To Pass or to Fail? Understanding the Factors Considered by Faculty in the Clinical Evaluation of Nursing Students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jacqueline K. Debrew, Clinical Associate Professor (Creator)
Lynne P. Lewallen, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Making the decision to pass or to fail a nursing student is difficult for nurse educators, yet one that all educators face at some point in time. To make this decision, nurse educators draw from their past experiences and personal reflections on the situation. Using the qualitative method of critical incident technique, the authors asked educators to describe a time when they had to make a decision about whether to pass or fail a student in the clinical setting. The findings describe student and faculty factors important in clinical evaluation decisions, demonstrate the benefits of reflective practice to nurse educators, and support the utility of critical incident technique not only as research methodology, but also as a technique for reflective practice.

Additional Information

Nurse Education Today, 34(4), 631-636
Language: English
Date: 2014
Nursing education, Clinical education, Student evaluation, Reflective practice

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