feedback

Feedback
The purpose of the feedback is for the student being assessed to receive feedback on how they may improve their behaviours and or skills. In turn, peer assessor learns by being able to observe and learn positive competencies as well as observing error and self-corrections by the student which reinforces proper techniques, learning and performance.

Entering our first skills evaluation as a class, we were all nervous. As I was evaluating my peer, I could appreciate how she felt based on my own feelings. I could empathize with her nervousness knowing full well my turn to be assessed and evaluated was coming. Because these nerves are likely to get the best of us, they might cause us to forget steps and possibly freeze up; things we normally would not do. For example, I watched my peer struggle as she tried to put on gloves with wet hands. I had observed my peer in the practice setting and it was atypical for her to miss steps or require as much self-correction.

In preparing to give my peer feedback we chose to key in on three specific skills which could be more closely observed. We chose safety, body mechanics and maintaining asepsis. I was prepared to offer feedback immediately after the skills check so it was fresh in my mind as well as hers. I feel that the opportunity to observe my peer assisted both her and myself by recognizing areas needing improvement.

Through this collaboration of give and take between peers; giving and receiving feedback we both had the opportunity to reflect and assist one another through problem solving.

While offering feedback I made a conscious effort to provide constructive feedback as I wanted to build her confidence and enhance her self-esteem by reinforcing her good habit as well as recognizing areas for improvement. Giving feedback I was both supportive and empathetic. I could empathize with my peer knowing full well she was as nervous as I. In fact the entire class shared our feelings of anxiety while waiting for skills check to begin.

I made every effort to be supportive of my peer as we all wanted each other to succeed and learn through the process of giving and receiving positive feedback. In fact, through this process we ended up getting to know each other better and establishing a new level of friendship. In terms of learning I was careful to point out where she did well and discuss areas that needed improvement together we were able to reflect on her performance focusing on specific information which would improve future performance and results.

I felt that the feedback I gave to my peer was constructive feedback because I keyed in on her strengths. However, the feedback I received from my peer was not specific at all, but more general. Her feedback was “you did great ! You did really great!”

As much as this was great for my self-esteem and confidence, I would have much rather received constructive feedback as to why I did great and perhaps where I could have improved. For example I do remember that I did forget my client’s glasses.

All in all, this was a great experience and it wasn’t as difficult as I thought, because constructive feedback is just that. Constructive, meaning to help me in a way that will be beneficial to me in future skills evaluations and to improve on areas where I need to grow.

I recognize through this exercise the importance of being able to both receive and give constructive feedback and to avoid destructive feedback. Both giving and receiving feedback respectively is important in daily life and especially in the work place.