Developing a qualitative approach to 360-degree feedback to aid understanding and development of clinical expertise ROBERT GARBETT MSc BN (Hons) RN PG Cert LL 1 , SALLY HARDY EdD MSc RGN RMN 2 , KIM MANLEY PhD MN BA RGN DipN (Lond) RCNT PGCEA CBE 3 , ANGIE TITCHEN DPhil (Oxon) MSc MCSP 4 and BRENDAN MCCORMACK DPhil (Oxon) BSc (Hons) PGCEA RGN RMN 5 1 Research Fellow, Nursing Development Centre, University of Ulster and Royal Hospitals Trust, Royal Victoria Hospital, Belfast, 2 Associate Research Fellow, Royal College of Nursing Institute, London, 3 Director of Practice Development (paper guarantor), Royal College of Nursing Institute, London, 4 Senior Research and Practice Development Fellow, Royal College of Nursing Institute, London and 5 Director of Nursing Research and Practice Development, Nursing Development Centre, University of Ulster and Royal Hospitals Trust, Royal Victoria Hospital, Belfast, UK To optimize the usefulness of the process we recommend: • Preparation is key; being clear with all involved about the purpose of the exercise and being explicit about the criteria used to identify role set members. • Approaches to gathering information need to reflect what is convenient and appropriate to colleagues. • Anonymity – is not a necessary precondition to useful feedback. Introduction This paper describes a qualitative approach to 360- degree feedback developed as part of the Royal College Correspondence Sally Hardy Deputy Director of NAMRU Institute of Health School of Nursing and Midwifery Edith Cavell Building UEA Norwich NR4 7TJ UK E-mail: S.Hardy@uea.ac.uk GARBETT R, HARDY S, MANLEY K, TITCHEN A, McCORMACK B. (2007) Journal of Nursing Management 15, 342–347 Developing a qualitative approach to 360-degree feedback to aid understanding and development of clinical expertise Aim This paper presents one aspect of a 5-year multicentre action research study to develop an accreditation process for clinical nursing expertise. Part of the process consisted of the exploration, critique and refinement of qualitative 360-degree feedback as a tool for peer review. Background Three hundred and sixty-degree feedback is widely used as a personal and professional development strategy. This part of the overall study challenged assumptions about the necessity for anonymity and structured questionnaires to collect data.The study involved 32 experienced clinical nurses drawn from a range of clinical settings supported by Ôcritical companionsÕ (colleagues from clinical practice, education, management and research, recruited to provide supervision and support). Method(s) Study participants, facilitated by the project team (the authors), engaged in critiquing and refining 360-degree feedback as a process to help them examine and develop their practice. Conclusion(s) On the basis of our findings this approach to gathering 360-degree feedback facilitates the collection of evidence that aids professional development. There are indications that it may also contribute to improved working relationships. Keywords: 360-degree feedback, adult learning, expertise, practice development Accepted for publication: 20 January 2006 Journal of Nursing Management, 2007, 15, 342–347 342 ª 2007 Royal College of Nursing. Journal compilation ª 2007 Blackwell Publishing Ltd