Dealing with the aftermath of student failure: Strategies for nurse educators

Although nurse educators may prefer to avert student failure, they need to handle the situation competently when failure occurs. Thus, faculty should know how to inform the student and administration of course failure, process their own emotions, and learn from the experience. However, many nurse educators lack confidence in dealing with the consequences of assigning a failing grade. This manuscript aims to provide foundational knowledge on managing student failure after it happens. Planning the timing, setting, and conversation can ease this challenging process. Despite faculty attempts to present the information compassionately, students may react aggressively. Consequently, faculty should develop a strategy to maintain safety. In addition, faculty may find it daunting to notify administrators of a student's failure, but preparing objective data based on missed course outcomes can promote administrator support of the decision. This factual rationale for the course failure also assists the faculty during a potential student appeal. Following the initial conversations with the student and administration, faculty should plan a time of respite to recover from the conflicting emotions that typically results from assigning a failing grade. Additionally, individual reflection and discussion with a mentor will help the educator to process the experience and grow professionally.