist continues to fulfil key administrative and clinically related tasks. The need for more robust support for these key personnel to ensure they stay focussed and motivated is apparent, however, to be effective a more systematic understanding of the parameters of their work is required. Here we present a valuable insight into the tasks they fulfil, their relationship with colleagues and their organisation and their attitudes and behaviour at work collectively defined as their 'work design'. Methods: Our aim was to quantitatively assess the various characteristics of receptionists in primary care in England using the validated Work Design Questionnaire (WDQ) a 21 point validated questionnaire, divided into four categories: task, knowledge and social characteristics and work context with a series of sub-categories within each, disseminated online and as a postal questionnaire to 100 practices nationally. Results: Seventy participants completed the WDQ, 54 online and 16 using the postal questionnaire with the response rate for the latter being 3.1%. The WDQ suggested receptionists experience high levels of task variety, task significance and of information processing and knowledge demands, confirming the high cognitive load placed on receptionists by performing numerous yet significant tasks. Perhaps in relation to these substantial responsibilities a reliance on colleagues for support and feedback to help negotiate this workload was reported. Conclusion: The evidence of our survey suggests that the role of modern GP receptionists requires an array of skills to accommodate various administrative, communicative, problem solving, and decision-making duties. There are ways in which the role might be better supported for example devising ways to separate complex tasks to avoid the errors involved with high cognitive load, providing informal feedback, and perhaps most importantly developing training programmes.

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“…As a fourth strategy, two mp4 video presentations were prepared, each with clear, prescriptive instructions for both assessment tasks. [24] The decision that tutors would provide students with prompt and extensive written feedback on their first written task (assignment 1) -formative feedback [25] through Microsoft Word's Track Changes and Comments functions was the fifth strategy. Comments involved questions, suggestions, links to resources, and examples for improved writing.…”

Section: The Academic Writing Projectmentioning

confidence: 99%

Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

Emmanuel

Chaseling²,

Boyd³

2019

JNEP

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A growing number of diploma-qualified nurses from vocational programs are enrolling in university Bachelor of Nursing programs to upgrade their qualifications. Universities typically provide these students with credit so they enter the Bachelor of Nursing program in second year. Known as pathway students, these students tend to miss the orientating opportunities that other students experience in their first-year university enrolment. This lack of first-year opportunity can be challenging for many pathway students, notably in academic writing. This paper reports on a tailored and scaffolded academic-writing teaching strategy designed for pathway students in their initial semester of learning. Both the students themselves, and teachers report evidence of improvements in academic writing amongst the pathway students.

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How to give and receive feedback effectively

Cited by 118 publications

References 1 publication

Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

A quantitative assessment of the parameters of the role of receptionists in modern primary care using the work design framework

Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

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