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Managing a student not meeting the progress expected

Reference: AC3-D

Last Updated 06/02/2019

The academic assessor should be aware of any concerns regarding student performance. Including any concerns that may have been raised in the practice environment or by practice assessors.

Once the academic assessor is aware of concerns around student performance they may have a role in improving the student’s performance. For example they may have a role to play in developing, and making recommendations for an action plan for a student who is struggling to achieve their programme outcomes. What role the academic assessor might play in this process will depend on a number of different factors, such as the student’s stage of learning and the academic assessor’s involvement in it, and any policies or procedures within their AEI for improving student performance.

If a student has not met the required actions in the action plan and it becomes apparent that they will not improve, the academic assessor should take any appropriate action, which may include recommending the student be failed on that part of the programme, or that they do not progress (see section on assessment for progression). This should be done through discussion with the nominated practice assessor, following any academic processes set in place by the AEI and their practice learning partners.

If there is an immediate concern or risk to the public from the student’s performance the academic assessor must take appropriate action, such as recommending the student for removal or suspension from a learning environment or course. This should be done through the appropriate process (such as fitness to practice) as set out by the AEI, and should involve the practice assessor.

Students with disabilities are entitled to have reasonable adjustments considered in relation to their practice learning. However, while reasonable adjustments may be made to the way that a student meets a competency or standard, the competency or standard itself cannot be adjusted. Therefore a decision will need to be made before a student starts a course, and at relevant points within the programme, as to whether they will be able to meet all the competencies of the course, taking into account what reasonable adjustments can be made if for example they have a disability.

The AEI, with its practice learning partners, should have appropriate resources and staff in place to manage student performance. No student should progress through a course, or enter the register, who is not fit to do so. The AEI, with their practice learning partners, is responsible for putting in place the right processes to ensure this does not happen.

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