Open Access
Open access
volume 6 issue 4 pages 490-500

Student Discipline. The Construction and Use of Warnings Concerning Past Behaviour

T. David 1
Ellen Ingrid Schafheutle 2
Penny Mcconnell 3
Hannah Quirk 4
Publication typeJournal Article
Publication date2020-12-01
scimago Q4
SJR0.187
CiteScore0.3
Impact factor
ISSN24523011
General Medicine
Abstract
Purpose Warnings are one of the basic methods for giving advice to students, yet there is a dearth of guidance and considerable variation and inconsistency in their content and application. Much of the associated terminology is confusing. To provide clarity, this paper examines the essential ingredients of warnings and their optimal construction and use in higher education, with a focus on students intending a career in one of the health and social care professions. Background Currently warnings are often poorly designed and unclear. One example is giving a student a ‘yellow card warning’ without explaining what errors or omissions have occurred, what action needs to be taken, and what could happen if the warning is ignored. Terminology A range of unhelpful descriptors of warnings are often used, such as ‘formal’, ‘informal’, ‘verbal’, ‘written’, ‘Level 1’, ‘Level 2’, or ‘final’. Any warning needs to provide the student with a written and unambiguous explanation of the meaning and implications of any terms used. Essential ingredients Warnings should be recorded (in writing). They should contain the word ‘warning’; a sufficiently detailed explanation of what the student has done wrong; and identification of any rule, regulation or professional guidance that has been transgressed. Warnings should explain what the student needs to do to ensure that the problem does not recur; what the consequences will be or may be if the problem(s) continue unabated or recur; if relevant, what effect the warning will have on the student and their career; the duration a warning will be kept on the student record, and an explanation of what the student can do if they do not agree with the decision to issue a warning. Conclusion There is an increasing tendency for students to challenge adverse decisions. To respond to such challenges, education providers need to be able to show that they have acted reasonably, including providing the student with appropriate warnings.
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Institute of Electrical and Electronics Engineers (IEEE)
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GOST |
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GOST Copy
David T. et al. Student Discipline. The Construction and Use of Warnings Concerning Past Behaviour // Health Professions Education. 2020. Vol. 6. No. 4. pp. 490-500.
GOST all authors (up to 50) Copy
David T., Schafheutle E. I., Mcconnell P., Quirk H. Student Discipline. The Construction and Use of Warnings Concerning Past Behaviour // Health Professions Education. 2020. Vol. 6. No. 4. pp. 490-500.
RIS |
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RIS Copy
TY - JOUR
DO - 10.1016/j.hpe.2020.08.001
UR - https://doi.org/10.1016/j.hpe.2020.08.001
TI - Student Discipline. The Construction and Use of Warnings Concerning Past Behaviour
T2 - Health Professions Education
AU - David, T.
AU - Schafheutle, Ellen Ingrid
AU - Mcconnell, Penny
AU - Quirk, Hannah
PY - 2020
DA - 2020/12/01
PB - Elsevier
SP - 490-500
IS - 4
VL - 6
SN - 2452-3011
ER -
BibTex |
Cite this
BibTex (up to 50 authors) Copy
@article{2020_David,
author = {T. David and Ellen Ingrid Schafheutle and Penny Mcconnell and Hannah Quirk},
title = {Student Discipline. The Construction and Use of Warnings Concerning Past Behaviour},
journal = {Health Professions Education},
year = {2020},
volume = {6},
publisher = {Elsevier},
month = {dec},
url = {https://doi.org/10.1016/j.hpe.2020.08.001},
number = {4},
pages = {490--500},
doi = {10.1016/j.hpe.2020.08.001}
}
MLA
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MLA Copy
David, T., et al. “Student Discipline. The Construction and Use of Warnings Concerning Past Behaviour.” Health Professions Education, vol. 6, no. 4, Dec. 2020, pp. 490-500. https://doi.org/10.1016/j.hpe.2020.08.001.