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    Learning Zone: Providing Constructive Feedback To Students During Mentoring

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    C. T WONG
    This document provides guidance on how to effectively provide constructive feedback to students. It discusses five key principles for giving feedback: preparing, timely delivery, specificity, benefits for both mentor and student, and development opportunities to improve feedback skills. Providing regular feedback is important for student assessment but not all mentors feel confident doing so. The article aims to enhance understanding of constructive feedback and suggests it is a valuable skill for any healthcare professional, as feedback is integral to professional life.

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    Learning Zone: Providing Constructive Feedback To Students During Mentoring

    Uploaded by

    C. T WONG
    56 views1 page
    This document provides guidance on how to effectively provide constructive feedback to students. It discusses five key principles for giving feedback: preparing, timely delivery, specificity, benefits for both mentor and student, and development opportunities to improve feedback skills. Providing regular feedback is important for student assessment but not all mentors feel confident doing so. The article aims to enhance understanding of constructive feedback and suggests it is a valuable skill for any healthcare professional, as feedback is integral to professional life.

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    This document provides guidance on how to effectively provide constructive feedback to students. It discusses five key principles for giving feedback: preparing, timely delivery, specificity, benefits for both mentor and student, and development opportunities to improve feedback skills. Providing regular feedback is important for student assessment but not all mentors feel confident doing so. The article aims to enhance understanding of constructive feedback and suggests it is a valuable skill for any healthcare professional, as feedback is integral to professional life.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    56 views1 page

    Learning Zone: Providing Constructive Feedback To Students During Mentoring

    Uploaded by

    C. T WONG
    This document provides guidance on how to effectively provide constructive feedback to students. It discusses five key principles for giving feedback: preparing, timely delivery, specificity, benefits for both mentor and student, and development opportunities to improve feedback skills. Providing regular feedback is important for student assessment but not all mentors feel confident doing so. The article aims to enhance understanding of constructive feedback and suggests it is a valuable skill for any healthcare professional, as feedback is integral to professional life.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 1

    Learning zone

    CO N T I N U I N G P R O F E S S I O N A L D E V E L O P M E N T
    4 Page 58 4 Page 59 4 Page 60
    Mentor feedback Ruth Outhwaite’s Guidelines on
    multiple choice practice profile on how to write a
    questionnaire prostate cancer practice profile

    Providing constructive feedback


    to students during mentoring
    NS687 Duffy K (2013) Providing constructive feedback to students during mentoring.
    Nursing Standard. 27, 31, 50-56. Date of submission: November 1 2012; date of acceptance: January 10 2013.

    Aims and intended learning outcomes


    Abstract
    The aim of this article is to enhance readers’
    The need to provide students with regular feedback on their understanding of how to provide constructive
    performance is integral to the assessment process, but not all mentors feedback to students who are being supported
    feel confident to do this. This article highlights the benefits of providing and assessed in practice. As a nurse or
    constructive feedback for both the mentor and the student. Five midwife, providing constructive feedback
    principles associated with giving constructive feedback are discussed. is not confined to the role of mentor, it is
    The importance of preparing for feedback, ensuring it is provided in an integral aspect of everyday professional
    a timely manner and being specific are emphasised. Development life. Healthcare professionals do not work
    opportunities to enhance mentors’ skills in giving feedback that is in isolation and provide colleagues, whether
    beneficial to the student are also discussed. junior or senior, relatives, carers and
    patients with feedback daily. Therefore the
    Author information in this article, may be useful for
    Kathleen Duffy any professional working in the healthcare
    Practice educator, NHS Education for Scotland, Hamilton. setting. After reading this article and
    Correspondence to: [email protected] completing the time out activities you should
    be able to:
    Keywords Describe
     what it means to provide
    constructive feedback.
    Constructive feedback, mentoring students, mentors, student Summarise
     the benefits of giving
    assessment, verbal feedback, written feedback constructive feedback for the mentor
    and the student.
    Review Describe
     the key principles inherent in
    All articles are subject to external double-blind peer review and checked providing constructive verbal and
    for plagiarism using automated software. written feedback.
    Reflect
     on and enhance your constructive
    Online feedback skills.

    Guidelines on writing for publication are available at


    www.nursing-standard.co.uk. For related articles visit the archive and Introduction
    search using the keywords above. Walsh (2010) indicated that providing
    feedback is a vital aspect of supporting a
    student in practice. This is articulated in
    the Nursing and Midwifery Council’s
    (NMC) (2008) Standards to Support
    Learning and Assessment in Practice,
    which states that: ‘Mentors are responsible
    and accountable for… supervising students

    50  april 3 :: vol 27 no 31 :: 2013 © NURSING STANDARD / RCN PUBLISHING

    p50-56w31.indd 50 28/03/2013 10:35

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