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CAREERS STUDENT LIFE

Say what you think Giving and receiving feedback is an important part of professional development, says Bridget Malkin ‘How do you think you’re doing?’ To a student, this opening question from a mentor can generate feelings ranging from optimism to anxiety. It is, however, just that – an opening question, and an opportunity for the student to talk about their clinical experiences and progress. Giving and receiving feedback are elements of professional practice, so using this meeting to develop learning is critical for students and registered nurses alike. Feedback is a communication tool that requires thought and self-awareness. Hattie and Timperley (2007) say that feedback can be about one of four things: The activity. The process. Professional conduct. The self. This last category is perceived as the most threatening, and is the least tolerated by individuals. A person’s emotional preparation for and response to feedback is an indicator of professional maturity, and can affect their professional credibility. If feedback is to be constructive, it should be given in response to

Feedback acronym: TACKOS Timely Action-related Consistent in structure/content Knowledge-based Ongoing Supportive and constructive actions, knowledge and professional performance, not in a random manner or removed from events. Everyone gives and receives feedback. Students provide it to lecturers and universities about their education, mentors provide it to students about their performance, and patients give it to care staff. Students also receive academic and clinical feedback on their performance, and as their course progresses they will be required to develop the skills to provide and receive feedback. The final, third-year academic module of the nursing programme at Birmingham City University compares the content of verbal feedback against agreed criteria. Cultivating these skills as a student is important, as feedback implies an expectation and an

acceptance that care can be questioned. In this context, feedback is a constructive, honest tool that aids reflection, and promotes positive attitudes and cultures at work. Feedback can be given informally as comments or formally in structured assessment processes. It is a two-way process that should be practised regularly, either as close to events as possible to maximise learning opportunities, or at predetermined points in nursing programmes. Positive feedback encourages confidence and promotes learning for individual, team and organisations. But if feedback is handled badly, the recipient’s confidence can be deflated and the collaborative relationship destroyed. Negative feedback should be delivered in a constructive and tactful manner. Chief nursing officer Jane Cummings’ ‘6Cs’ can be applied to the giving and receiving of feedback: Courage: give or receive feedback openly and honestly. Commitment: undertake activities with professional accountability. Competence: use tools to structure and record feedback. Compassion: act as a role model in giving and receiving feedback. Care: feedback is a quality-enhancing process. Communication: be a listener and collaborator in the process. Shape what you say to make a positive difference to the culture, confidence and attitudes of your colleagues. Make it a daily habit NS Bridget Malkin is senior lecturer, Birmingham City University Reference Hattie J, Timperley H (2007) The power of feedback. Review of Educational Research. 77, 1, 81-112.

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Student life - Say what you think.

'How do you think you're doing?' To a student, this opening question from a mentor can generate feelings ranging from optimism to anxiety. It is, howe...
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