Addressing underachievement in nursing students: the roles of practice assessors and supervisors.

Abstract

The roles of nursing practice assessors and supervisors are pivotal in guiding students through clinical practice, ensuring they attain the necessary competencies and professionalism to deliver safe and effective patient care. However, underachievement among nursing students, whether related to conduct or proficiency, poses challenges that require timely and structured interventions. This article explores the responsibilities of assessors and supervisors in identifying, supporting and, when necessary, failing underperforming students. It examines key factors contributing to underachievement, including personal, environmental and institutional influences, and highlights effective intervention strategies such as early identification, structured feedback and personalised development plans. Additionally, the article addresses the 'failure to fail' phenomenon, wherein assessors hesitate to fail students despite concerns about their competence, ultimately compromising patient safety and the integrity of the nursing profession. The discussion highlights the importance of robust training, emotional support and institutional backing for assessors to make objective, fair decisions while upholding professional standards. By fostering a supportive yet accountable educational environment, nursing educators, supervisors and assessors can ensure that graduates are well prepared to meet the demands of their profession.