Strategies for providing effective feedback during preceptorship: Perspectives from an Omani hospital

Gerald A. Matua, Vidya Seshan, Adenike A. Akintola, Anitha N. Thanka


Introduction: Providing effective feedback during preceptorship is essential to advance learning in the clinical area. However in Oman, at present, there is no published data on strategies for giving effective feedback despite the high number of non-Omanis involved in clinical teaching. This study explored the different strategies preceptors at Sultan Qaboos University Hospital use to provide effective feedback.

Methods: A qualitative research design was employed using focus groups, with data collection occurring in November 2012. The focus group discussions were recorded, transcribed and analysed thematically.

Results: Six strategies emerged, among them providing feedback that is regular and timely; clear and focused; empha-
sising preceptees’ performance and progress, as well as respecting preceptee feelings, views and privacy. Other strategies include listening to preceptees and starting with positive remarks during feedback sessions.

Conclusion: Feedback during preceptorship provides preceptors with an excellent opportunity to explain to preceptees where and how they are moving along the continuum of meeting expected goals in relation to attainment of professional knowledge, skills and behaviour, and includes specific suggestions for further improvement. The contextual realities in the clinical environment require preceptors to provide timely, regular, clear and focused feedback that emphasises preceptees’ performance, respect their feelings, privacy and opinions. Such feedback techniques when appropriately implemented enable preceptees to improve their performance, by making use of preceptors’ constructive criticism, which in turn enables them to rate their clinical practice in a more realistic way, leading them to seek opportunities for further self-improvement.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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