Introduction
Clinical placement is an essential element of student preparation for nursing practice. High-quality clinical facilitation has a significant impact on student learning and placement satisfaction. This study aimed to explore the role of university-employed clinical facilitators and their perspectives on enhancing clinical facilitation and student learning on placement.
Methods
An exploratory, descriptive research design was used to examine the perspectives of university-employed clinical facilitators working in regional New South Wales. Semi-structured, individual interviews were used to collect the experiences of a purposeful sample of ten university-employed clinical facilitators. Data was thematically analysed.
Results
Six key themes were identified; 1) relationships at the core of quality, 2) a culture of commitment to student learning, 3) connection to the curriculum, 4) no single best model, 5) safety at the heart of assessment, and 6) empowering growth and development. In addition, three sub-themes were identified; building community and connection with clinical facilitators, building rapport and trust with nurses, and developing an understanding of the individual student.
Discussion
Supporting, teaching, and supervising students on clinical placement is a multi-stakeholder team responsibility. Clinical facilitators rely heavily on the nurses in the clinical setting and the students to actively engage in and give feedback on learning experiences during clinical placement. Building rapport and an understanding with managers, nurses, and students is key to providing effective clinical facilitation. Performing the clinical facilitation role provides opportunities for personal growth and development. It also enables nurses an opportunity to give back to the profession. However, clinical facilitators often work autonomously and sometimes feel isolated, unprepared, and disconnected from the ward and curriculum. This study found that clinical facilitators wanted to be part of a community of practice and have the opportunity to connect, collaborate, and moderate with other clinical facilitators and academic staff to help them improve their preparation of students for practice.