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The purpose of this study was to examine how teachers help and hinder students who struggle academically. Thirty nurse educators from 18 different schools of nursing shared stories of how they helped and hindered their academically at-risk students. Hermeneutic analysis revealed several themes. This article addresses the pattern of attending and two themes: attending as understanding and attending as expecting. [ABSTRACT FROM AUTHOR]

Background: Although the literature is replete with information about grades, there is a lack of empirical evidence about the meaning of grades to nursing students., Purpose: This study sought to understand the meaning of grades for nursing students at all educational levels., Method: Using Heideggerian hermeneutic phenomenology, 46 nursing students from 14 schools were asked to tell about a time that stood out to them when they were graded. They then reflected on their story and described what this experience meant to them., Results: Data analysis revealed several themes. The main theme was "needing an A." It was discussed by students at every level of nursing education., Conclusions: Students not only needed to get an A, but also they needed to get an A in every course they took, causing stress and disappointment when they were unable to achieve these grades. It seemed that what they were learning was not as important as the grade they received.

Nurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers' experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this study. Implications for nurse educators are discussed.

This article addresses findings from a three-year study that examined how teachers help and hinder students who struggle academically. Thirty nurse educators from 18 schools of nursing shared stories of how they helped and hindered their academically at-risk students. Hermeneutical analysis revealed several themes. This article addresses the pattern of Presencing and two themes: Finding the Right Level of Involvement and Living with Our Judgments.

For some nursing students, the stress of preparing for and taking the NCLEX can lead to maladaptive behaviors such as poor test performance and inadequate preparation. A different approach to NCLEX preparation for at-risk seniors is described. A 3-credit course that combines cognitive behavioral techniques, metacognitive strategies, test-taking strategies, and simulated NCLEX experience with practice questions is presented. Students also develop an individualized plan of preparation from graduation until they take the NCLEX.

The authors discuss the use of several metacognitive strategies that can help turn test reviews into an active learning experience. With these strategies, test reviews can provide students with valuable tools to enhance their thinking and help them better prepare for the high-level thinking test questions that are seen on nursing examinations.