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Related Experiment Video

Updated: Jul 9, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Supporting failing students in practice 2: management.

Kathleen Duffy¹, Jayne Hardicre

¹School of Nursing, Midwifery and Community Health, Glasgow Caledonian University.

Nursing Times

|December 20, 2007

Summary

This study addresses managing students who struggle in clinical practice. It provides strategies for educators to support underperforming students effectively, ensuring successful learning outcomes.

Area of Science:

Medical Education
Nursing Education
Clinical Skills Assessment

Background:

Student failure in clinical practice is a significant challenge in healthcare education.
Mentors face emotional and assessment difficulties when supporting underperforming students.
Effective management strategies are crucial for student success and patient safety.

Purpose of the Study:

To discuss the management of students who fail in clinical practice.
To provide guidance for educators on supporting underperforming students.
To enhance the effectiveness of clinical education and student outcomes.

Main Methods:

This is Part 2 of a two-part unit, focusing on management strategies.
It builds upon Part 1's exploration of failure reasons and mentor challenges.

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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The discussion is based on established principles of educational support and mentorship.

Main Results:

Effective management involves early identification and targeted interventions.
Structured support plans, clear communication, and regular feedback are key.
Mentors require training and institutional support to manage failing students.

Conclusions:

Proactive and supportive management can prevent student failure in clinical settings.
Implementing evidence-based strategies improves student performance and retention.
This approach benefits students, educators, and the healthcare system.