Date of Conferral







Janice Long


Little is known about the nurse educator's experiences in remediating novice undergraduate nursing students who failed an exam early in the program of study. While numerous strategies have been used by faculty for remediation, no evidence-based methodology for student remediation has been identified in published literature. The aim of this study was to build a foundation of qualitative research on nurse educators' experiences in the remediation of a student who failed an exam. This basic qualitative study, guided by Smith and Liehr's story theory, explored the nurse educator's experiences with remediation using interview data collected from six nurse educators. Interviews were conducted and audio recorded by Zoom and Otter, transcribed by the programs, and then reviewed. Thematic analysis progressed using story theory with past, present, and future filters to review the major themes. Using an interpretive framework, findings indicated seven themes grouped by the nurse educator's past, present experiences, and future expectations for remediation. Past themes were reports of fear, nervousness, insecurity, and not knowing what to do in the first and subsequent remediation of a new (novice) nursing student who failed an exam. Positive social change may be affected by improving remediation, which supports nurse educator training. Additionally, this support may improve the student's desire for learning and continue this desire for life-long learning, which is imperative for the nursing profession. Future research should focus on best practices in student remediation for nurse educators.