4th Act RN

I feel like most institutions (at least in my area) are going back to uniform colors. Some are even requiring scrub tops with the logo of the hospital on the chest. I'm also noticing the fleece thing (Name, RN on one side and the hospital logo on the other side). Although it does seem very corporate, I kind of like the way it looks. Neat, organized, etc.

It is incredibly difficult to fail a student clinically, especially when the objectives don't speak to the issues/problems you are observing. It is also difficult to fail a 'book smart' student, who is passing theory. It is absolutely devastating to say to a student "you are failing (or are in danger of failing) clinical. It sounds mean, any way you say it. But as already stated, when you beat around the bush, they sometimes don't hear it. I can't tell you how any student have said to me "I am doing "fine", "good" or even "great" in clinical, then their evaluation or verbal conversation with their CI reveals an entirely different story. It makes me wonder; are they not hearing it, or did the CI not make it clear?

The course was just re-evaluated and is literally re-evaluated every semester. I cannot emphasize in writing how much we do every single semester to improve the situation. We look at the entire picture- the admission requirements, the previous course's (painfully) high pass rates. Again, I am not nearly as powerful as one may believe (and I think that is part of the student's perception of the issues). I am an untenured professor with less seniority than half the team. As far as teaching to the test, it seems that we have different definitions of this. I definitely do give them the tools. I have repeated discussions in class that start with "as a nurse, what do you think the priority would be for a patient with xyz disorder?" It's not on my slides, bolded and highlighted. I bring in real life stories, situations that my clinical students (who are sitting in my lecture) may have encountered that point in the direction of the type of questions we normally test them on. Teaching to the test, OTOH, would be "this is what is going to be on the test", or "you only need to know this, this and this med for the test (even though there is a page of meds to study). My character as a educator is being threatened with such inflammatory comments. When a coward send this to the president of the school and cannot be transparent about their concerns, it's kind of hard to let it go. I pray that it never happens to you, as it is NOT a good feeling.

I wholeheartedly agree with the issue of the failures. It has been an issue since before I came to the school, and we are continually making changes that seem to be in vain. I added this in to paint a picture of the situation at hand. Unfortunately, "course leader" doesn't come with the power and authority it should. There are many people on the team with more seniority and strong opinions about the way things should be. I hate to say this on a forum like this, but there are some who fit that stereotype of "lets weed them out". I do not subscribe to that theory. Just today, some of the issues addressed in the students email came up, and they seem to have fallen on deaf ears.

lthough this is my first post, I am not a newbie here. I have decided, in an effort to maintain my anonymity (since I have alluded to my location and experiences in many posts over my time here), I would start with a new name regarding this issue. I assure you, I am not a troll and will not disappear after this post (although my current work and life situation leaves me little time for social media posting). I am an educator in academia. I am also the course leader. I've been teaching for a while (over ten years), and have historically been teaching in the class with the highest fail rate. We teach as a team; regardless of whether I am lecturing (there are multiple sections, and I am not required to teach every semester, and I do not teach the entire course, ever), our fail rates are consistent. This alone has been an issue that frustrates me terribly; I see many bright students who end up barely passing and feel helpless (because although I am the course leader, I really have little say). Our exams are departmental, and all questions are decided among the entire team of lecturers. Recently, I was the subject of an incredibly inflammatory e-mail written by an anonymous student. I was accused of many things that are either a) untrue, b) out of my control, or c) incredibly hurtful. This person is out for blood, and I have no idea who it is. This was sent to the entire department as well as the president of the college. In a strange ironic twist, I did not receive the e-mail. I first thought it was intentional, but then it was brought to my attention that my name was on the list of receivers (I feel like it is a sign; that I wasn't meant to see it). I have not seen it, but have gotten a general idea of the subject matter, as well as the incredibly negative and downright nasty tone of the writer. Needless to say, I am quite bothered by this. I am well aware that not everyone likes me, and I really am okay with that. Truth be told, I don't like all my students either. However, I treat them equally and focus on the objectives of the course I teach, and am mature and respectful enough to keep my personal opinions to myself. If I have any concerns about their character and personality, I present them in a professional, constuctive and civil tone (and be open about who I am), and not sling someone's name though the mud on a social media site or in a mass emailing. I have had years of mostly positive evaluations (again, not everyone likes me and appreciates my teaching style, as I do not spoon-feed and teach to the test). I keep in touch with many students who have graduated and continue to thank me for my effective teaching style and caring manner in which I deal with them on a personal level. I counsel a lot of students when they are failing, or have failed the course and need to figure out what to do next. I truly mean it when I say love nothing more than seeing them succeed- a concept that many students find hard to believe. I feel like I give them more than I give my family, at times. This is one of the thing that I think bothers me the most about this. The other thing that is really bothering me is that my boss doesn't feel the need to pursue this, to determine who this is. Her belief is that because the student stated they are leaving our school (because they have issues with the entire program) that that is enough. I disagree. We have no real idea who it is, and this person could very well sill be in class. I feel that not doing anything about it sets a precedent that this behavior is acceptable. The students are aware of this (they received a different e-mail that I was cc'd on, which led to a discussion board of sorts... not all nurses... and word got out about the faculty attack). I also feel like this sets a precedent (that some already feel prior to this) that admin is not interested in protecting us. I'm not as thicked-skin as many of my colleagues (which makes me really question my future in this part of the profession). I'm not a vindictive person, I don't normally wish ill will towards most people; unless provoked. I tend to keep my opinions to myself, with the very opinionated circle I am in. But this bothers me. It bothers me that I am the focus of water cooler discussions by students and colleagues. Many are defending me, so I hear, which makes me happy. I just don't want any extra attention, neither positive or negative. Am I wrong to be feeling this way? Is sweeping this under the rug the appropriate way to go? We (faculty) have also been advised not to respond to any emails like this. I'm tired of being the better person in these situations. I'm tired of keeping my opinions to myself. I could get a job that pays a lot more in the hospital and get abused by patients, and at least I could justify that they are sick and under a different kind of stress. Yes, students are stressed, but you are entering a profession where you need to know how to handle yourself, your communication (and your stress) in an appropriate matter. I know many think our jobs in academia are 'cushy' (students words) but I beg to differ.