Failing a student nurse

Black, Sharon; Curzio, Joan; Terry, Louise

doi:10.1177/0969733013495224

Cited by 68 publications

(48 citation statements)

References 41 publications

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“…Mentorship literature reveals the emotional turmoil of assessment decision-making where students' competence is in doubt (Dudek et al 2005, Duffy 2013, Finch et al 2014, Larocque & Luhanga 2013) especially a conflict between mentors' pastoral and assessment roles (Black et al 2014). Assessment of competence is also complicated by disputes between key stakeholders about the credibility and sufficiency of mentors' assessments of students in practice (Duffy 2006, Smith & Allan 2010 and by mentors' own uncertainties about their decision-making authority (Brown et al 2012, Jervis & Tilki 2011.…”

Section: Introductionmentioning

confidence: 99%

‘Seeking authorization’: a grounded theory exploration of mentors’ experiences of assessing nursing students on the borderline of achievement of competence in clinical practice

Cassidy

Coffey

Murphy

2017

Journal of Advanced Nursing

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Aim To develop a substantive theoretical explanation of how mentors make sense of their experiences where nursing students are on the borderline of achievement of competence in clinical practice. Background The reluctance of Registered Nurse mentors to fail nursing students in clinical practice despite concerns about competence remains a contemporary issue in international healthcare education. Mentors’ assessment decisions have considerable impact for a variety of key stakeholders, not least for students in these circumstances. Design Grounded theory qualitative study. Methods Phase one involved 20 individual semi‐structured interviews with nurse mentors in one United Kingdom National Health Service Health Board (July–October 2009). Phase two included eight individual semi‐structured interviews and seven focus groups with mentors and practice educators (n = 38) in four further Health Boards (June 2011–February 2012). Data were analysed using open, axial and selective coding consistent with grounded theory method. Findings Three categories ‘the conundrum of practice competence,’ ‘the intensity of nurturing hopefulness,’ and ‘managing assessment impasse,’ led to the study's substantive theoretical explanation – ‘Seeking authorization: Establishing collective accountability for mentorship.’ This demonstrates how mentors are dependent on key sources of support and feedback to validate their assessment decision‐making, notwithstanding substantial personal, professional and organizational pressures. Conclusion We conclude that management of borderline assessment situations is considerably developed by recognition of the authorizing effects of a wider community of assessors. Consequently, we identify the personal, professional and organizational implications involved in the preparation, support and regulation of mentors specifically during borderline assessment circumstances.

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Section: Introductionmentioning

confidence: 99%

‘Seeking authorization’: a grounded theory exploration of mentors’ experiences of assessing nursing students on the borderline of achievement of competence in clinical practice

Cassidy

Coffey

Murphy

2017

Journal of Advanced Nursing

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“…Black et al . () looked at the experiences of 19 nurse mentors, through in‐depth interviews, who failed students on placement. Their research also highlighted the humanistic aspect of learning, i.e., emotions and relationships are involved adding to the complex interplay of factors involved in struggle and failure.…”

Section: Resultsmentioning

confidence: 99%

“…, Lewallen and DeBrew , Black et al . ) and therefore perhaps to pass a percentage of students who should really have failed. The numbers of students who are passed and perhaps should not be was not presented in any of the publications in this review.…”

Section: Resultsmentioning

confidence: 99%

Struggle and failure on clinical placement: a critical narrative review

Davenport

Hewat

Ferguson

et al. 2017

Intl J Lang & Comm Disor

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This review highlighted the limited research related to failing/struggling student learning in clinical contexts, and only a handful of papers have specifically addressed marginal or failing students in allied health professions. The complexity of interrelated factors in this field has been highlighted in this review. Further research needs to include the student's voice to develop greater understanding and insights of struggle and failure in clinical contexts.

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“…Often healthcare educators take the responsibility of failing a student seriously and find the decision very stressful (Black et al, 2014;Luhanga et al, 2014;McConnell, Harms, & Saperson, 2016). Many educators admitted to passing an underperformer because they gave the student the "benefit of the doubt".…”

Section: Discussionmentioning

confidence: 99%

“…The process of failing students is emotionally and procedurally taxing as well as time consuming. Educators often feel personally responsible for the student's poor performance, attributing it to their skills as an educator (Basnett & Sheffield, 2010;Black, Curzio, & Terry, 2014;Poorman & Mastorovich, 2014). Giving negative feedback can deteriorate the educator-student relationship, in turn impeding the student's progression (Bogo et al, 2007).…”

Section: Health Care Disciplines and Failure To Failmentioning

confidence: 99%

Underperforming Students: Factors and Decision-Making in Occupational Therapy Programs

Cardell

Koski

Wahl

et al. 2017

JOTE

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The purpose of this study was to better understand factors related to occupational therapy (OT) educators' decisions to fail underperforming students and to clarify why educators sometimes fail to fail or pass students despite sub-standard performance. Assessing student competence is an essential part of ensuring the safety of those receiving occupational therapy services and ensuring the integrity of the OT profession. Educators in academic and fieldwork settings are responsible for confirming that students who graduate from their programs are able to demonstrate skills required for entry into the profession. A total of 323 OT academic and fieldwork educators responded to a researcher developed survey. Results were analyzed using descriptive statistics and linear regressions. 82% of OT academic educators and 34% of OT fieldwork educators reported failing a student at one time and results revealed common reasons for both groups. In addition, 60% of OT academic educators and 26% of OT fieldwork educators thought there had been a time when they should have failed an underperforming student but did not. Common reasons for failure to fail included lack of proof, vague procedures, giving students the benefit of the doubt, and decreased confidence in handling a failing situation. Recommendations to minimize failure to fail are discussed.

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Failing a student nurse

Cited by 68 publications

References 41 publications

‘Seeking authorization’: a grounded theory exploration of mentors’ experiences of assessing nursing students on the borderline of achievement of competence in clinical practice

‘Seeking authorization’: a grounded theory exploration of mentors’ experiences of assessing nursing students on the borderline of achievement of competence in clinical practice

Struggle and failure on clinical placement: a critical narrative review

Underperforming Students: Factors and Decision-Making in Occupational Therapy Programs

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