GUIDANCE

Giving feedback to students & exploring concerns regarding progression

Exploring concerns about a student’s conduct / level of performance is an important aspect of assessing student progression, and as gatekeepers to the profession we have obligations to safeguard a vulnerable public.

In circumstances where a student’s motivation and attitude is giving cause for concern, consider exploring with the student any external factors that may be playing a role, and be sensitive to the personal issues that might be influencing the situation.

Where there are concerns about student’s performance, they should be raised in a timely manner, and at an early stage, to provide them with time and opportunity to address the concerns. Feedback and guidance given should be accurate, and delivered in a supportive manner. They should be alerted to the things they need to change. Delaying feedback where there are progression concerns may render your judgement open to challenge should you refer the student, as due process may have been compromised. Remember, students have the right to know, as well as the need to know

Feedback requires clarity, direction, with concrete examples of areas of concern as well as areas that are going well.

For an example of this – please the sample learning contract on this site. A contract should be robust, clear and detailed, stating the areas of concern, with specific examples. The agreement must be signed by both mentor and student, and outline what needs to be achieved, how it will be undertaken, what additional learning experiences can be provided to enable success, stated required timescales, and how progress will be demonstrated / assessed

Remember, a student’s performance can be turned around by good planning and increasing their value in the learning context

A video clip is also provided here that illustrates an interview between a mentor and student where concerns regarding student progression and the summative assessment are explored.

Dealing with challenging situations and managing difficult conversations

Most people are more comfortable giving and receiving praise than they are criticism. When delivered inappropriately, criticism can be harmful, destructive and can undermine the student’s confidence. It can also generate conditions for resentment and conflict. Similar effects can occur when the student reacts defensively to such information. But giving praise in an unskilled way can appear insincere and may leave the student feeling patronised.

TOP TIPS

Make it clear that the purpose is to help and be constructive.

  • Direct feedback towards behaviour that can be changed or controlled.
  • Focus on the subject or the behaviour and not the person – be specific.
  • Be descriptive not evaluative - describing what you actually see or hear reduces the need for the receiver to act defensively.’ I noticed that when you were working with Mrs Brown you tried transferring her using this technique…’
  • Reveal your own position or opinions.
  • Communicate the impact and consequences of the behaviour.
  • Take into account the student’s needs as well as your own.

Receiving Feedback – Students can be reminded of how to get the most out of their feedback by the following

  • Encourage them to listen without interrupting - treat it as it’s intended, as genuine and helpful guidance and direction to help improve their performance
  • Explain that you want them to give the feedback serious consideration.
  • Ask the student to paraphrase to ensure understanding.
  • Be open to guidance and discussion. Try to avoid becoming defensive.

Describe, in specific terms, when they used their strengths effectively and how or why it benefited the patient.

In all potential fail scenarios, it is essential thatyou identify the key people and resources needed to support you.

For further information on managing difficult conversations and difficult situations you may find it helpful to revisit key resources in the efolio workshops

Failure to Fail Students

Kathleen Duffy (2004) undertook a research project funded by the NMC to investigate why practice facilitators ‘fail to fail’ learners. Her work, “Failing students: a qualitative study of factorsthat influence the decisions regardingassessment of students’ competence in practice“,is widelyreferred to.This report highlighted key reasons why student were not failed in practice. They included the following reasons:

“we’ve known about them all the way through their placements, but they’ve just passed at the end of it” (pg 17)

“it’s easy to pass a student, but very, very difficult to fail a student” (pg 33)

“sometimes it’s identified too late, and in fairness the students have been allowed to progress because there’s not enough time for them to improve within that particular clinical area” (pg 42)

This seminal piece of work provides valuable insights into these processes and may of a helpful resource