Supporting failing students: how collaboration is key

    Research output: Contribution to JournalArticlepeer-review

    Abstract

    Nursing and Midwifery Council (NMC) standards state that the balance between clinical practice and theory in pre-registration midwifery programmes must be no less than 50% practice and no less than 40% theory, with students being supported by ‘midwife teachers’ and ‘midwife mentors’ (NMC, 2009:18). Midwife teachers are expected to be involved in learning and assessment in both academic and practice learning environments by engaging in activities such as link tutoring; facilitating mentor development and updates; having a part-time clinical role or being involved with practice development, midwives' continuing professional development (CPD) or practice-based research activities.

    Clinical practice is supervised and graded by sign-off mentors, ‘gatekeepers to the profession’ who confirm that students are clinically competent, commensurate with their level of training, and are fit for entry to the midwives' part of the register at the end of their 3-year programme of study.

    This article will consider the importance of a collaborative approach between universities and clinical placement providers, particularly in relation to supporting failing students as, while ‘there has to be the recognition that some students need to fail’, sometimes students just require more focused support and planning to achieve the required skills, competencies and confidence in practice.
    Original languageEnglish
    Pages (from-to)615-617
    Number of pages3
    JournalBritish Journal of Midwifery
    Volume26
    Issue number9
    Early online date6 Sep 2018
    DOIs
    Publication statusE-pub ahead of print - 6 Sep 2018

    Keywords

    • Sign-off mentor
    • Competence
    • Collaboration
    • Failure to fail
    • Personal academic tutor

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