Encourage Feedback-Seeking Behaviors

• Promote regular, two-way “feedback conversations” that invite the learner to reflect and ask for input. These exchanges focus on clarifying the intent behind behaviors rather than assuming motives, fostering psychological safety, and learner ownership of the process.³

• The CRNA should foster an environment of mutual trust and respect, as effective feedback is best delivered within an established relationship. Building that relationship can begin with simple actions, such as using the SRNA’s preferred name and including them in patient discussions.⁴

• Encourage SRNAs to engage in self-assessment by asking reflective questions such as, “What do you think went well?” or “How do you think that went?” Prompting them to request feedback fosters ownership of their learning and helps build a feedback-rich clinical culture.¹ ⁴

Managing Bias in Evaluation

• When giving feedback, avoid judging the SRNA; focus on their actions, not their character.² ³

• Framing feedback in terms of its impact, rather than delivering it with authority, increases the likelihood that the SRNA will accept and act on it.² ³

Guiding Both Struggling and High-Performing Students

• Contextualize performance by considering the SRNA’s level of training and the complexity of the clinical case. Adjust your expectations and feedback accordingly to ensure it is fair, supportive, and developmentally appropriate.¹ ⁴

• Adjust learning experiences based on proficiency and create opportunities for growth.¹

• Match your level of supervision and support to the students' skill level. For high-performing students, increase autonomy and assign more complex tasks.¹

• Tailor remediation strategies - Not all students struggle for the same reason.¹

• Early identification of issues is essential. It is important to put your concerns in writing.¹

• Collaborate with the clinical coordinator and faculty to clarify expectations and plan support.¹

The SRNA who doesn't improve or follow the feedback

• When an SRNA does not respond to or improve with feedback, consider whether cognitive or emotional barriers are at play. Did they recognize that they were receiving feedback? Was it delivered clearly and effectively? Labeling the interaction as feedback and following up to confirm understanding can help ensure the message is received and integrated.⁴

• When an SRNA consistently fails to respond to feedback, it may be necessary to provide “feedback about feedback” — addressing their responsiveness, openness, or follow-through.⁴

• If an SRNA is disrespectful or dismissive during feedback, this becomes a professionalism issue and should be addressed directly. Counsel them on appropriate behavior and refer the concern to the clinical coordinator if needed.⁴

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