Strategies to Provide Constructive Feedback to Students: Re-framing in Quality and Safety Language

Strategies to Provide Constructive Feedback to Students: Re-framing in Quality and Safety Language

Receiving constructive feedback as a student and nurse is essential for personal and professional growth but for faculty, delivering feedback to students while continuing to nurture the student-teacher relationship can be difficult, especially because it has been identified as a trigger for incivility. Changing students’ perception of feedback is essential to having them accept it. Faculty play a significant role in modeling feedback delivery. Nurse educators not only need to develop skills to deliver feedback effectively, but need to teach students how to give and receive constructive feedback to fulfill their nursing responsibilities. This presentation demonstrates evidence-based strategies to frame feedback in quality and safety language so that it can be viewed as an opportunity for improvement.


Gerry Altmiller, EdD, APRN, ACNS-BC, FAAN, ANEF

Gerry Altmiller is a professor of nursing, a clinical nurse specialist consultant for Einstein Healthcare Network in Philadelphia, Pennsylvania, and has pioneered the integration of quality and safety competencies in nursing education since 2006 when she served as a faculty leader for one of the 15 pilot schools for the Quality and Safety Education for Nurses (QSEN) Collaboration. She is a national consultant for QSEN and director of the Quality and Safety Innovation Center at The College of New Jersey. She leads the QSEN Academic Task Force, creating opportunities for its 133 faculty members to network, share ideas, and conduct academic focused research. Dr. Altmiller received a Lindback Award for distinguished teaching in 2014. Her work on constructive feedback led to the development, testing, and dissemination of support tools for nurse educators and learning tools for students to view feedback as an opportunity. Dr. Altmiller was co-editor of a special QSEN issue of Nurse Educator and serves on the journal’s editorial board. Her research focuses on clinical evaluation, quality and safety integration, creating a just culture in academia, and addressing communication challenges in education and practice environments.