bsc healthcare science (audiology) supporting weak students jane burgneay june 2013

BSc Healthcare Science (Audiology)

Supporting Weak Students

Jane BurgneayJune 2013


Introduction

One of most challenging roles for supervisors

Supervisors and assessors have a duty to confirm students are capable of safe and effective practice

One reason the above may not happen (ie fail to fail) is lack of knowledge of the assessment process


Common indicators inconsistency in meeting required level of

competence for stage of training inconsistent clinical performance lack of insight into weaknesses so unable to

change following constructive feedback unsafe practice not responding appropriately to feedback lack of interest or motivation


Common indicators

limited practical interpersonal and communication skills

absence of professional boundaries and/or poor professional behaviour

experiencing continual poor health, feeling depressed, uncommitted, withdrawn, sad, tired, listless

unreliability, persistent lateness/absence preoccupation with personal issues lack of theoretical knowledge


Students are entitled

to receive timely feedback about their performance and have the opportunity and support to correct performance considered unsatisfactory

to be aware that their performance is not meeting the criteria set for satisfactory performance


Plan of action don’t ignore discuss “gut feelings” with suitable

colleagues as soon as possible for confirmation

identify, document and feedback concerns to student at earliest opportunity.

explain concerns (perhaps with reference to learning outcomes and criteria required for successful outcome of placement year)


Plan of action give advice on how to improve agree time frames within which the

improvement is expected inform of consequences should required

improvements not occur discuss with HEI provide regular feedback and use learning

contract (as with all students but possibly more frequently)

address student’s feelings of anger/failure and provide honest, detailed feedback with examples (with documentation)


Plan of action

look at yourself – is student clear about expectations?/ are this expectations realistic?/do not have any hidden criteria (clinical assessment is inherently subjective)?

invite students to evaluate their own performance against required outcomes

listen to student’s concerns and acknowledge their opinions

build student’s self esteem -highlight achievements and strengths

remain positive and supportive


Evidence

important to collect and document evidence supports decision that student has not met criteria for

successful completion of placement conversely protects competent student against an

irresponsible decision l documentation should be

factual, non judgemental, identifies strengths and weaknesses with examples

each feedback session should be recorded with details of supportive measures and learning opportunities provided to enable student to improve

feedback from other staff, patients and relatives


Reactions to poor outcome

may need time to grieve for loss of personal dream

will need time to digest reality and discuss feeling with supervisor

disbelief and shock –? due to inaccurate self assessment/due to lack of clarity in feedback

betrayal and hurt – by a friend may have interpreted nurturing and supportive role of supervisor as friendship


Reactions to poor outcome

cry – allow time anger/aggression/denial – may be verbally

abusive/accusatory. If anger anticipated – have 3rd person present.

blame others – supervisors, placements, university

relief!


Effect on supervisor/team

unpleasant messy emotionally fraught sadness anger exhaustion relief sense of personal failure disharmony in team – students going behind

supervisor’s back


Acknowledgments

Many thanks to Dr Kathleen Duffy at

Glasgow Caledonian University for much of

the material contained in this presentation

bsc healthcare science (audiology) supporting weak students jane burgneay june 2013

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