Management of clinical failure in Canadian nursing programs

There has been growing concern raised by nurse educators regarding the potential for litigation by nursing students who are dissatisfied with educators' appraisal of these students' clinical performance. A descriptive survey using a cross-sectional design was used to assess the relationship between institutional policies and procedures related to student clinical evaluation practices. Population for this survey was diploma and basic baccalaureate nursing programs in Canada (N = 94). The response rate to this survey was 86.2% (81/94 programs). Data were analyzed using descriptive statistics. Reliability of the instrument was assessed using contingency tables comparing the data obtained with the same program's written policies and procedures (p = .50). There were five significant findings: (a) a lack of faculty evaluation standards; (b) clinical instructors evaluating students alone; (c) the same members serving on more than one level of review; (d) lack of procedures when conducting informal and formal hearings; and (e) alteration of professional judgments of nurse faculty by nonnurses.