1. Supporting Weak Students

2. 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

3. 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.

4. 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boundaries and/or poor professional behaviour experiencing continual poor health, feeling depressed, uncommitted, withdrawn, sad, tired, listless unreliability, persistent lateness/absence preoccupation with personal issues lack of theoretical knowledge

5. 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

6. 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)

7. 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)

8. 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

9. 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

10. 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

11. Reactions to poor outcome cry – allow time anger/aggression/denial – may be verbally abusive/accusatory. If anger anticipated – have 3 rd person present. blame others – supervisors, placements, university relief!

12. 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

13. Acknowledgements Many thanks to Dr Kathleen Duffy at Glasgow Caledonian University for much of the material contained in this presentation