The clincials point out a sense of attitude from the student, their personality, bedside manner and their work ethic. This also gives the student a chance to see whether they like working with patients in certain settings.
There are basically three issues in this scenario and two of them are related. The first two issues show that the student is showing up late for their placement and they have missed several times during the four weeks that they have been involved. They are also late coming back from breaks during the day. The other issue is that the student is not really talking about what is going on when they are confronted and therefore are in danger of failing. Although these are the issues presented in the scenario, there is another issue that is important to consider: This placement may not be a fit for this particular student, which could be the reason for their attitude and behaviour.
The most obvious issue for the mentor in this situation is what to do about it. The student may fail this aspect of training unless she starts to take responsibility for her behaviour and changes it. The mentor must make a decision about the type of intervention that is needed or whether it is time to fail the student. According to Cleland et al. (2008), there are many factors that influence whether an individual who is underperforming should be failed. One of the challenges with failing a student is that mentors have difficulty doing this if they feel they are stopping a students career. Also, failing a student may depend on what the mentor felt about the student overall.
Taking the facts into consideration suggest that the mentor will have to fail this student because they are halfway through the placement and the behaviour has not changed. Their attitude seems to show that they are not interested in the placement. At this point, an assessment of the attitudes, personality and skills would be helpful for the student.