What attributes guide best practice for effective feedback? A scoping review

There has been an observed increase in literature concerning feedback within the last decade, with the importance of feedback well documented. Current discourse promotes feedback as an interactive, dialogic process between the learner and the learning partner. While much has been written about effective feedback, less is known about key elements that support dialogic feedback. It is therefore important to investigate what is known about the elements that guide best practice for effective feedback. A scoping review of the extant literature following Arksey and O’Malley’s methodology was conducted. A search of literature published in English identified sixty-one publications eligible for this review. Publications were representative of the international literature from both empirical and non-empirical sources. Feedback elements were extracted from the included publications and categorised into 11 core attributes. The attributes identified feedback as: being a process; criteria-based; requiring multiple forms and sources of data/evidence; needs to be desired by the recipient (i.e. invited and welcomed); timely; responsive to the learner (i.e. tailored to developmental needs/learning preferences of the learner); frequent; future-focussed; reciprocal (i.e. two-way); involves skilful interaction; and is multidimensional (i.e. engages the learner in more than one way). Despite the rhetoric on feedback as a ‘dialogic process’, a gap remains in our understanding around what is required to engage the learner as an equal partner in the feedback process. Further research exploring the impact of specific aspects of the feedback process on practice is required. © 2018, Springer Nature B.V

Impact of a work-based feedback intervention on student performance during clinical placements in acute-care healthcare settings: A quasi-experimental protocol for the REMARK programme

Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. Introduction Current perspectives present feedback as a dynamic, dialogic process. It is widely accepted that feedback can have an impact on workplace performance, however, how dialogic feedback is enacted with the learner in authentic healthcare settings is less apparent. This paper seeks to describe the design and development of an implementation study to promote the learner voice in the feedback process and improve feedback encounters between learners and learning partners in healthcare settings. Methods and analysis A quasi-experimental study design will be used to evaluate whether implementation of a work-based intervention to improve feedback impacts student performance during clinical placements in healthcare settings. Student performance will be measured at three time points: baseline (pre), mid-placement (post-Test 1) and end-placement (post-Test 2) in keeping with standard assessment processes of the participating university. The intervention is underpinned by Normalisation Process Theory and involves a layered design that targets learners and learning partners using best-practice education strategies. Data regarding participants' engagement with feedback during clinical placements and participants' level of adoption of the intervention will be collected at the completion of the clinical placement period. Ethics and dissemination This study has ethics approval from both Griffith University and Metro South Health Human Research and Ethics committees. Dissemination of results will be local, national and international through forums, seminars, conferences and publications. © Author(s) (or their employer(s)) 2020

Determining attainment of nursing standards : the use of behavioural cues to enhance clarity and transparency in student clinical assessment

Internationally nursing is largely a regulated profession, that is, topractice as a nurse, nurses need to be licensed or registered. The InternationalCouncil of Nurses (ICN) believes ‘that profession-led nursing regulationcontributes to public protection and quality patient outcomesthrough establishing, promoting and enforcing standards of practice’(International Council of Nurses, 2013). The regulatory body in eachcountry where a nurse practices requires to set standards of practice(International Council of Nurses, 2013). This is essential to ensure themaintenance of high-quality care, that is, nurses have the knowledge,skills and ability to practice based on the best available evidence, takinginto consideration legal, and ethical issues and the need for collaborationwhen delivering compassionate care in complex health care environments.Of greater significance is that these standards are understoodand clearly communicated

Assessment of the clinical performance of nursing students in the workplace: Exploring the role of benchmarking using the Australian Nursing Standards Assessment Tool (ANSAT)

© 2019 Nursing is a regulated profession that requires each nurse to meet requisite standards. Successful nursing registration is reliant on the quality of pre-registration education and assessment. Benchmarking is a systematic, consistent and innovative way to identify areas of improvement. In nursing education, external referencing through benchmarking can identify areas for improvement in nursing education and facilitates equitable performance comparisons between higher education providers. To optimise benchmarking of nursing students’ performance, a standardised, systematic assessment process of all student nurses is necessary. In Australia, the Australian Nursing Standards Assessment Tool is the only scholarly published assessment tool that assesses performance over a range of activities and settings objectively in work-based learning. As such, there is an opportunity to use this tool to determine and benchmark nursing students’ performance in clinical learning environments. By recording and comparing assessment scores, stakeholders including student nurses, clinical sites and higher education providers can explore factors associated with workplace performance. Benchmarking identifies consistencies and discrepancies. Additionally, findings from benchmarking activities provide the impetus for further research in nursing education and clinical performance

Designing Feedback for Impact

This chapter focuses on influences, affordances and challenges for teachers in designing for (and identifying) feedback impact. We propose four key questions that need to be asked: Do learners know the purpose of feedback and their role(s) in it? Can learners make sense of the information? Can learners take action? What effects should we be looking for? We then explore strategies that have been shown to be valuable in designing feedback that makes a difference. These are organised according to three important considerations: creating opportunities for effective feedback; developing learner and teacher capacities; and looking for effects. We finish the chapter by taking a step back and considering the implications at the programme and institutional levels in cultivating feedback that makes a difference