Undergraduate nursing students at risk of failure

Supervised internship in undergraduate education in nursing: integrative review

“…These contributions, as a tool to break paradigms of attention and health training, become a reality if the student is inserted early in the health services. In these settings, the actors involved in the development of the SI are fundamental pieces for the construction of competences, considering that nurses professors are professors linked to higher education, or nurses who work in the fields of internship in health institutes are the bearers of the profession and have the task of ensuring that nursing students have the competence to act in the clinical-dynamic setting (38)(39) . The teaching-service-community dialogue, one of the principles of IS, has the potential to contribute to the training of professionals anchored in the biopsychosocial vision of the user in the system, directing them to the analysis of the social determinants of health of the society itself and the demands for she generated (35,38) .…”

“…This implies that the nurse, professor or health care professional has the challenge of educating future professionals to obtain skills and knowledge critical to prioritizing, manipulating ambiguous situations and tolerating uncertainties that are part of the work processes (32) . However, professors, students and nurses must be committed to reducing the existing dichotomy between theory and practice, during academic training and between discourse and concrete action observed in reality (39) . It is necessary to emphasize here the role of the nurse, who symbolizes the profession materialized for the student, in the effectiveness of educational practices in a real work setting.…”

"Just because I failed, does not mean I am a failure": an action research approach to exploring and supporting the needs of repeating nursing students

“…This subgroup of students is at risk for successful completion of their degree. Candidates who have failed a course in the past and continue to have academic challenges with content have a high degree of risk of failing the program (Cascoe et al, 2017). If thoughtfully supported, these students can be at a decreased risk for attrition and thereby successfully matriculate to program completion (Docherty, 2018).…”

“…As a result, schools will need to ensure that they are adequately prepared to meet these new demands. The anxiety and stress on nursing students who have already pointed to the inability to manage their workload will be placed at risk for additional course failure (Abele et al, 2013;Cascoe et al, 2017;Harding et al, 2017). Adherence to national regulatory policies as named by the AACN and monitored by the CCNE accreditors is mandatory for accreditation and cannot be altered to accommodate this subset of students.…”