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.

Learning Objectives:

  • Upon completion, participants will be able to discuss how feedback serves as a trigger for conflict between students and faculty.
  • Upon completion, participants will be able to identify strategies that faculty can implement to deliver constructive feedback effectively.
  • Upon completion, participants will have the opportunity to enhance skills by doing return-demonstration.

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

Gerry Altmiller is a professor of nursing at The College of New Jersey, 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 currently is a national consultant for QSEN, a member of the QSEN Institute Advisory Board, and director of the QSEN Institute Regional Center at The College of New Jersey. She leads the QSEN Academic Task Force, creating opportunities for its 103 members to network, share ideas, and conduct academic focused research. Dr. Altmiller authored the Teamwork and Communication Module of the National Council of State Boards of Nursing’s Transition to Practice program and in 2014 she received a Lindback Award for distinguished teaching. 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 currently serves on the editorial board. Her research focuses on clinical evaluation, QSEN integration, and communication challenges in educational and practice environments.