Failing Students: University Perspective

1. Failing Students:University Perspective • Georgina Callister

2. What do we mean? • The student who is underachieving • The student who may not meet the learning outcomes • The student who may not attain the placement profile at the expected level

3. Honeymoon period is over…. • Demands begin to be asked of the student……. • Cracks appear • “gut feeling” all is not well

4. Why do students fail? • “there are many different reasons why students find themselves in trouble on placement” • (Gutman, McCreedy & Heisler 1998) • In groups: identify why you think students might fail - make a list

5. Dangerous Unacceptable attributes Poor social / interpersonal skills Lack of theory Unable to apply theory Irresponsible Personal / health problems Feel threatened / anxious Lack of opportunity / time Personality clash (Skingley et al 2007) Reasons for difficulties leading to failure • Ineffective/ inconsistent • Poor attitudes • Inability to self evaluate • Inability to accept advice • Insensitive • Unwilling / unable to improve • Motivation problem • Poor attendance • Breaches confidentiality • Confused re goals / Los • Different learning / teaching style

6. How do we avert failure? • Trust your judgement & intuition • Discuss concerns with the student – early on • Be open & honest • Action plans: • plan and measure improvements • Follow procedures: • PEFs • record your concerns

7. How do we avert failure? • Gather evidence • Reflect, take time out, harness the experience of others, share problems • (Carr et al 2010)

8. Your experiences: • Individually identify something you have failed - how did you feel? - Write down your feelings • What are your experiences of failing a student? • How did this feel for you? • How did the student feel?

9. Anxious Worthless Frustrated Reduced confidence Resentful (Illott, 1990; Duffy 2003 & 2007) Students experiences of failure: • Relief • Shock • Despair • Hurt • Rejection • Angry • Worried • Powerless

10. Your feelings: “Failing a student can have emotional consequences for the whole team” “can be messy, unpleasant and emotionally fraught” (Duffy et al 2007) “therapists feel responsible for student learning, therefore if the student fails they also feel a failure” (Illott 1990)

11. Your feelings: • Practice Educators may…. • Blame themselves • Loose confidence • Blame university • Feel Guilt

12. Roles and Responsibilities: • Identify weak students early – acknowledge this, support them and work with them • Failure should not come as a shock - use of supervision • Make explicit the reasons for the FAIL – provide evidence • Support and affirmation from university – essential for ALL • Keep dialogue with student “open” – use ACTION PLANs • (Woodcock 2009)

13. Failing to Fail: • Students are not failed when they should for a number of reasons: - Its early in their programme – they will pick it up • Students are nice people • We like them • We feel sorry for them • We don’t have the skills to fail them • We don’t have the evidence • We find the student threatening • Vested interest in passing them • We don’t have the resources eg. time • Not followed procedures • Creates additional work (Illott 1990, Duffy 2004 & 2007)

14. Remember…. • “Failing a student can have positive outcomes” (Illott 1990) • “Failure should be looked at like “speed bumps” they make us slow down and look” • (Sladyk 2002)

15. Consequences of failing for the student: • Re-sit placement • 1 resit only RCOT) • Identify and work on weaknesses – achieve a pass next time? • Develop / increase skill base • Increase confidence • Termination of programme > end of individuals career goals

16. Consequences of failing for the student: • Integrity of supervisor • Maintaining professional standards • Responsibility and accountability • Safety of vulnerable people • Pass the problem on – wasting time and resources (Duffy 2004 & 2007) Would like this person to treat your Mum?

17. Support for you: • Practice Education Facilitator (PEF) • University > contact early on and maintain dialogue throughout • Use of colleagues • Use of more experienced educator “defeat is not the worst of failures Never to have tried is the true failure” ???????

18. Appeals: • A greater number of students are appealing failed placements: • Not against fail • But against the “process”

19. Appeals: • Has due process been seen to have taken place: • Does the student know they are failing? • Is an action plan used? • Has it been made clear this has not been met and why? • Evidence? written

20. References and further reading • Carr et al (2010) reflect for Success: recommendations for mentors managing failing students, British Journal of Community Nursing. Vol 15. No 12 • Duffy K (2004) mentors need more support to fail incompetent students. British Journal of Nursing. Vol 13. No. 10 • Duffy K and Hardicre j (2007) Supporting Failing Students in practice 1: Assessment. Nursing Times • French S, Neville S, Laing J (1994) Teaching & Learning: A Guide for Therapists. Oxford. Butterworth Heineman • Healey,J & Spencer,M (2008) Surviving your Placement in health and Social care: A Student Handbook. London. Open University Press • Illott I (1996) Ranking the problems of failed supervision reveals a new problem: failing students. British journal of Occupational Therapy. 59 • Skingley, A et al (2007) Supporting Practice Teachers to Identify Failing Students. British Journal of Community Nursing. 12:1 • Sladyk K (ed) (2002) The Successful Occupational Therapy Fieldwork Student. Thorofar. Slack Inc. (American) • Woodcock J (2009) Supporting Students who may Fail. Emergency Nursing. Feb. 09