The Struggle Is Real: Investigating the Challenge of Assigning a Failing Clinical Grade.

Aim: The aim of the study was to explore the relationships between role strain, faculty stress, and perceived organizational support for nurse faculty who faced the decision to assign a failing clinical grade.

Background: Although faculty are responsible for assigning a grade reflecting students' competence and ability to practice safely, faculty find it troublesome and stressful to assign a failing clinical grade.

Method: A national sample consisting of 390 nursing faculty completed an online four-part questionnaire with an open-ended question. Data were analyzed using parametric statistical testing and conventional content analysis.

Results: Statistically significant relationships were found between role strain, faculty stress, and perceived organizational support. Ten issues related to system breakdown were identified. Most (82.6 percent) reported assigning the failing grade; many reported changes in teaching practices following the deliberation to assign a failing grade.

Conclusion: The decision to assign a failing clinical grade remains a significant issue for undergraduate and graduate clinical nurse faculty.