<h2> As my cat chills out on a hot day, I would like to discuss a topic close to my heart...</h2>
Also, I believe this topic applies to all fields and career pathways!  Over the years, in Nursing, I have been employed by both the hospital and a University as a preceptor and an educator (mainly in the previous decade - not now).  I have also been involved with education of undergraduate students in the past, and now I watch the education of nurses in a number of different areas - new staff, undergraduate, transition to specialty practice (learning about Emergency nursing) and postgraduate studies.  Something that never seems to change is the use of negative feedback.
Many years ago, as a graduate nurse, one of my patients had an oxygen mask on that wasn't connected to the outlet on the wall - the Charge Nurse found it.  She hauled me into her office and told me harshly that I should see a doctor: there must be something wrong with my brain I'm so stupid.  She never considered that the patient may have moved forwards and pulled the tubing from the wall.  I never forgot her words!
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As senior preceptors and/or educators in our respective fields, we should always consider the proper steps towards doing the job properly:
<h2>Before you look at what your student has done wrong, look at what they have done that is right and acknowledge it. </h2>  Start with a positive and often you will find that even the less successful students have done a lot of good work.  Get them to identify what has worked out well and then augment this list.
<h2>Then look at what hasn't worked. </h2>  Don't criticize them or berate them for the tasks that didn't work.  Instead, give constructive feedback.  Tell them how to do it properly.  Perhaps offer to do the task with them or supervise while they complete the task next time or review their work to give them the support they need.

Just remember, FAIL stands for First Attempt In Learning.  It refers to the task, not the person and the student should not be afraid of this.  The student should be asked where they need to get more experience, and then be encouraged to learn new skills.  This is what makes us good preceptors and educators.  It also sets good guidelines for the next generation of professionals who pass their skills on.

<h2>Reference:</h2>
Morton-Cooper, A. and Palmer, A.  (2000) Mentoring Preceptorship and Clinical Supervision - A Guide to Professional Support Roles in Clinical Practice (2nd ed.) Oxford, UK: Blackwell Science