050519-2 mentor handbookf - The INCLEN Trust

Top tips:
dealing with poor performance
• Don’t be afraid of your ‘gut feelings’ respond to the cues you have.
• Don’t give the benefit of the doubt!! Acknowledge the ‘alarm bells’!
• Ask colleagues for their views (especially those with more experience).
• Seek support and advice early from university staff and clinical managers
or experienced assessors.
• Adopt an approach of giving consistent and regular positive and constructive
negative feedback.
• Ask the student to self assess – ask them to say how they think they are
performing (in relation to specific areas or generally).
• Get help in articulating the problems (particularly with attitude).
• Be clear about what you think the issue or problem is and try and
give examples.
• Look at the next section on giving constructive feedback.
• Relate the examples to behaviours and observations rather than impressions
or reports from others.
• Document problems/issues early.
• Develop a plan of action with specific objectives (SMART) to support the
student (specifying responsibilities of all involved).
• Discuss with others and seek support in dealing with students/your own
emotional responses.
• Recognise your accountability and responsibility to fail.
Links to theory
Bloom’s taxonomy of learning http://www.officeport.com/edu/blooms.htm
Accessed on 29.6.05
Duffy K (2004) Failing students. Report commissioned by the Nursing and
Midwifery Council.
http://www.nmc-uk.org
Accessed on 29.6.05
Neary M (2000) Responsive assessment of clinical competence: Part 1. Nursing
Standard. 15 (9) 34-36
Neary M (2000) Responsive assessment of clinical competence: Part 2. Nursing
Standard. 15 (10) 35-40
46
Version 2 23 January 2006
© School of Health and Social Care, Oxford Brookes University, Oxford