Using Feedback Without Defensiveness

Using Feedback Without Defensiveness supports S 2.4. For dental nurses this means treating feedback as information about clinical practice, not as a personal attack.

Learning is most effective when reflection, feedback and evidence are connected to actions that improve practice and safety.

In routine clinical work this often shows up in small moments: a task that has become automatic, a patient question slightly outside your scope, an unclear handover, a colleague under pressure, a new system, or a vague concern about safety. Professional self-management requires noticing those moments and choosing a safe, considered response.

Practical markers

• Notice: what the patient, team, task or system is showing before the issue becomes normalised.
• Check: your role, competence, current guidance, local policy and the support available.
• Ask: for advice or feedback when uncertainty, workload, emotion or change could affect judgement.
• Act: take a proportionate next step - pause, clarify, hand over, record, report, reflect or escalate.
• Review: whether the action improved safety, learning, wellbeing or confidence for future practice.

Simple speaking-up language works well: "Can I check the current guidance or ask for feedback before we make this routine?" It names the safety, learning or wellbeing concern clearly and respectfully.

SPF behaviour links

Assessment, feedback, critical reflection, learning needs and appraisal in personal development planning helps dental nurses link self-management with patient safety, professional growth and team trust.