Providing feedback on clinical performance to student nurses in children’s nursing: challenges facing preceptors

While the importance of providing feedback to student nurses on clinical practice is widely acknowledged, there appears to be inconsistency in the amount, type and timing of feedback they receive (Cahill, 1996; Pertab, 1999; Glover, 2000; Gray and Smith, 2000; Raftery, 2001). However, little is known of preceptors/mentors’ experiences of providing feedback and the challenges they face in this area. This study explores preceptors’ experiences of giving feedback to student nurses undertaking a post-registration programme in children’s nursing. Data were collected from ten preceptors using semi-structured interviews. Thematic content analysis was carried out. The main themes that emerged from the data related to the provision of negative feedback and the factors that may inhibit the provision of feedback. Preceptors described challenges in terms of providing negative feedback, both oral and written and maintaining student relationships. A number of factors such as insufficient student contact time, busy wards and inadequate preparation for the role were viewed as inhibiting the feedback process.