Table 1 Initial 46 practitioner items and associated feedback attributes
Items – Practitioner inventorya | Feedback Attributeb | |
|---|---|---|
1.1 | I encouraged the student to evaluate their practice | Process |
1.2 | I encouraged the student to reflect on their practicec | |
1.3 | I encouraged the student to share their reflection as part of the feedback processc | |
2.1 | The learning goals were agreed in advance with the student | Criteria-based |
2.2 | Feedback was related to workplace or university standards | |
2.4 | Feedback was relevant to what was expected of the student | |
3.1 | Feedback was based on direct observation of the student’s practice | Multiple forms and sources of evidence |
3.2 | Feedback informed by multiple sources | |
4.1 | The student asked for feedbackc | Desired |
4.2 | The student appreciated the feedbackc | |
4.3 | The student welcomed the feedback | |
5.1 | There was enough time for feedback | Timely |
5.3 | Feedback was timely | |
5.4 | Feedback occurred at an agreed time | |
6.1 | Feedback was specific to the learning needs of the student | Responsive to the learner |
6.2 | Feedback was relevant to the student’s situation | |
6.3 | I encouraged the student to be involved in feedback conversations | |
6.5 | The student had the opportunity to clarify feedback | |
6.6 | I encouraged the student to ask questions to help them understand the feedback | |
6.7 | The student understood the feedback | |
7.1 | The amount of feedback was manageable | Frequent |
7.2 | Feedback was regular | |
7.3 | Feedback was planned | |
7.4 | Feedback was expected | |
8.1 | Learning goals were reviewed based on feedbackc | Future-focused |
8.2 | Learning goals were modified based on feedback | |
8.4 | Feedback helped the student to know how to improve their practice | |
9.1 | I felt the student was comfortable sharing their viewpoints | Reciprocal |
9.2 | I felt I listened to the student | |
9.3 | Feedback was communicated in a way the student could understood | |
9.4 | I adapted my communication style to meet the student’s learning needs | |
10.1 | The feedback I shared was respectful | Skilful interaction |
10.2 | The feedback I shared was clear | |
10.3 | The feedback I shared was non-judgemental | |
10.4 | The feedback I shared was non-threatening | |
10.5 | The feedback I shared focused on student’s practice | |
10.6 | I considered the student’s emotional needs | |
10.7 | The feedback I shared addressed specific areas of the student’s practicec | |
10.8 | The feedback I shared was specific not generalised | |
11.2 | The feedback I shared was offered in different ways | Multidimensional |
11.4 | The feedback I shared focused on the student’s knowledgec | |
11.5 | The feedback I shared focused on the student’s performancec | |
11.6 | I considered the student’s decision making process | |
11.7 | Feedback encouraged the student to share their feelings about different experiences | |
11.8 | Feedback encouraged the student to think about how their individual beliefs/values influenced their practice | |
11.9 | Feedback encouraged the student to think about what motivates them to learn | |
12.1 | I believe feedback is important | Global items |
12.2 | I clearly identified to the student I was communicating feedback regarding their performance | |
12.3 | Overall, I believe the feedback I shared reinforced the student’s practice | |
12.4 | Overall, I believe the feedback I shared helped change the student’s practice | |
12.5 | Overall, I believe the feedback I shared made the student think differently about their practice | |