Timely and effective constructive feedback is especially essential in the case of a graduate or student nurse who is underperforming. Feedback Models There are many different feedback models. The learner states what could be improved. Some difficulties with Pendleton's Rules People may find it hard to separate strengths and weaknesses in the formulaic manner prescribed. Feedback helps motivate the person to perform well and also clarifies any deviations between the preferred and the actual behaviour of the individual by giving the person information on their performance. This may reduce the effectiveness of feedback on strengths.
Feedback should be unbiased and unprejudiced Timely: This can then encourage and create a work environment where everyone gives and receives feedback. Insisting upon this formula can interrupt thought processes and perhaps cause the loss of important points. These include reflecting observations in a chronological fashion, replaying the events that occurred during the session back to the learner. Some strengths of Pendleton's Rules Offers the learner the opportunity to evaluate their own practice and allows even critical points to be matters of agreement. Ensures strengths are given parity with weaknesses. The feedback should also mention specific strategies the individual can use to improve their learning and performance and should provide not only information on their performance but also a guide for their next steps Matua et al Feedback Models There are many different feedback models. Giving Feedback There are many sources of feedback for graduate nurses. But, giving feedback can be difficult. Preparing for Professional Practice, 3rd edn, Elsevier, Sydney. What do you think? This may reduce the effectiveness of feedback on strengths. New graduate nurses not only need constructive feedback, they also need positive feedback to know when and what they are doing well. Encourage self-assessment and self-problem solving first. Some difficulties with Pendleton's Rules People may find it hard to separate strengths and weaknesses in the formulaic manner prescribed. Allows initial learner observations to be built upon by the observer s. Providing clear, specific feedback. Feedback should be balanced what worked and what could be done differently. Look at the outcomes that the interview is trying to achieve. Feedback helps motivate the person to perform well and also clarifies any deviations between the preferred and the actual behaviour of the individual by giving the person information on their performance. The learner states what could be improved. Although this model provides a useful framework, there have been some criticisms of its rigid and formulaic nature and a number of different models have been developed for giving feedback in a structured and positive way. It should contain specific information rather then generalisations Accurate: Walsh and Vassilas and Ho describe a model adapted from Kurtz et al. You might be worried that they will take it the wrong way — they could become upset or even deny the behaviour occurred. A structured approach ensures that both trainees and trainers know what is expected of them during the feedback sessions.
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