volume 30 number 48 / 27 July 2016 / 37

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Providing helpful feedbackWhen asked to comment on another nurse’s performance, how comfortable are you offering a true reflection of their abilities? By Mandy Day-Calder

others do and gain insight into their current level of performance.

Learning opportunityAlthough praise is welcome, it does not provide opportunities for learning. Feedback that also highlights areas of weakness and combines this with suggestions for development offers potential for increased self-awareness and growth. The trick is to get the balance right.

Before delivering feedback, you may want to spend some time thinking about what stops you from being more open. Try practising with close family or friends and reflect on how you managed this. You may also want to consider how you felt and what you learned from another colleague who has given you constructive feedback.

It is important to do some preparation before you give someone feedback. Although this is not always practical, when you can prepare, you should.

Equally, if a colleague asks how you think they managed a situation after a challenging shift, you may need to give constructive criticism there and then.

Although you cannot please everyone, remember that honest feedback, delivered well, does not need to be upsetting for you or your colleague.

Tips for giving written and verbal feedback » Ask how your colleague perceives the situation and/or their ability. This

I t can be easy to get into the habit of filtering the truth to avoid having difficult conversations.

But you can enhance your skills so you are confident your feedback is constructive and will contribute to your colleague’s professional growth and development.

The Nursing and Midwifery Council Code places great emphasis on reflective practice, as well as the sharing of skills, experience

and knowledge in the nursing team.

Nursing is a profession that never stays still. No matter how senior your role is, there is always scope for improvement, either through formal teaching events or on the job learning.

Giving honest and constructive feedback is an integral part of any learning process. It offers a valuable opportunity for people to see themselves as

Feedback is a key part of the learning process

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careers / highlights

38 / 27 July 2016 / volume 30 number 48

498Health Education England plans to commission 498 district nurse training places by April 2017

‘Be authentic, compassionate and encouraging when giving feedback. Avoid inappropriate humour or sarcasm’See article below

OVERSEAS WORK

Nursing in the world’s most challenging placesNurses must develop the necessary skills to enable them to work in developing countries and challenging conflict zonesErin Dean

Getty

CONTINUED

Providing helpful feedback

encourages self-refl ection and helps you gain a clearer picture of areas for development.

» Always start and end with something positive.

» Use clear language and avoid too much emotion. Don’t hide behind lengthy sentences which could cause confusion.

» Be specifi c – give examples and focus on specifi c actions or clinical skills.

» Try to avoid commenting on things the other person has no control over. Focus instead on behaviours that can be changed.

» If highlighting areas for development, offer evidence-based suggestions.

» Offer solutions, but don’t preach. Encourage a two-way conversation and always offer space for discussion.

» Take your time and check that you have been understood.

» Be authentic, compassionate and encouraging and avoid inappropriate humour or sarcasm.

» Finish by summarising the main points and agreeing goals and actions to work on.

Mandy Day-Calder is a freelance writer and life/health coach

J osie Gilday has worked in some of the world’s most challenging places, including Haiti after the devastating earthquake and civil

war-plagued Ivory Coast. The specialist HIV nurse has

been on a six-month whistle-stop tour of Ethiopia, Myanmar and the Democratic Republic of Congo, helping improve medicine management and supply. She carried out placements and implemented a training programme for healthcare staff in South Sudan for charity Médecins Sans Frontières (MSF).

‘You see what you can do with next to nothing,’ says Ms Gilday. ‘My national staff team makes changes quickly. On my fi rst mission to South Sudan, I ran an inpatient therapeutic feeding centre and a centre treating

people with infectious disease kala-azar. On arrival, I found the nursing station was outside the centre, away from the patients, so I changed it.’

Many nurses dream of working in confl ict zones and developing countries, but charities stress that applicants ensure they develop the necessary skills. MSF’s staff must have signifi cant experience, and a diploma in tropical nursing or relevant nursing experience in a tropical environment.

Nurses’ work overseas will include: » Providing primary health care. » Setting up and guiding health posts. » Operating feeding centres, clinics and hospitals.

» Implementing vaccination campaigns.

» Organising mother and child health programmes.