Nursing Productive Change

Question: Describe about the Nursing for Productive Change. Answer: Constructive feedback in clinical practice is the information that is acquired comparing the observed achievement level of implemented activities and skills by a learner or health care provider with a particular standard of evaluation to determine the areas of productive change, modification, and improvement. Assessment and feedback are interactive processes that promote learning by ensuring that the standards are met and providing the learner with an insight of their performance through positive criticism (Gopee, 2015). An example of constructive feedback can be: You need to focus on achieving results with accuracy and precision and therefore you should include interventions and their respective rationales while writing a nursing care plan. Learner is a person who acquires knowledge, behaviours, attitude and skills about a particular subject and practice by studying, being instructed or through practical experience and using the gained knowledge and skills to systematically and critically analyse and solve clinical problems (Oermann, 2015). Learning environment is a physical, contextual and cultural location with internal and external factors that promote the continuous process of acquisition and development of knowledge, skills, attitudes and habits that are desirable by both the trainee and the trainer (Ortlieb Cheek, 2013) Importance of giving critical and developmental feedback Feedback in the clinical area for learners is a highly valuable tool in the effort of developing professionalism and competence. It is associated with some beneficial impacts on both the trainer and the learner. Firstly, constructive feedback helps in the development of self-confidence, self-esteem, self-awareness and enthusiasm for learning of the student by promoting effective student learning and therefore encouraging professional progression (Boud Molloy, 2013). Through frequent motivation by their supervisors, learners, develop an insight of what is an expected in particular clinical situation, a factor that enables them to identify their personal strengths and weaknesses and work to perfect their skills and knowledge. Students, therefore, become autonomous in making clinical decisions through self-regulation within their scope. According to Blais and Hayes (2011), feedback can be used to provide positive reinforcement of the desirable practices in the clinical area by aligning the teaching and learning. Thus the learners become sure of what is expected of them by receiving reassurance from their supervisors. Secondly, feedback leads to the improved clinical performance of the learners (Needham, McMurray Shaban, 2016). It supports the learners retention by enabling them to develop strategies to deal with their weaknesses learn faster and sustain their strengths. The experience gained through feedback by others helps one to have a critical reflection on personal attributes about the professional characteristics hence leading to satisfaction. Also, the supervisor also achieves fulfilment by effectively facilitating the development of learners, sharing practice and enhancing learning. On the other hand, feedback entails communication which can be formal through written remarks or informal through conversations. Since this process involves interaction, it also enhances the interpersonal skills and team collaboration in both the learner and the supervisor (Jansson Ene, 2016). Lastly, as stipulated by Lally, (2013), feedback promotes personal and professional growth. Formal feedback provided in the clinical practice forms part of the evidence-based practice. It helps the learners to appreciate the importance of feedback, constructive criticism and to assimilate the knowledge for application in their daily practice. It is also a practical advice for the learners that stimulate improved performance and competence. However, the supervisor has to demonstrate effective communication skills while providing the feedback to learners. The conducive learning environment, use of feedback process and enough preparation are some of the aspects that should be considered in providing an effective feedback that can serve the purpose it is meant for (Jansson Ene, 2016). References Blais, K, Hayes, J, S 2011,Professional nursing practice: Concepts and perspectives, Pearson, Boston. Boud, D, Molloy, E 2013,Feedback in higher and professional education: Understanding it and doing it well, Routledge London. Gopee, N 2015, Mentoring and supervision in healthcare, Sage Publications, Los Angeles. Jansson, I, Ene, K, W 2016, Nursing students evaluation of quality indicators during learning in clinical practice,Nurse Education in Practice,20,17-22. Lally, S 2013, Practice teaching and the importance of feedback.Community Practitioner: the Journal of the Community Practitioners' Health Visitors' Association,86,1, 27-30. Needham, J, McMurray, A, Shaban, R, Z 2016, Best practice in the clinical facilitation of undergraduate nursing students,Nurse Education in Practice,20,131-138. Oermann, M, H 2015,Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development, Springer Publishing Company, New York. Ortlieb, E, Cheek, E, H 2013,Advanced literacy practices: From the clinic to the classroom, Emerald Group Pub, Bingley.