There is a universal demand for well-prepared professionals in all disciplines, and society has entrusted professional schools with the task of preparing such individuals (Ralph, Walker, and Wimmer, 2008). Within this context, field or clinical instructors and university faculty have an academic and professional responsibility to teach, supervise, and evaluate students’ field or clinical experience to ensure that each graduate of their program is competent. However, there is evidence that some instructors and university faculty experience difficulty in identifying and making decisions to fail students who display incompetent or unsatisfactory practice (Bogo, Regehr, Power, and Regehr, 2007; Brown, Neudorf, Poitras, and Rodgers, 2007; Hawe, 2003). A qualitative descriptive design was used to explore the issue of “failure to fail” in professional programs including Nursing, Education, and Social Work. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and field instructors/preceptors/ faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving the quality of field or clinical experiences and support for students and field instructors/preceptors and will thus improve the quality of our programs and graduates are presented.

In 2010, the Canadian Association of Schools of Nursing, the accrediting body for nursing programs in Canada, became part of the Accreditation of Interprofessional Health Education initiative. In turn, interprofessional education (IPE) is now a requirement in nursing curricula. Although the requirement is formally in place, how it is achieved varies substantially. This paper explores how IPE has been integrated within Canadian nursing programs. Implications for the continuing education of nurses and other health professionals in order to achieve excellence in interprofessional practice are also considered.

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This article presents a Canadian perspective on the issue of failure to fail in Bachelor of Education programs. The issue of failure to fail in Bachelor of Education programs is one that had not been explored in any great detail. What literature does exist focuses on the strain that a teacher experiences when s/he mentors a student teacher (Siebert, Clark, Kilbridge, & Peterson, 2006) and the wide variety of situations that can result in failure (Sudzina & Knowles, 1992). This study examines whether the issue of failure to fail in final pre-service practica exist and, if so, why? Twelve interviews were conducted at a mid-sized Canadian university in Ontario with university supervisors and associate teachers on the topic of teacher candidate failure during the final teaching practicum. All participants had experience with teacher candidates struggling during practicum. Faculty commented on their supervision of student teachers in Ontario, other provinces in Canada, and the United States. Results indicate that both university supervisors and associate teachers find the decision to fail a student teacher difficult, taking an emotional toll on both the supervisor and the student. University faculty report the decision to fail results in additional work for the faculty responsible; however, failure to fail an underperforming student teacher could diminish the reputation of professional programs. Associate teachers feel a sense of betrayal when their recommendations to fail an under-performing student are not followed by the university. These findings have implications for improving the quality of field experiences and support for students, associate teachers, and faculty in Bachelor of Education programs. Cet article présente une perspective canadienne sur le fait qu’il n’y a pas d’échecs dans les programmes de baccalauréat en éducation. Cette absence d’échecs dans les programmes de baccalauréat en éducation n’a jamais été explorée en détails. La documentation qui existe se concentre sur la pression ressentie par les enseignants quand ils dirigent les étudiants à l’enseignement (Siebert, Clark, Kilbridge & Peterson, 2006) et sur la grande variété de situations qui peuvent mener à l’échec (Sudzina & Knowles, 1992). Cette étude examine la question de savoir si l’absence d’échecs lors des derniers stages pratiques d’initiation existe et si oui, pourquoi. Douze entrevues ont été menées dans une université canadienne de taille moyenne en Ontario avec des superviseurs universitaires et des enseignants associés sur la question de l’échec des étudiants à l’enseignement lors du dernier stage pratique d’enseignement. Tous les participants ont eu l’occasion de constater des difficultés éprouvées par les candidats à l’enseignement durant le stage pratique. Les professeurs ont fait des commentaires sur leur supervision d’étudiants à l’enseignement en Ontario, dans d’autres provinces du Canada et aux États-Unis. Les résultats indiquent qu’à la fois les superviseurs universitaires et les enseignants associés trouvent que la décision de faire échouer un étudiant à l’enseignement est difficile et qu’elle peut entraîner des conséquences émotionnelles à la fois pour le superviseur et pour l’étudiant. Les professeurs d’université rapportent que la décision de faire échouer un candidat crée du travail supplémentaire pour le professeur responsable; toutefois, le fait de ne pas faire échouer un étudiant dont le travail ne donne pas satisfaction pourrait faire baisser la réputation des programmes professionnels. Les enseignants associés se sentent trahis quand leurs recommandations de faire échouer un étudiant dont le travail n’est pas satisfaisant ne sont pas prises en compte par l’université. Ces résultats ont des implications qui pourraient améliorer la qualité du travail sur le terrain et le soutien apporté aux étudiants, aux enseignants associés et aux professeurs qui enseignent dans des programmes de baccalauréat en éducation.

Background: In Ontario, when an occupational injury occurs in the mining industry, there is often a need to interact with the Workplace Safety and Insurance Board (WSIB). During this process, miners experience economic, social, and mental health–related issues that can affect their overall well-being. This study aimed to determine the impact of a lower back injury and the WSIB claim process experience expressed by some male, underground miners in Sudbury, Ontario, Canada. Methods: A qualitative descriptive study design that utilized in-depth, individual qualitative interviews was conducted. Twelve male participants (underground miners) were interviewed in Sudbury, Ontario. Interviews were transcribed and thematically analyzed. Findings: The results emphasized the need for improved communication, the necessity for resources to be allocated to enhance public discussion about injury prevention, the social and economic burden that miners and their families face, and the power imbalances between injured miners and the companies that were meant to support them. Conclusion/Application to Practice: The findings indicate that several areas require improvement for an injured miner who submits a WSIB claim. Ideally, participants wanted an improved and streamlined process for reporting an injury and for WSIB claim management. These findings suggest that occupational health practices that foster a safe and healthy work environment in the mining industry must be promoted, which will help to guide future policies that enhance support for an injured worker and the WSIB claim process.