Nurses’ experiences of ‘failing to fail’: barriers and enablers in clinical nursing education – a qualitative study

Background: The phenomenon of ‘failing to fail’ underperforming pre-registration nursing students in clinical placements is widely recognised. In the United Kingdom, updated Nursing and Midwifery Council guidelines aim to support registered nurses (RNs) in supervising and assessing students. The aim of the study is to explore RNs’ experiences of the phenomenon of ‘failing to fail’ underperforming pre-registration nursing students in clinical placements. Methods: This research is a qualitative descriptive study. Semi-structured one-to-one online interviews with 14 RNs enrolled in postgraduate nursing courses at a university in the United Kingdom. Data were analysed using Elo and Kyngäs’ content analysis framework. Results: Four key categories were identified: (1) The Stigma of Failure – failure perceived as stigmatised; (2) Organisational Constraints and Time Pressures – limiting effective mentoring and assessment; (3) Emotional and Relational Barriers to Failing – including personal relationships, lack of confidence and fear of repercussions and (4) Enablers – including supportive workplace culture, collaboration with universities, training and clear guidance. Conclusions: Failing to fail is a complex issue influenced by cultural, organisational and individual factors. It has significant implications for patient safety, professional standards and the future nursing workforce. Addressing these challenges requires changes in mentorship practices and institutional support.