Abstract
Students who fail clinical courses is a long standing issue in nursing education. Although faculty intuitively “know” a student is in clinical difficulty, the research literature is limited to delineating and describing characteristics of these students. A retrospective analysis of students’ files in which there was at least one clinical failure was conducted to identify clinical failure indicators. Files included students who were successful, required to withdraw, or voluntarily withdrew. This study integrates these characteristics in a manner not discussed in the literature. Two themes emerged that characterize student practices: (i) How students are in practice and (ii) Aspects of practice. A third theme surfaced as clinical teachers responded to these students by labelling the practice unsafe and increasing vigilance. A model was developed that shows the relationship between these characteristics and unsafe student practice.
Funding statement: Faculty of Nursing Endowment Fund.
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©2016 by De Gruyter
Articles in the same Issue
- Frontmatter
- Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment
- The Introduction of “Safety Science” into an Undergraduate Nursing Programme at a Large University in the United Kingdom
- Low Back Pain in Student Nurses: Literature Review and Prospective Cohort Study
- Making the Case for Simulation-Based Assessments to Overcome the Challenges in Evaluating Clinical Competency
- Teaching and Learning Medication Calculations: A Grounded Theory of Conceptual Understanding
- Being Dementia Smart (BDS): A Dementia Nurse Education Journey in Scotland
- Student Perceptions about the Influence of a Perioperative Nursing Elective on Career Preferences
- Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom
- Nursing Students’ Perceptions of Anecdotal Notes as Formative Feedback
- Examining the Importance of Admissions Criteria in Predicting Nursing Program Success
- Health Advocacy Project: Evaluating the Benefits of Service Learning to Nursing Students and Low Income Individuals Involved in a Community-Based Mental Health Promotion Project
- Failing Clinical Practice & the Unsafe Student: A New Perspective
- Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories
- Review
- An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review
Articles in the same Issue
- Frontmatter
- Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment
- The Introduction of “Safety Science” into an Undergraduate Nursing Programme at a Large University in the United Kingdom
- Low Back Pain in Student Nurses: Literature Review and Prospective Cohort Study
- Making the Case for Simulation-Based Assessments to Overcome the Challenges in Evaluating Clinical Competency
- Teaching and Learning Medication Calculations: A Grounded Theory of Conceptual Understanding
- Being Dementia Smart (BDS): A Dementia Nurse Education Journey in Scotland
- Student Perceptions about the Influence of a Perioperative Nursing Elective on Career Preferences
- Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom
- Nursing Students’ Perceptions of Anecdotal Notes as Formative Feedback
- Examining the Importance of Admissions Criteria in Predicting Nursing Program Success
- Health Advocacy Project: Evaluating the Benefits of Service Learning to Nursing Students and Low Income Individuals Involved in a Community-Based Mental Health Promotion Project
- Failing Clinical Practice & the Unsafe Student: A New Perspective
- Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories
- Review
- An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review