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Assessment and accountability: part 2 - managing failing students
1School of Health and Human Sciences, University of Bolton, Bolton, England.
Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|June 12, 2016
Summary
This article explores feedback and managing failing students in clinical practice assessments. It highlights the importance of effective feedback and addresses the
Area of Science:
- Nursing Education
- Clinical Assessment
- Healthcare Professional Development
Background:
- Assessment in clinical practice is a crucial role for mentors and practice teachers.
- This article follows a review of assessment importance and methods, focusing on feedback and managing underperforming students.
- It aligns with the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice.
Purpose of the Study:
- To outline the importance of providing effective feedback in clinical practice.
- To explore preparation strategies and documentation for feedback delivery by mentors.
- To discuss the management of students who are failing to meet assessment criteria, referencing the 'failure to fail' phenomenon.
Main Methods:
- Literature review on feedback in clinical assessment.
- Exploration of documentation supporting feedback processes.
- Review of literature concerning the 'failure to fail' in student assessment.
Main Results:
- Effective feedback is vital for student development in clinical settings.
- Structured preparation and documentation enhance the feedback process for mentors.
- The 'failure to fail' phenomenon requires careful consideration and management strategies.
Conclusions:
- Optimizing feedback and addressing failing students are key components of effective clinical assessment.
- Mentors and practice teachers require support and clear guidelines for assessment and accountability.
- Adherence to professional standards ensures robust and fair assessment practices in nursing and midwifery.
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