Table 9

Site B consensus viewpoint: Eroding conventions
Numbered statements Statement rankings across discrete viewpoints
1 2 3
6 The student is dishonest (makes up assessment data, covers up mistakes or hides their lack of knowledge) 4 4 3
5 The student lacks the knowledge needed to assume care of assigned patients 2 3 4
11 The student demonstrates a pattern of errors (e.g. repeated mistakes) 2 3 3
7 The student does not report changing patient conditions 3 3 2
8 The student fails to perform care consistent with clinical guidelines and standard procedures (hand washing; confidentiality; body mechanics) 2 2 3
24 The student is evaluated as successful despite a pattern of unmet clinical expectations 1 2 2
9 The student rushes through care 1 1 1
16 The student avoids consultation and collaboration with the clinical educator and other health team members 0 1 1
21 The clinical educator does not appropriately guide student practice 0 1 0
3 The student does not consider the guidance of the clinical educator 0 1 0
14 The student has difficulty communicating (verbally or non-verbally) 0 0 1
15 The student avoids interacting with the patient 0 0 1
38 The clinical educator does not role model established nursing standards −1 0 −2
23 The student does not have access to ongoing performance feedback −1 −1 −2
35 The clinical educator is overwhelmed by role expectations −2 −1 −2
42 The clinical educator does not set clear expectations with students at the beginning or and throughout the placement −1 −2 −2
43 The student perceives the clinical educator as threatening −3 −1 −1
12 The student is unable to control his/her nervousness −4 −2 −1
26 The student has a large gap in time between practice placements −3 −3 −3

Killam et al.

Killam et al. BMC Nursing 2012 11:26   doi:10.1186/1472-6955-11-26

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