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Evaluation of unsatisfactory student performance.

Maria Pratt1

  • 1School of Nursing, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.

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Clinical nursing instructors face emotional struggles when failing underperforming students. Developing faculty support programs can help address these challenges and improve student evaluation.

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Area of Science:

  • Nursing Education
  • Clinical Pedagogy
  • Healthcare Professional Development

Background:

  • The 'failure to fail' phenomenon, where underperforming students are not failed, is documented in various practice professions but underexplored in clinical nursing instruction.
  • Assigning failing grades in practice professions is complex, and passing incompetent students poses risks to patient care quality and delivery.

Purpose of the Study:

  • To explore the lived experiences of clinical nursing instructors who have had to fail unsatisfactory students.
  • To understand the challenges and emotional struggles encountered by these instructors during the evaluation process.

Main Methods:

  • Qualitative study involving interviews with eight clinical nursing instructors.
  • Analysis of interview data using Gadamer's hermeneutic principles and the hermeneutic circle.

Main Results:

  • Clinical instructors, especially novices, experience significant emotional struggles and face personal, professional, and organizational challenges when failing students.
  • These challenges are multifaceted, impacting instructors' roles and responsibilities in evaluating student performance.

Conclusions:

  • The findings highlight the need for enhanced support systems for clinical nursing faculty.
  • Recommendations include developing onboarding and mentorship programs to aid faculty in managing the evaluation of unsatisfactory student performance and mitigating associated difficulties.