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Attachment I How To Give Feedback


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Attachment I How To Give Feedback

  1. 1. How to Give Feedback<br />DJ Marshall MSN, RN<br />Palm Beach Community College, Nursing<br />
  2. 2. Types of Feedback<br />There are two types we will discuss:<br />Positive feedback<br />Negative feedback<br />
  3. 3. Positive Feedback<br />Let’s start with positive feedback since most of us find this easier to give than negative feedback<br />Giving positive feedback appropriately can be a real student motivator.<br />Follow these tips on the following slides for giving positive feedback:<br />
  4. 4. Positive Feedback<br />1) There is no time like the present<br />Give the feedback right away.<br />Give the feedback as close to the event as possible.<br />Positive feedback gets weaker when you wait.<br />
  5. 5. Positive Feedback<br />2) Public or private?<br />Evaluate the student and the circumstance.<br />Do what is right for the student.<br />Give the feedback in front of as large a group as possible.<br />Ex: a flawless demonstration of a procedure when done in front of the group.<br />Give the feedback in private if the student is shy and might cause an unwanted emotional response.<br />Ex: a satisfactory completion of the assignment that has been unsuccessful in previous attempts.<br />
  6. 6. Positive Feedback<br />3) Make the praise match the effort<br />Big successes need big recognition. Use a brass band, parades, streamers and balloons for a huge effort.<br />Ex: Completing a video of proper medication administration for use in the skills labs by other students.<br />Small successes need smaller recognition. Don’t make a big deal out of everything.<br />Ex: No need to praise students for reading their assignments as scheduled.<br />
  7. 7. Positive Feedback<br />4) Do it, Do it, Do it, Do it, Do it, Do it<br />Practice makes perfect, so give feedback often.<br />Don’t just wait for the big successes. Congratulate small successes as well.<br />Ex: The accomplishment of starting an IV with one stick.<br />Ex: Determining the cause of increased lung sounds was caused by extended use of a hypertonic IV solution.<br />Ex: Following up on a patient concern when the staff nurse has not had the time to address the issue.<br />
  8. 8. Positive Feedback<br />5) Say what you mean, and mean what you say.<br />Be sincere<br />Mean what you say, or students will see right through your feedback.<br />Ex: Good job on getting to class on time. (Not really positive feedback)<br />Be clear<br />Say exactly what you are commending.<br />Ex: I really liked how you told me what you were considering as you progressed through your physical assessment. I could tell how well you have learned the lesson.<br />
  9. 9. Negative Feedback<br />Negative feedback is a little harder to give than positive feedback. It can make both the instructor and the student feel uncomfortable.<br />Negative feedback should not result in the student having hurt feelings<br />Follow these tips on the following slides for giving negative feedback:<br />
  10. 10. Negative Feedback<br />1) “Calling Ground Control” Get your emotions in control before giving feedback.<br />Be calm<br />Being our of control will encourage the student to also be out of control, and emotions can cause defensiveness<br />Do not give negative feedback when you are negative, angry, upset, embarrassed, hurt<br />You are more likely to say something you don’t really mean if you give feedback when your own emotions are not under control.<br />
  11. 11. Negative Feedback<br />2) Public or Private? <br />Answer: PRIVATE<br />No one wants to receive negative feedback in front of others<br />Ex: Use another area, or a lowered voice to communicate negative feedback privately.<br />Give negative feedback in front of others ONLY when it is unavoidable, and as a last resort.<br />Ex: A student is transferring another student using the Hoyer lift, and is about to cause injury. You must help avoid injury, so you have to stop and correct the student immediately in front of the group.<br />
  12. 12. Negative Feedback<br />3) Focus on the behavior you want to change, not the person.<br />When you focus on the person rather than the behavior, you make the student defensive, which is a barrier to change.<br />Ex: I like the way you are able to do the first half of the physical assessment, but the second half of the assessment is not up to the same standard, in that you did not include…..<br />Ex: (Don’t do this) You did not do the last half of the assessment according to the standard in the book. You have to do it over.<br />
  13. 13. Negative Feedback<br />4) There is no time like the present<br />Give the feedback right away.<br />Give the feedback as close to the event as possible.<br />Negative feedback gets weaker when you wait.<br />
  14. 14. Negative Feedback<br />5) Stop talking<br />After you have told the student about the behavior that needs to change, allow the student to verbalize<br />Come to an agreement about what the future expected (successful) behavior needs to be.<br />Allow time for the student to process what has happened, and answer questions<br />Now, move on, get over it. <br />
  15. 15. Giving Feedback<br />We have reviewed the steps of giving positive and negative feedback to students.<br />The purpose of feedback is to guide the student toward successful performance and critical thinking.<br />Take time after a feedback session to evaluate your purpose for giving feedback, and ask yourself if you achieved that purpose.<br />
  16. 16. Giving Feedback<br />Remember, our students frequently see instructors as role models, and are learning to emulate behavior. Present yourself as a professional who respects everyone, and you will be fostering that attitude and ability in the students you train.<br />
  17. 17. Credits<br />Reh, F. J. How to Give Positive Feedback. Retrieved at:<br />Reh, F. J. How to Give Negative Feedback Properly. Retrieved at:<br />