McPhee Samantha, Phillips Nicole M, Ockerby Cherene, Hutchinson Alison M
Monash Health, Melbourne, Vic., Australia.
School of Nursing and Midwifery, Faculty of Health, Deakin University, Geelong, Vic., Australia.
J Clin Nurs. 2017 Nov;26(21-22):3442-3456. doi: 10.1111/jocn.13710. Epub 2017 Apr 25.
(1) To explore graduate nurses' perceptions of the influence of multisource feedback on their performance and (2) to explore perceptions of Clinical Nurse Educators involved in providing feedback regarding feasibility and benefit of the approach.
Graduate registered nurses are expected to provide high-quality care for patients in demanding and unpredictable clinical environments. Receiving feedback is essential to their development. Performance appraisals are a common method used to provide feedback and typically involve a single source of feedback. Alternatively, multisource feedback allows the learner to gain insight into performance from a variety of perspectives. This study explores multisource feedback in an Australian setting within the graduate nurse context.
Multimethod study.
Eleven graduates were given structured performance feedback from four raters: Nurse Unit Manager, Clinical Nurse Educator, preceptor and a self-appraisal. Thirteen graduates received standard single-rater appraisals. Data regarding perceptions of feedback for both groups were obtained using a questionnaire. Semistructured interviews were conducted with nurses who received multisource feedback and the educators.
In total, 94% (n = 15) of survey respondents perceived feedback was important during the graduate year. Four themes emerged from interviews: informal feedback, appropriateness of raters, elements of delivery and creating an appraisal process that is 'more real'. Multisource feedback was perceived as more beneficial compared to single-rater feedback. Educators saw value in multisource feedback; however, perceived barriers were engaging raters and collating feedback.
Some evidence exists to indicate that feedback from multiple sources is valued by graduates. Further research in a larger sample and with more experienced nurses is required.
Evidence resulting from this study indicates that multisource feedback is valued by both graduates and educators and informs graduates' development and transition into the role. Thus, a multisource approach to feedback for graduate nurses should be considered.
（1）探讨毕业护士对多源反馈对其绩效影响的看法，以及（2）探讨参与提供反馈的临床护士教育工作者对该方法的可行性和益处的看法。
注册毕业护士需要在要求苛刻且不可预测的临床环境中为患者提供高质量护理。接受反馈对他们的发展至关重要。绩效评估是提供反馈的常用方法，通常涉及单一反馈源。相比之下，多源反馈使学习者能够从多种角度深入了解自己的绩效。本研究在澳大利亚的毕业护士背景下探讨多源反馈。
多方法研究。
11名毕业生从护士单元经理、临床护士教育工作者、带教老师和自我评估这四个评估者那里获得结构化绩效反馈。13名毕业生接受标准的单评估者评估。通过问卷调查获取两组关于反馈看法的数据。对接受多源反馈的护士和教育工作者进行半结构化访谈。
总共94%（n = 15）的调查受访者认为反馈在毕业年度很重要。访谈中出现了四个主题：非正式反馈、评估者的适宜性、反馈方式的要素以及创建一个“更真实”的评估过程。与单评估者反馈相比，多源反馈被认为更有益。教育工作者看到了多源反馈的价值；然而，他们认为存在的障碍是让评估者参与以及整理反馈。
有一些证据表明多源反馈受到毕业生重视。需要对更大样本和更有经验的护士进行进一步研究。
本研究得出的证据表明，多源反馈受到毕业生和教育工作者的重视，并为毕业生的发展和角色转变提供信息。因此，应考虑采用多源方法为毕业护士提供反馈。
