The Borderline Student Nurse

Abstract

DIRECTORS of Nursing Education and their faculties encounter a myriad of problems in teaching student nurses who will upon graduation make a contribution to the profession. These problems are constantly changing, and as soon as yesterday's are solved, new ones present themselves. Where in the past, for example, concern was directed toward involving nursing faculty in matters of curriculum, selection and policy decisions, now focus of attention has shifted toward problems of student participation.1 Nevertheless there are other broad issues which are not a function of the times which nurse educators constantly encounter. One of these is the borderline student nurse. The borderline student nurse is one who requires extra faculty and administration attention because of unsatisfactory or deteriorating performance in her program. She may, or may not, have been marginal at the time she was selected to enter the program. Recently completed case studies indicate that problems with the borderline student are relatively common and that administrative action is usually influenced by three factors: student selection, evaluation procedures, and educational policies. Design and operation of student personnel systems often do not specifically reflect concern for the borderline student. In such instances students may suffer or excessive amounts of time and effort may be necessary to identify and solve student problems.2