A Formative Approach to Student Remediation

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Abstract

Nursing instructors strive to use the most effective means when remediating students who are failing to meet clinical course objectives in clinical and practicum courses. Building on teaching and learning theory, the authors critically analyze the merits of using a simulation framework and a clinical judgment rubric as tools to create an effective formative remedial strategy to support student learning. Suggestions for future research and implications for faculty practice are included.

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