The purpose of this presentation is to share what we have discovered about how preceptor-student feedback processes during clinical placement, can be influenced by the introduction of a standardised feedback tool.
Feedback given to nursing students from experienced clinicians in clinical education is essential in developing competent nurses. When done well, it offers measured performance against standards required by the nursing health profession, promoting learning and behavioural change. Despite this, numerous barriers to effective feedback processes are described in health education literature.
A qualitative descriptive design was used to determine whether the introduction of a Daily Feedback Tool (DFT) affected nursing students and clinical supervisors (preceptors) experiences in nursing clinical education to overcome some of the reported barriers to effective feedback processes.
Semi-structured focus groups were held with eight groups, and data was analysed using aspects of Grounded Theory. These aspects included purposive sampling and system analysis which informed the following stages of data collection.
Participants reported that the introduction of the DFT overcame some of the reported barriers, particularly relating to the frequency of feedback occasions, and the traditionally didactic, teacher-led feedback conversations. In early stages, students relied upon preceptors to initiate and lead feedback episodes. However, once trusting preceptor-student relationships were formed, students developed confidence in self-evaluating their own performances, and actively sought feedback -improving feedback experiences for both learners and teachers.
The DFT was reported to influence the development of trusting preceptor-student relationships, which gave the learner agency confidence to seek feedback.