4.4.2 Exploring 'failure to fail' in practice placements (445)

Jackie Davenport, Senior Lecturer Adult Nursing, Clinical Liaison Lecturer., school of Nursing and Primary Care practice, Liverpool John Moores University, Liverpool, United Kingdom Co authors: Michelle Laing

Abstract:

Learning and assessment in practice placements accounts for 50% of nurse education. Significantly fewer students fail their placements than those who fail university based assessments. Often, comments written on the final report are negative and do not appear to relate to a student who has passed all outcomes. Work by Duffy (2004) and anecdotal evidence suggest that this is because mentors are reluctant to fail students. When students are failed, it is often in their final placement, possibly because of concern about the eventual impact on patients.

Aims:

To explore mentor experiences of managing student nurses who are failing to meet their learning objectives
To identify mentor requirements to enable them to better meet the needs of the failing student
To improve support mechanisms for mentors and students
To identify means to further improve communication between the clinical area and the university.

Method:

Focus groups (4-6 mentors in each) explore mentors’ views and experiences of assessing students. Participants (volunteers) have been identified and interviews are underway. Last interviews are at the end of October
Participants are from a large local Trust
Groups are facilitated by a link lecturer known to participants

Results:

Results will be collated and written up by end December 2007. The session will present findings from the research and implications for practice. This will relate to the standards to support learning and assessment in practice (NMC 2006).

Biography:

Jackie Davenport began her nursing career in a large city centre A&E department where she remained for 10 years. She left to set up a minor injury centre for children, which has since become the country's first Walk in Centre specifically for children. In 2001 she moved into Higher Education, becoming very involved in the delivery of clinical skills. For the last two years she has been Clinical Liaison Lecturer for the University and one of the local Trusts, dealing with education issues in practice, and supporting learners and mentors. She has a keen interest in standards of assessment in practice and the student experience in placement. Though she loves working in education, she missed caring for patients and still works in clinical practice in one of the local Walk in Centres to address this.