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  • Utilising the invitational theory provides a framework for understanding assessors’ experiences of failure to fail

    Author(s)
    Hughes, LJ
    Johnston, NBA
    Mitchell, ML
    Griffith University Author(s)
    Hughes, Lynda J.
    Mitchell, Marion L.
    Year published
    2021-08
    Metadata
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    Abstract
    Aim: The aim of this paper is to describe how the Invitational Theory were used to frame each of the phases of this sequential mixed methods study to provide valuable insights to the failure to fail phenomenon. Background: The assessment of student nurses in clinical courses in undergraduate programmes remains problematic, with some students passing clinical courses when they do not meet standards for practice – failure to fail. Failure to fail is the allocation of passing grades to students who do not meet standards for practice. An understanding of assessors’ experiences is central to unravelling the complexities surrounding ...
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    Aim: The aim of this paper is to describe how the Invitational Theory were used to frame each of the phases of this sequential mixed methods study to provide valuable insights to the failure to fail phenomenon. Background: The assessment of student nurses in clinical courses in undergraduate programmes remains problematic, with some students passing clinical courses when they do not meet standards for practice – failure to fail. Failure to fail is the allocation of passing grades to students who do not meet standards for practice. An understanding of assessors’ experiences is central to unravelling the complexities surrounding the phenomenon of failure to fail. Traditionally, such inquiry has been specific and narrow. The Invitational Theory is offered as a comprehensive approach to provide insights and understanding into the complex phenomenon of failure to fail. Design: The five domains of the Invitational Theory; people, processes, programmes, policies and places, were used to inform this sequential exploratory mixed methods study. Methodology: Phase 1 consisted of an integrative literature review. Phase 2 involved interviews and focus groups with tertiary assessors involved in assessment of students in clinical courses. Phase 3 involved the development, testing and piloting of a survey with tertiary and industry assessors. Phase 4 consisted of a meta-integration of all phases of the study. Results: Key findings of the synthesis of these study phases demonstrated that the domains of the Invitational Theory enable a comprehensive and unique viewpoint of assessment during clinical practicum. All five domains of the Invitational Theory were evident throughout this study and provided unique insights into failure to fail. This research has identified the theoretical underpinnings of the Invitational Theory and its application can be of value in the area of nurse education and specifically assessments. Conclusion: The Invitational Theory domains provides a comprehensive and unique viewpoint of assessment of nursing students and contributed to the emerging body of literature regarding failure to fail. How the theoretical framework facilitates the understanding of failure to fail is described in this paper.
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    Journal Title
    Nurse Education in Practice
    Volume
    55
    DOI
    https://doi.org/10.1016/j.nepr.2021.103135
    Copyright Statement
    © 2021 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Curriculum and pedagogy
    Nursing
    Clinical competence
    Failure to fail
    Invitational theory
    Mixed methods research
    Publication URI
    http://hdl.handle.net/10072/406639
    Collection
    • Journal articles

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