Communication, Coaching and Feedback, Evaluating Others
Module 4 Objectives
Recognize and role model effective communication
Promote effective communication in others
Explain the components of feedback that promotes growth
Understand importance of developing a reflective practice
Verbalize various strategies for evaluations
- Lack of time
- Lack of comfort
- Lack of motivation
- The work environment
- Lack of honesty
- Failure to listen
Coaching and feedback
Helps improve performance
How Am I Doing?
Purpose of feedback is to promote growth
Doing it well
Focus on skill, not person
Motivation is on performance improvement
Balance the positive and the negative
Everyone makes mistakes, what is important is how we communicate and encourage change so mistakes are not repeated. This is done with patience and compassion.
Encourage self reflection
As a means to provide feedback
How did you think that went?
Strategies to Evaluateformal
- Review established goals for orientation
- Completed skills checklist, manage 4 patients
- Peer and self evaluation
- Rubrics- criterion based
- University of Wyoming FWWSN has an evaluation form in the preceptor handbook
Let us each and all realize the importance of our influence on others- stand shoulder to shoulder- and not alone, in good cause
- Baltimore, J.J. (2004). The hospital clinical preceptor: Essential preparation for success. The Journal of Continuing Education in Nursing, 35(3), p. 133.
- Barnes, C. (2004). Preceptor workshop. St John’s Medical Center, July 16, 2004.
- Barrett, C., & Myrick, F. (1998). Job satisfaction in preceptorship and its effect on the clinical performance of the preceptee. Journal of Advanced Nursing, 27(2), p. 364.
- Bastable, S.B. (2003). Nurse as educator: Principles of teaching and learning for nursing practice (2nd ed.). Sudbury, MA: Jones & Bartlett.
- Battaglini, D.J., & Schenkat, R.J. (1987). Fostering cognitive development in college students. Retrieved from, http://www.ericdigests.org/pre- 925/perry.htm
- Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Addison- Wesley:Menlo Park, CA.
- Billings, D.M. & Halstead, J.A. (2005). Teaching in nursing: A guide for faculty (2nded.). Elsevier
Saunders: St. Louis, MO.
- Burns, C., & Beauchese, M., Ryan-Krause, P., & Sawin, K. (2006). Mastering the preceptor role: Challenges of clinical teaching. Journal of Pediatric Health Care, 20(3), p.172
- Dickerson, P.S. (2005). Nurturing critical thinkers. The Journal of Continuing Education in Nursing, 36(2), p.68.
- Erven, B.L. (2001). Evaluating performance and providing feedback to employees. Retrieved from,
- Hansten, R.I., & Washburn, M.J. (1999). Individual and organizational accountability for development of
critical thinking. Journal of Nursing Administration, 29(11), p. 39.
- Harris, K-L., Krause, K., Gleeson, D., Peat, M., Taylor, C., & Garnett, R. (2007). Enhancing assessment in the
biological sciences: Ideas and resources for university educators. Retrieved from, www.bioassess.edu.au
- Heaslip, P. (2005). Critical thinking: To think like a nurse. Retrieved from, http://www.cariboo.bc.ca/nursing/faculty/heaslip/nrsct.htm
- Henderson, A., Fox, R., & Malko-Nyhan, K. (2006). An evaluation of preceptors’ perceptions of educational preparation and organizational support for their role. The Journal of Continuing Education in Nursing. 37(3), p.130
- Krugman, M. (2006). Precepting: The chance to shape nursing’s future. Retrieved from,
Slide 13 Slide 14 Slide 15 Slide 16 Slide 17