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I feel its really important that if your going to fail a student. Then talking to the student and other staff needs to happen before it gets to far, and the student has a chance to improve with support to pass the point 

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I feel its really important that if your going to fail a student. Then talking to the student and other staff needs to happen before it gets to far, and the student has a chance to improve with support to pass the point 

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Fears of challenging a student would be knocking their confidence and them feeling as though they can’t achieve. So I would have to really think about how to approach the topic in a way that is supportive.

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I think it'd really knock my confidence as a teacher in this respect since I didn't do well enough by the student to get them to where they need to be to pass.

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It is important prior failing a student to reflect on the experience. How the student did and how uni and placement staff supported him with this experience. We should always provide clinical and managerial  supervision regularly and see how things are going and areas of improvement

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Failing a student would make me feel very guilty as I know the stress and anxiety involved in being a student nurse.

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I would want to ensure that I had done everything possible to help/encourage the student to pass their clinical placement. I would also want to follow the correct procedures to fail a student.

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Everyone has their own experience of failure in some aspect of their life. There are emotions and feelings it can bring up and you will want to avoid feeling like you are the reason someone feels that way and goes through that experience. However  if you are in the situation of having to fail a student I think this would ultimately come down to your professional judgement that they are not competent to fulfil the requirements set by NMC...which is easier said than done as we are all human. Failing a student is also not a sudden judgement it occurs over a period of time. I think it is important to look out for the warning signs, make those action plans and ensure the student is aware of your concerns so you can work together to avoid failing them as well as seeking out other opinions/concerns such as colleagues etc. 

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Everyone has their own experience of failure in some aspect of their life. There are emotions and feelings it can bring up and you will want to avoid feeling like you are the reason someone feels that way and goes through that experience. However  if you are in the situation of having to fail a student I think this would ultimately come down to your professional judgement that they are not competent to fulfil the requirements set by NMC...which is easier said than done as we are all human. Failing a student is also not a sudden judgement it occurs over a period of time. I think it is important to look out for the warning signs, make those action plans and ensure the student is aware of your concerns so you can work together to avoid failing them as well as seeking out other opinions/concerns such as colleagues etc. 

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No Supervisor or Assessor wants to fail a student, fear over their own abilities if they fail a student are always there, but if the student is not ready it is not safe to pass them.  You wouldn't get a driving license if you failed your driving test, this is the same thing, you are doing a job that holds peoples lives and wellbeing in your hands, and if you fail someone could die. That is why you need to be safe and understand why if you've been failed where you need to improve, take the criticism positively and use it for a foundation to be better.  Failure leads to success, but remember the definition of insanity is doing the same thing over and over and expecting a different result! So be adaptable to change.

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No Supervisor or Assessor wants to fail a student, fear over their own abilities if they fail a student are always there, but if the student is not ready it is not safe to pass them.  You wouldn't get a driving license if you failed your driving test, this is the same thing, you are doing a job that holds peoples lives and wellbeing in your hands, and if you fail someone could die. That is why you need to be safe and understand why if you've been failed where you need to improve, take the criticism positively and use it for a foundation to be better.  Failure leads to success, but remember the definition of insanity is doing the same thing over and over and expecting a different result! So be adaptable to change.

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As difficult is for the student to fail, it must be difficult for lecturer, practice assessor to fail the student. Stay professional and keep patients safe is our duty and  responsibility but personally I would feel sorry for the student and I might doubt myself. Have I done enough to support my student? Part of  nursing profession brings occasions when we are delivering unpleasant and negative news but  even if it is a negative outcome for the student we can still use appropriate language and positive attitude, good leadership.

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Not knowing the medical teams and being compared to other students.

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I've been failed as a student, and it really knocked my confidence initially, but in time, I realised I was not ready, and it encouraged me to achieve. In the long term, I became a better student and knew where I was failing and what I needed to improve on to practice safely and effectively. 😁

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I've been failed as a student, and it really knocked my confidence initially, but in time, I realised I was not ready, and it encouraged me to achieve. In the long term, I became a better student and knew where I was failing and what I needed to improve on to practice safely and effectively. 😁

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I think it crucial that there be clear and effective communication from the start, all to often you start a placement with unclear instructions on who is your assessor, sometimes they don't even know until you find them and say you're my assessor. This should be cleared with them first before the student starts as you are already on the backfoot. Education of assessors as well, especially those that have not had a student before, knowing what the boundaries are, what requirements need to be met should be as much the assessor responsibility as the student.

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Failing to fail from a students perspective, I think the student should have a voice to challenge if they feel any unfair judgements have been made as it can be a reflection on the professional/organisation not fulfilling their role and NMC requirement due to bias and work load pressure. As long as the student can evidence written communication in an attempt to get the support in practice I think the focus should be made back to professional.

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I would never say to a student they have ‘failed’ but instead use different terminology like areas to improve on to make them the best version possible. It’s really important to have that good communication from the start and allow space for openness and constructive feedback. If a student is willing to learn and wears there student hat but wants to demonstrate competence to practice as a registered nurse within there scope then they have to know areas they are not so good at to allow them the opportunity to bring their practice up to a competent level. I think it is really unfair for assessors to not communicate to a student as it does not allow enough time for the student to deepen learning from joint reflection. It is also important to note that both student and assessors need to have mutual understanding of working differences/learning needs as everyone is different at adapting to different people and placement areas.

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I worry that if I fail a student, it may knock their confidence or put them off trying again!

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I worry that if I fail a student, it may knock their confidence or put them off trying again!

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My immediate thought is that if clinical competencies have not been met then mentors have a professional responsibility to fail students. All too often though, the current, but not dominant narrative around this issue is, that mentors who feel they can't fail a student, hope or rely on the next mentor failing them. Thinking more about why they are not failed, i.e. 'failing to fail', it might be due to the mentor and their competence, a lack of support for the student in placement or in uni, complexities in the student-mentor relationship, or learning outcomes not being linked to decision making around clinical competencies (Bachmann et. al., 2019). 

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My immediate thought is that if clinical competencies have not been met then mentors have a professional responsibility to fail students. All too often though, the current, but not dominant narrative around this issue is, that mentors who feel they can't fail a student, hope or rely on the next mentor failing them. Thinking more about why they are not failed, i.e. 'failing to fail', it might be due to the mentor and their competence, a lack of support for the student in placement or in uni, complexities in the student-mentor relationship, or learning outcomes not being linked to decision making around clinical competencies (Bachmann et. al., 2019). 

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Supervisors/Assessors have a responsibility within their role to safeguard patients. However, they may feel emotional burden of being responsible for possibly ending a students career.

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I sat and watched a third year student cry while on placement as his mentors failed him at his end point meeting. He was devastated and this raised so many questions on how this could have happened? Certainly highlighted the barriers in communication on both sides perhaps? but I can't help thinking that this student may have not failed if an appropriate plan of action was put in place sooner? 

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I sat and watched a third year student cry while on placement as his mentors failed him at his end point meeting. He was devastated and this raised so many questions on how this could have happened? Certainly highlighted the barriers in communication on both sides perhaps? but I can't help thinking that this student may have not failed if an appropriate plan of action was put in place sooner? 

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I tend to look at the good in what people do so would find it hard to fail a student. The word fail has quite an impact on everyone so it’s a hard thing to say to someone. I would know exactly how the student is feeling with wanting to pass.

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The fear of failure in a mentor/supervisor role...that I haven't done enough to help the student achieve their pass.

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The fear of failure in a mentor/supervisor role...that I haven't done enough to help the student achieve their pass.

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The fear of failing the student...we have all been in their shoes worrying about getting signed off on things and know how they feel.

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The fear of failing the student...we have all been in their shoes worrying about getting signed off on things and know how they feel.