"Feedback is specific information about the comparison between a trainee's observed performance and a standard, given with the intent to improve or sustain the trainee's performance."⁴ ⁵

• The CRNA preceptor-student relationship mirrors the manager-employee relationship, where the preceptor serves as the leader and the student acts as the learner.¹

• Feedback should focus on specific behaviors within a defined situation, not on personal traits, and it should be delivered as close to the event as possible to maximize relevance and impact.² ⁴

• Some SRNAs are early in their development, and their confidence may build slowly. Feedback should be supportive and focused on specific, actionable behaviors they can control and improve.⁴

• Feedback should be based on direct observations by the CRNA, not on assumptions or inferred intentions, to ensure accuracy and fairness.⁴

• Vague praise (e.g., “good job”) or criticism (e.g., “you need to pay attention”) fails to guide future performance.²

• Positive feedback using SBI shows the student exactly what to repeat and why it worked.³

• Constructive feedback identifies what to change and why it matters, without making it personal.²

• Avoid “feedback overload” by focusing on two or three key points at a time. Schedule follow-up conversations if a more detailed critique is necessary.⁴

Why SBI / SBIR?

• As CRNA preceptors, we work in high-stakes settings.

• Clear feedback helps SRNAs build skill and protect patients.¹

• SBI = Situation, Behavior, Impact.¹ ³

• SBIR = Situation, Behavior, Impact + Recommendation.¹ 

Positive feedback without SBIR

"Great job masking the patient." ² 

Positive Feedback with SBIR

“At the start of our first case when you placed the mask (situation), you positioned it carefully on the nose and chin (behavior), creating a proper seal for preoxygenation (impact).” ¹ ³ 

Constructive feedback without SBIR

"You've got to speak up in the OR." ² 

Constructive feedback with SBIR

“During the second case when the surgeon asked about relaxation (situation), your voice was too soft (behavior), so the surgeon had to ask again (impact). Next time, speak clearly so the team hears you (recommendation).” ¹ ³ 

Why It Works

• Focuses on actions, not personality.³ 

• Links behavior to patient care and team safety.¹ 

• Gives students a clear path for improvement.¹ 

• Builds trust and confidence in stressful situations.³ 

• The impact part of feedback links behavior to patient safety, team communication, and clinical outcomes — areas we care deeply about.¹

Clinical pearls for preceptors

• Give feedback promptly and privately or quietly.¹

• Be specific — no vague praise or criticism.¹

• When possible, collaborate on solutions (SBIR).¹

• Show how behavior affects outcomes.³

Applying the SBI or SBIR model enables preceptors to foster safer clinical behaviors and support the student’s ongoing professional development.¹ ³

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