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Comprehensive and Detailed Explanation:

Effective feedback should occur close enough to the performance that the learner can connect the information with the behavior. It should also be specific, objective, and directed toward improvement.

Rather than making a general judgment about the person, the preceptor should identify what was observed, explain how the performance differed from the expected standard, clarify why the issue matters, and provide an opportunity for the orientee to correct or practice the behavior. When appropriate, the preceptor can ask the orientee to reflect on what occurred before providing additional guidance.

Delaying feedback for weeks allows an incorrect practice to continue and makes the learning connection weaker. Discussing the error with others instead of the orientee does not support development and may undermine psychological safety. Saying only that something was wrong leaves the learner without sufficient information to improve.

NPD practitioners should prepare preceptors and other educators to provide feedback that is developmental while maintaining accountability for safe practice.

The current ANCC Educational Process Standards domain includes teaching and learning principles, orientation, educational implementation and evaluation, and competency management. Timely, meaningful feedback is an important mechanism for helping learners progress toward expected professional performance.