OBJECTIVE: This study aimed to compare the types of feedback given to less-experienced nurses in teaching situations at emergency and critical care centers when they performed their duties well versus when they did not.

METHODS: Questionnaires were developed and administered to nurses with over 3 years of experience working at 18 tertiary emergency and critical care centers in Japan.

RESULTS: Of the 141 responses received, 136 were included in the analysis. The Wilcoxon signed-rank test was used to compare the types of feedback given to less-experienced nurses when they performed their duties well versus when they did not, and significant differences were found in 14 of the 24 items. The Kruskal–Wallis test was used to compare differences among emergency nurses according to length of experience (3–5 years, 6–10 years, and 11 or more years), and significant differences were found in 5 items of feedback given when the nurses performed their duties well.

CONCLUSION: Compared with less-experienced nurses who performed their duties well, those that did not were given collected information in advance, provided support for reflection, notified of expectations, and followed up more often after the fact. In addition, emergency nurses with 11 years of experience or more provided more notification of expectations and performed follow-ups after the fact.