The Evaluation Process
The evaluation process is essential to determining if preceptees' are demonstrating the necessary knowledge, skills and attitudes required for professional nursing practice.
What is the difference between feedback and evaluation?
Feedback is given as close to a given event as possible, while evaluation is given at the end of a clinical or orientation experience. Feedback is often informal with brief sessions fit in at appropriate times during a busy workday. Evaluation is usually performed in
a more formal setting, where the preceptee and preceptor sit down for an "official review."
The basis for both feedback and evaluation should be objective data (specific behaviors) that the preceptor has observed. However, feedback focuses on specific events or actions, while evaluation encompasses a broader level of performance and skills. The underlying purpose of both feedback and evaluation is improving learner performance.
What is the difference between feedback and evaluation?
Feedback is given as close to a given event as possible, while evaluation is given at the end of a clinical or orientation experience. Feedback is often informal with brief sessions fit in at appropriate times during a busy workday. Evaluation is usually performed in
a more formal setting, where the preceptee and preceptor sit down for an "official review."
The basis for both feedback and evaluation should be objective data (specific behaviors) that the preceptor has observed. However, feedback focuses on specific events or actions, while evaluation encompasses a broader level of performance and skills. The underlying purpose of both feedback and evaluation is improving learner performance.
Benefits and Barriers to Effective and Constructive Feedback
Giving effective feedback is instrumental in helping preceptees learn. Preceptees who receive regular feedback about their performance perform significantly better, learn quicker and develop better clinical judgment. Students and newly licensed registered nurses often report that they want more feedback from preceptors.
THE BENEFITS OF FEEDBACK
Feedback helps learners evaluate their own performance. Preceptor feedback serves as a mirror in which preceptees can see what they do well and what they need to improve.
Feedback helps preceptees understand preceptors' expectations and whether they are meeting those expectations.
Regular feedback encourages preceptees to try new skills: they can challenge themselves, experiment with new skills, and receive guidance that helps them develop mastery before being evaluated.
Feedback also makes preceptors' work easier. It provides an opportunity for the preceptor to show interest in the preceptees' development. It facilitates communication. Feedback helps the preceptor to be proactive in identifying and addressing potential problem learning situations.
Feedback makes the evaluation process easier, because the preceptee already knows the preceptor's assessment of his or her performance by the time they discuss the evaluation. At the same time that a preceptor's feedback helps preceptee improve, feedback from learners can help a preceptor improve their teaching skills.
BARRIERS TO GIVING FEEDBACK
"They Know How They're Doing" "Why say the obvious? They must know how they are doing." Actually, they often do not. When people are first learning new skills, they do not have the experience or context for judging their own performance. What is obvious to you, an experienced clinician may still be unclear to students and newly licensed RN's.
"Is this an anomaly?" "That episode was probably an anomaly." Sometimes you notice behavior that is potentially troubling, but you are not sure the preceptor consistently does it, and you do not want to make a mountain of a molehill. This may be particularly true at the start of the experience. Check with colleagues and staff to see if they have observed similar behavior. It is okay to “act on the first itch” and raise the issue with the learner immediately – it is easier to prevent a potential problem than curb it once it has fully developed. You might say to the preceptee, "I don't know that this is something you normally do, but in this case I noticed that you…” or you can ask the preceptee for a self-assessment and see if this behavior is addressed.
"I don't have time." "With this schedule, I don't have time to sit down and give a lot of feedback!" Feedback does not need to take a lot of time, and it is essential for helping learners improve.
The Awkwardness "This is awkward, they get defensive." Many preceptors did not receive much feedback in their own training. Or the feedback they received did not adequately acknowledge their skills or include strategies to improve their weaknesses. These preceptors will naturally feel that learners get defensive in a situation during which feedback is provided. The following can help take the mystery and awkwardness out of giving preceptees' feedback.
THE BENEFITS OF FEEDBACK
Feedback helps learners evaluate their own performance. Preceptor feedback serves as a mirror in which preceptees can see what they do well and what they need to improve.
Feedback helps preceptees understand preceptors' expectations and whether they are meeting those expectations.
Regular feedback encourages preceptees to try new skills: they can challenge themselves, experiment with new skills, and receive guidance that helps them develop mastery before being evaluated.
Feedback also makes preceptors' work easier. It provides an opportunity for the preceptor to show interest in the preceptees' development. It facilitates communication. Feedback helps the preceptor to be proactive in identifying and addressing potential problem learning situations.
Feedback makes the evaluation process easier, because the preceptee already knows the preceptor's assessment of his or her performance by the time they discuss the evaluation. At the same time that a preceptor's feedback helps preceptee improve, feedback from learners can help a preceptor improve their teaching skills.
BARRIERS TO GIVING FEEDBACK
"They Know How They're Doing" "Why say the obvious? They must know how they are doing." Actually, they often do not. When people are first learning new skills, they do not have the experience or context for judging their own performance. What is obvious to you, an experienced clinician may still be unclear to students and newly licensed RN's.
"Is this an anomaly?" "That episode was probably an anomaly." Sometimes you notice behavior that is potentially troubling, but you are not sure the preceptor consistently does it, and you do not want to make a mountain of a molehill. This may be particularly true at the start of the experience. Check with colleagues and staff to see if they have observed similar behavior. It is okay to “act on the first itch” and raise the issue with the learner immediately – it is easier to prevent a potential problem than curb it once it has fully developed. You might say to the preceptee, "I don't know that this is something you normally do, but in this case I noticed that you…” or you can ask the preceptee for a self-assessment and see if this behavior is addressed.
"I don't have time." "With this schedule, I don't have time to sit down and give a lot of feedback!" Feedback does not need to take a lot of time, and it is essential for helping learners improve.
The Awkwardness "This is awkward, they get defensive." Many preceptors did not receive much feedback in their own training. Or the feedback they received did not adequately acknowledge their skills or include strategies to improve their weaknesses. These preceptors will naturally feel that learners get defensive in a situation during which feedback is provided. The following can help take the mystery and awkwardness out of giving preceptees' feedback.
Remember the acronym "IMPROVE" to help make the evaluation process easier in your role as a nurse preceptor.
Identify objectives with the preceptee
Make a feedback friendly environment
Prioritize what feedback to give
Respond to the preceptee's self=assessment
Objective observations should be made
Validate what the preceptee has done well and/or suggest alternative strategies
Establish a plan to implement changes (if needed) and have preceptee summarize feedback and plan
https://www.hgtc.edu/documents/academics/programs/nursing/ADN_Preceptor_Modules.pdf
Identify objectives with the preceptee
Make a feedback friendly environment
Prioritize what feedback to give
Respond to the preceptee's self=assessment
Objective observations should be made
Validate what the preceptee has done well and/or suggest alternative strategies
Establish a plan to implement changes (if needed) and have preceptee summarize feedback and plan
https://www.hgtc.edu/documents/academics/programs/nursing/ADN_Preceptor_Modules.pdf