Hughes Lynda J, Mitchell Marion L, Johnston Amy N B
Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia; Menzies Health Institute Queensland, Griffith University, Nathan, Qld 4111, Australia.
Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia; Menzies Health Institute Queensland, Griffith University, Nathan, Qld 4111, Australia; Princess Alexandra Hospital, Nurse Practice Development Unit, Ipswich Rd, Woolloongabba, Qld 4102, Australia.
Nurse Educ Today. 2021 Mar;98:104666. doi: 10.1016/j.nedt.2020.104666. Epub 2020 Nov 14.
Many academics and clinicians who assess nursing students as part of their work-integrated learning experiences encounter difficulties with awarding a failing grade to students who do not meet fitness for practice standards.
The aim of this study was to explore and further our understanding of assessors' experiences of failure-to-fail of nursing students within work-integrated learning.
This aim was achieved through an exploratory, sequential, mixed methods research project.
Guided by Invitational Theory, this programme of work included an integrated systematic review, one-on-one and focus group interviews, and finished with a survey.
The results of each of the phases of this mixed methods study were integrated to provide a greater understanding of the enablers and barriers for assessors managing poor performing students to ameliorate failure to fail. Enablers identified included: assessor supports, programme flexibility, and organisational culture. The barriers included grade inflation, in appropriate student responses, organisational processes and workload.
This comprehensive integration of a mixed methods study provides new and deeper understanding of the phenomenon of failure to fail. It provides clear recommendations for practical application by tertiary and clinical facilities to enhance the enablers and minimise the barriers to failure where it is warranted.
许多将评估护理专业学生作为其工作整合学习经历一部分的学者和临床医生，在给未达到实践能力标准的学生判定不及格成绩时遇到困难。
本研究的目的是探索并加深我们对评估者在工作整合学习中未能判定护理专业学生不及格的经历的理解。
这一目标是通过一个探索性、序列性、混合方法研究项目实现的。
在邀请理论的指导下，该工作计划包括一项综合系统评价、一对一访谈和焦点小组访谈，并以一项调查结束。
整合了这项混合方法研究各阶段的结果，以更深入地了解评估者管理表现不佳学生以改善未能判定不及格情况的促进因素和障碍。确定的促进因素包括：评估者支持、课程灵活性和组织文化。障碍包括成绩膨胀、学生的不适当反应、组织流程和工作量。
这项混合方法研究的全面整合为未能判定不及格现象提供了新的、更深入的理解。它为高等院校和临床机构的实际应用提供了明确建议，以增强促进因素并在必要时将判定不及格的障碍降至最低。
