Education Affiliates, USA.
UNC REX Healthcare, USA.
Nurse Educ Pract. 2022 Jan;58:103259. doi: 10.1016/j.nepr.2021.103259. Epub 2021 Nov 25.
The purpose of the study was to explore the relationship between face-implicating factors and faculty's likelihood of failing students in the clinical setting who do not meet passing criteria.
Clinical nursing faculty members struggle to assign failing grades to underperforming students in the clinical setting; this is known as failure to fail. Qualitative literature has revealed common factors for failure to fail; however, quantitative studies are required to determine the extent to which those factors affect faculty's decision-making process.
A quantitative, descriptive design was used.
Snowball sampling was used to recruit participants from CCNE- and ACEN-accredited nursing programs to complete an online survey. There were 353 responses to the survey (a 30% return rate) and 327 usable responses. Eligibility criteria included pre-licensure nursing faculty members who had taught in the clinical setting within the past three years. The tool used for the study was adapted from Dibble's (2014) tool, which explored face-implicating factors' impact on the transmission of bad news.
Respondents who did not commit failure to fail (F2FN) disagreed more strongly with every survey item than those who committed failure to fail (F2FY). The differences in mean scores were compared and 64% of those differences were statistically significant (p < 0.05). Respondents who did not commit failure to fail were less affected by the face-implicating factors than those who committed failure to fail.
the null hypothesis was rejected; a direct connection was found between face-implicating factors and faculty's likelihood of passing students in the clinical setting who do not meet passing criteria.
本研究旨在探讨在临床环境中，当学生表现未达标时，与教师不给予学生不及格成绩相关的面子因素。
临床护理教师在临床环境中难以给表现不佳的学生不及格成绩，这被称为未能失败。定性文献揭示了未能失败的常见因素；然而，需要进行定量研究来确定这些因素在多大程度上影响教师的决策过程。
采用定量、描述性设计。
使用滚雪球抽样从 CCNE 和 ACEN 认证的护理项目中招募参与者完成在线调查。共有 353 人对调查做出回应（回应率为 30%），其中 327 人可用于分析。合格标准包括在过去三年内曾在临床环境中教授过护理课程的预许可护理教师。研究中使用的工具改编自 Dibble（2014）的工具，该工具探讨了面子因素对传递坏消息的影响。
未犯未能失败（F2FN）的受访者对每个调查项目的意见比犯未能失败（F2FY）的受访者更为强烈。对平均分数的差异进行了比较，其中 64%的差异具有统计学意义（p<0.05）。未犯未能失败的受访者受面子因素的影响小于犯未能失败的受访者。
零假设被拒绝；在临床环境中，与教师不给予学生不及格成绩相关的面子因素与教师让表现未达标学生通过的可能性之间存在直接联系。
