We’re continuing our semester-long discussion on feedback in the clinical nursing education setting. In this conversation we discuss:

• why written feedback is important

• a framework for written feedback

• how to bring the PAAIL framework into written feedback

• the emotional impact of written feedback on the student

• faculty realities of time pressure in timely feedback

Resources:

• PAAIL Framework: Advocacy–Inquiry and PAAIL framework derived from simulation-based debriefing practices, Harvard Center for Medical Simulation: https://harvardmedsim.org/resources/• Argyis, Chris - developed model of The Ladder of Inference describing how individuals move from observable data to interpretations, assumptions, and actions https://cdn.edreports.org/legacy/files/Ladder-of-Inference-OCDE.pdf• Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. https://brenebrown.com/hubs/dare-to-lead/

Thanks for Teaching In Scrubs with us!

\~ Sarah & Laurel

Sarah Craig - PhD, RN, CCNS, CCRN-K, CHSE, CNELaurel Geis – MSN, RN, CNL, NC-BC, RYT200

Instagram: @teaching.in.scrubsYoutube: @teachinginscrubsThreads: @teaching.in.scrubsLinkedIn: www.linkedin.com/in/laurelgeis, www.linkedin.com/in/sarah-craig-693624114

#nursingschool, #nursingclinicals, #Nursingclinicalinstructor, #clinicalnursinginstructor, #nursingeducation, #clinicalinstructorShowcover Photo Illustration Credit: Dalanda Diallo

We’re continuing our semester-long discussion on feedback – how to approach it, ways to avoid introducing your own judgement lens, and strategies for staying at the bottom of The Ladder of Inference.

• PAAIL Framework – Advocacy–Inquiry and PAAIL framework derived from simulation-based debriefing practices, Harvard Center for Medical Simulation: https://harvardmedsim.org/resources/• Developing a pre-established “safeword” to pause activity• Phrases/Conversation “starters” to have discussions on feedback• Argyis, Chris - developed model of The Ladder of Inference describing how individuals move from observable data to interpretations, assumptions, and actions. https://cdn.edreports.org/legacy/files/Ladder-of-Inference-OCDE.pdf• Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. https://brenebrown.com/hubs/dare-to-lead/

Thanks for Teaching In Scrubs with us!

\~ Sarah & Laurel

Sarah Craig - PhD, RN, CCNS, CCRN-K, CHSE, CNELaurel Geis – MSN, RN, CNL, NC-BC, RYT200

Instagram: @teaching.in.scrubsYoutube: @teachinginscrubsLinkedIn: www.linkedin.com/in/laurelgeis, www.linkedin.com/in/sarah-craig-693624114

#nursingschool, #nursingclinicals, #Nursingclinicalinstructor, #clinicalnursinginstructor, #nursingeducation, #clinicalinstructor

Showcover Photo Illustration Credit: Dalanda Diallo

We’re kicking off our semester-long discussion on feedback – how to approach it, ways to avoid introducing your own judgement lens, and strategies for staying at the bottom of the The Ladder of Inference.

• Senge, P. (1990). The Fifth Discipline: The Art and Practice of the Learning Organization. https://www.goodreads.com/book/show/255127.The_Fifth_Discipline

• Argyis, Chris - developed model of The Ladder of Inference describing how individuals move from observable data to interpretations, assumptions, and actions. https://cdn.edreports.org/legacy/files/Ladder-of-Inference-OCDE.pdf

• Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. https://brenebrown.com/hubs/dare-to-lead/

Thanks for Teaching In Scrubs with us!Sarah & Laurel

Sarah Craig - PhD, RN, CCNS, CCRN-K, CHSE, CNELaurel Geis – MSN, RN, CNL, NC-BC, RYT200

Instagram: @teaching.in.scrubsYoutube: @teachinginscrubsLinkedIn: www.linkedin.com/in/laurelgeis, www.linkedin.com/in/sarah-craig-693624114

#nursingschool, #nursingclinicals, #Nursingclinicalinstructor, #clinicalnursinginstructor, #nursingeducation, #clinicalinstructor

Showcover Photo Illustration Credit: Dalanda Diallo