2 Failure to Fail

Failure to fail. Clinical instructors and preceptors can be reluctant to fail students. The term failure to fail (Duffy, 2003; 2004) is used to describe a growing trend towards passing students who do not meet course objectives and outcomes. In one study, “… 37% of mentors [preceptors] passed student nurses, despite concerns about competencies or attitude, or who felt they should fail.” (Gainsbury, 2010)

One key reason clinical instructors fail to fail is lack of support (Black, Curzio & Terry, 2014; Bush, Schreiber & Oliver, 2013; Duffy, 2004; Gainsbury, 2010; Larocque & Luhanga, 2013). When universities overturn failure decisions on appeal and require detailed written evidence justifying an instructor’s decision to fail, clinical instructors can feel as though they are not supported (Gainsbury, 2010). Further, as caring health professionals, instructors can feel that failing is an uncaring action (Scanlan, Care & Glessler, 2001). Many also fear that a student’s failure will reflect badly on the instructor and that others will judge them as bad teachers (Gainsbury, 2010).

However, health professionals have a duty of care to protect the public from harm. When students whose practice is unsafe and who fail to meet required course outcomes are not assigned a failing grade, instructors must question whether they are neglecting their duty of care (Black, Curzio & Terry, 2014). The reputation of the professional program can be diminished as a result of failing to fail a student (Larocque & Luhanga, 2013). Viewing clinical failure in a positive light is difficult for both students and instructors. Learning from the experience is what counts. As Samuel Beckett wrote, “Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better” (1983).