HINTS TO GIVING FEEDBACK
 Make your feedback specific as related to behavior.
 Consider your timing, either before the event in the form of advice, or immediately after as
positive feedback.
 Constructive feedback is objective, non-judgmental and based on specific observations and
encourages discussion to achieve a positive outcome.
 Consider the needs of the person receiving the feedback as well as your own. Ask yourself what
he or she will get out of the information
 Focus on behavior and/or performance that the student can do something about.
 Be direct with your feedback and avoid mixed messages. Don‟t „beat around the bush‟.
 Avoid labels and judgments by describing the behavior rather than evaluating behavior.
 Define the impact on the patient and family, the student, the unit, and the health care team.
 Use “I” statements as opposed to “you” statements to reduce defensiveness.
 Check to be sure clear communication has occurred.
 Give the feedback in a calm, unemotional language, tone and body language.
 One effective method is to prompt the student to realize the mistake made and articulate what
went wrong, then guide the student to understand how to arrive at a 'correct' or ideal response.
 Generally speaking, positive feedback should outweigh negative feedback.
 Feedback provides reassurance and support and it is important to provide on a regular basis as
this helps to motivate the student.
REMEMBER
 Reinforcement is the most effective form of feedback.
 Criticism is the most ineffective form of feedback.
 The difference between criticism and advice is a difference in timing. Most criticism can be
given as advice. Focus on solutions.
 Summarize the discussion at the end so that you both understand what has been said and what
has been agreed upon.
 Criticism overpowers all other feedback.
 Silence is not always “golden.” It can be interpreted in a variety of ways.
 The longer the delay between the incident & the feedback, the less effective the feedback
becomes.
6/14/2013