Consistency is essential  and feedback should be provided:
- at regular intervals; and,
- for the duration of the placement
Frequency of feedback and supervision may tend to drop off towards the end of a clinical placement. This may be due to a preceptor’s perception of the students’ increasing skills and knowledge.
However, feedback can be particularly helpful later in a clinical experience regardless of a student’s skill level. Hence, it is important to continue to provide regular feedback until the placement concludes .
Immediate and relevant
The closer to the event for which feedback is provided, the more clarity and relevance it will have for the student . Therefore, the following points may be useful in providing immediate feedback.
- Discuss the event with the student as soon as possible after it occurs
- Refer to the skill or behaviour specifically using examples of what you observed
- Remember that over time it is easy to lose the details of your observations which may mean that learning opportunities could be lost.
- Both you and the student are more likely to remember relevant details of an event that occurred more recently
- Try to fit feedback in as it occurs to you; integrate it into the practice day
 Clynes, M.P., & Raftery, S.E.C. (2008). Feedback: an essential element of student learning in clinical practice. Nurse Education in Practice, 8, 6, 405-411. doi:10.1016/j.nepr.2008.02.003
 The Mountain Area Health Education Centre (MAHEC), Department of Continuing Medical Education. Evaluation – making it work: An Educational Monograph for Community-Based Teachers. 1-24. Available online: https://portal.utpa.edu/portal/page/portal/utpa_main/daa_home/hshs_home/pasp_home/pasp_preceptors/preceptors_files/Evaluation.pdf
 Ende, J. (1983). Feedback in clinical medical education. Journal of American Medical Association, 250(6), 777-781. doi:10.1001/jama.1983.03340060055026