Monique Sedgwick
KL Durnford
Feedback in Senior Undergraduate Nursing Preceptorship When the Student Doesn’t Fit the Mold: Student and Their Preceptors’ Experiences
In the Canadian Association of Schools of Nursing’s (CASN) 2023-2028 strategic plan, addressing indigenization, equity, diversity, inclusion, accessibility and anti-racism among Canadian nursing students, graduates, and faculty is listed as a strategic priority (CASN, 2023). However, there is a pedagogical gap pertaining to best practices from a diversity, equality and inclusion lens that support students and preceptors. This is particularly noticeable regarding giving and receiving feedback when students are BIPOC, non-Christian, neurodivergent, LGBTQIA2S+, international (non-domestic), disabled, or whose first language in not English.
Although students indicate preceptor feedback is essential to their learning and transition to the new graduate nurse role, preceptors frequently report that giving feedback is very stressful. Set against a backdrop where race, culture, language, religion, neurodiversity, disability, sexual orientation and language intersect, it is reasonable to assume that feedback events may be even
more complex for both students and preceptors. Using a sociocultural lens and Trauma and Resilience Informed Research Principles and Practice (TRIRPP) approach, individual qualitative interviews will be conducted with equity seeking undergraduate nursing students and preceptors to explore their experiences of feedback during preceptorship. The findings of this study will
inform the development of strategies rooted in an equity, diversity, and inclusion perspective when teaching preceptors about feedback. Recommendations to CASN will provide foundational information for the development of preceptor competencies regarding feedback when precepting
vulnerable students.