Academic Failure and How Deal With it

Afza.Malik GDA

Dealing With Academic Failure

Academic Failure and How Deal With it

 Academic Failure and How Deal With it, Possible Reasons of Failure, Faculty Role, Helping the failed student in the classroom environment

Academic failure in the classroom.

    Nursing program curricula, which typically include a strong foundation in liberal arts and sciences in addition to the many hours of required nursing coursework, are necessarily academically rigorous. 

    Academic failure in the classroom and subsequent dropout from the nursing program are not uncommon, and nursing student retention is a well-known concern of nursing educators.

Possible Reasons of Failure

    The reasons for school failure in the classroom are numerous. First, students may initially underestimate the amount of time they will need to spend studying to successfully complete a nursing degree. Students may be unprepared and lack the necessary study and time management skills to properly organize their schedule and study time. 

    Students can quickly become overwhelmed by the academic demands of a nursing program, and the resulting stress serves to further increase anxiety and an inability to cope with the demands of the course.

    Second, many of today's nursing students seek to fill numerous roles while juggling the responsibilities and demands of work, family, and school. Role overload becomes excessive and student grades are negatively affected.

    Third, some students struggle with the level of cognitive skills required in nursing courses. Although they are adept at recalling facts and information, they are unable to apply the concepts and develop the proper decision-making skills. 

    This is usually demonstrated by their inability to perform well on tests that require application, analysis, and synthesis levels of cognition. Students who have never had to think at these levels before can become frustrated when they spend a lot of time memorizing information but still don't do well on tests.

    Some students may have learning problems that affect their ability to read with comprehension, pass tests, memorize information, or stay focused. These are students who often perform clinically but do not perform well in the classroom. 

Faculty Role 

    Faculty have an ethical responsibility to identify students who are at high risk of academic failure in the classroom. Examples of high-risk traits include a low grade point average, low standardized test scores, reduced critical thinking skills, attending multiple colleges without a degree (Donovan, 1989), and difficulty earning satisfactory grades in required science courses.

    When students with these characteristics are accepted into a nursing program, academic support services must be provided to increase their chances of success.

    Faculty also have a responsibility to develop and provide support services that increase students' chances of success and thus increase student retention in the nursing program (Donovan, 1989). Examples of services that can help students academically include tutoring programs, study sessions, student tutoring programs, test support, and time and stress management training.

    Faculty should be aware of the resources within departments of the institution that can provide valuable support to students in need. They should encourage activities that provide a support system for students, such as participation in student unions and organizations. 

    Developing and providing physical education for underperforming students helps ensure students have the support they need at the earliest possible time of intervention.

Helping the failed student in the classroom environment

        When designing intervention programs that help students succeed academically in the nursing program, faculty should consider academic experience from the dent's perspective, as this can have major implications for student retention and success. 

    Faculty must seek feedback from students in the program on their areas of interest, both academic and non-academic. For example, if students feel class size is affecting their abilities, strategies could be implemented that allow students with limited access to work in small groups. 

    Focus groups can provide a lot of feedback, a faculty can use this information to develop intentions. Teachers also need information on what pros or interventions are working (eg, vice tutoring, mentoring programs, peer support groups) so that these are phased out based on their success in meeting student needs be able. 

    Teachers need to know what their fellow students have, which can be addressed using the resources in the app. With this information, faculty will be able to design a retention intervention designed to maximize positive student response and improve academic success.

    More specifically, faculty can implement proactive strategies that support student promotional efforts in the classroom. First, faculty must be aware of the different learning styles of the changing student population. 

    The Nurse needs to develop an innovative and flexible p designed to support the academic needs of a growing number of non-traditional and culturally diverse adult graduate students. 

    Flexible lesson plans, the use of technology, convenient study times for students, on-campus childcare, recognition of students' life experiences, and support for students with English as a second language can help students achieve their educational goals. The expectations and learning strategies of college students today are likely to be different than those of students in the past. 

    Much literature has been published addressing the diverse learning styles of today's generation, and the information gleaned from these studies should be used to provide students with meaningful learning experiences.

    Courage and Godbey (1992) suggested that interaction with faculty, peers, and staff is important to the successful integration of students into the academic environment. Students who successfully integrate academically and socially into the academic environment are more likely to be kept in the system. 

    Institutions need to recognize that students bring different needs to the educational process. The faculty advisor role is key to helping students adapt successfully to their academic assignments. Professors must be informed of academic policies that affect student counseling so they can provide accurate and timely information.

    Williams (1993) also emphasized the importance of the faculty advisor in supporting student retention in nursing programs. Additionally, Williams suggested that cultural literacy among faculty and the development of orientation programs and support services for new students can help reduce student anxiety and increase the likelihood of success in nursing studies. 

    Nursing associations or organizations can be a source of encouragement for students and serve as a vehicle to socialize students for the nursing profession.

    Fisher and Parkinson (1998) reported success in engaging students in the process of determining what strategies support a positive learning environment in the classroom. They suggested that students be able to identify what types of faculty activities contribute significantly to their learning and that students be actively involved in assessing and setting the classroom environment.

    Individual teachers can take several steps to help students who are performing poorly in the classroom. If there is evidence that a student does not understand the course content, e.g. For example, when failing a test or completing an assignment correctly, teachers meet with the student to get their perspective on the problem. 

    Students are often able to do enough Preparation time, lack of inferiority Each of these reasons for poor performance requires the use of different intervention strategies, and the student must be involved in determining what actions to take. 

    Tests should be reviewed to assess problem areas and determine if the problem may be related to, for example, lack of content knowledge, reading difficulties, test-related anxiety, poor study skills, or personal difficulties. 

    Once possible causes have been identified, intervention strategies can be developed and implemented to correct the situation. Faculty must recognize that it is the student's responsibility to learn and the student's responsibility to use available resources to improve academic performance. 

    The student must take responsibility for the implementation of the action plan developed in conjunction with the faculty member. Teachers cannot take responsibility for ensuring that all students are successful in the course, but they must ensure that students are actively involved in identifying concerns, developing strategies to address deficiencies, and improving performance.

    If a student is unable to satisfactorily complete the course work despite various efforts, the faculty has no choice but to award a grade of "failing." At this point, the student needs guidance and support as they explore the available options. 

    If this is the first nursing course the student has failed, it is common practice to allow them to retake the course. If this is the student's second nursing course failure, the student may be disqualified from the program. The student must receive appropriate academic guidance in planning future educational goals.

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