Veilederes beveggrunner for å unnlate å gi ikke-bestått i praksisstudier til tross for at læringsutbyttene ikke er nådd

Abstract

Background Many professional educations have element of practice in their educations. Any assessment scheme involves large uncertainties, and this will in particular be applicable in practice assessment. Studies show that students who do not meet the goals of a practice period pass anyway. Purpose The purpose of the literature study is to describe what may lie at the core of those supervisors who allow underperforming students to pass in practice. Method A systematic literature search was carried out in March 2013 in the CHINAL, OVID Nursing database, OVID Medline, OVID PsycInfo, ProQuest, Science Direct, Eric, Norart and SweMed+. Results Nine articles and a monograph were included in the study. The reasons for not failing an incompetent student stems from lack of knowledge and confidence, challenges related to documentation, personal attitudes and beliefs, lack of support, the scarcity of time and the fear that the decision would be overturned by the university and the appeal. Conclusion The study shows that the supervisors have lack of competence in the role of their supervisor, both on the knowledge, skills and personal competence. To ensure that underperforming students fail, the need for training and support to the supervisors is essential.