When Students Fail: Remediation and Dismissal in Nursing and Medicine

Meeks, Lisa M.; Neal‐Boylan, Leslie; Miller, Michelle; Patwari, Rahul; Lussier-Duynstee, Patricia; Curry, Raymond H.

doi:10.1007/978-3-030-46187-4_11

Cited by 1 publication

(6 citation statements)

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“…Faculty may be unaware that students with disabilities are expected to meet the same academic standards as their peers. 30 Accommodations are put into place, when appropriate, to provide equity for students with disabilities, not to give them an unfair advantage. Nursing students with disabilities deserve and require equitable accessibility to classroom, laboratory, simulation, and clinical experiences and should be assessed according to the same standard as are other students; however, the method of evaluation may differ because of the students' accommodations.…”

Section: Failure To Failmentioning

confidence: 99%

“…Unfortunately, faculty sometimes refuse to implement accommodations or make accommodations for the student and do not engage in this interactive process. 30 Students Disclosing a Disability Late It is not uncommon for students to disclose a disability at the last possible moment. This is sometimes referred to as a zero-hour disclosure.…”

Section: Identification and Remediationmentioning

confidence: 99%

“…This is sometimes referred to as a zero-hour disclosure. 30 Students may make a zero-hour disclosure when dismissal from the program is imminent. Faculty may look askance at such a declaration, but the disability itself may be real.…”

Section: Identification and Remediationmentioning

confidence: 99%

“…Faculty may be unaware that students with disabilities are expected to meet the same academic standards as their peers 30 . Accommodations are put into place, when appropriate, to provide equity for students with disabilities, not to give them an unfair advantage.…”

Section: Failure To Failmentioning

confidence: 99%

“…If the student and faculty have followed the proper procedure by engaging in an interactive process with the disability office, and accommodations have been made in agreement with the DRP and in accordance with the DRP's instructions, then faculty are free to evaluate the student solely on the basis of whether the academic standards required of all students have been met. Unfortunately, faculty sometimes refuse to implement accommodations or make accommodations for the student and do not engage in this interactive process 30 …”

Section: Failure To Failmentioning

confidence: 99%

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Failing to Fail When Disability Is a Factor

2020

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Background: Nursing faculty may be reluctant to fail students for a variety of reasons. Faculty may fear being viewed as discriminatory when failing nursing students with disabilities. Problem: Schools of nursing may still be using technical standards that are outdated and noncompliant with the Americans with Disabilities Act (ADA) to determine eligibility for admission and may confuse essential functions with academic expectations. Lack of faculty awareness of the ADA may make faculty reluctant to fail nursing students with disabilities. Approach: All nursing students should be assessed based on whether-not how-they meet academic and clinical standards safely. Disability accommodations should not affect the standards that must be met. Conclusions: Faculty should base decisions on whether to assign failing grades to students on factors unrelated to a disability. Technical standards, when written correctly, should clarify whether inability or disability contributed to failure. Policies regarding failing should be clear, equitable, and accessible.

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Section: Failure To Failmentioning

confidence: 99%

Section: Identification and Remediationmentioning

confidence: 99%

Section: Identification and Remediationmentioning

confidence: 99%

Section: Failure To Failmentioning

confidence: 99%

Section: Failure To Failmentioning

confidence: 99%

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