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Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study
Journal article   Open access   Peer reviewed

Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study

Felicity Walker, Nicola Whiteing and Christina Aggar
Contemporary nurse : a journal for the Australian nursing profession, Vol.60(2), pp.197-207
2024
DOI: https://doi.org/10.1080/10376178.2024.2347874
PMID: 38687302
Appears in  Recent Faculty of Health Publications
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Published (Version of record)CC BY V4.0,  Open Access
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Abstract

Clinical facilitation collaboration registered nurse placement student nurse community of practice preparation for practice Nursing not elsewhere classified Higher education Nursing
Background: High-quality clinical placement experiences are important for preparing undergraduate student nurses for practice. Clinical facilitation and support significantly impact student placement experiences and their development of skills, knowledge, and attitudes in the healthcare setting. Aim: This research aimed to explore university-employed clinical facilitators’ perspectives on providing quality clinical facilitation and student learning on placement. Design: An exploratory, descriptive research design was used to examine the perspectives of n = 10 university-employed clinical facilitators working in regional New South Wales, Australia (March 2020-December 2021). Methods: Semi-structured interviews were used to explore the experiences of a purposeful sample of university-employed clinical facilitators. Data was thematically analysed using Miles et al.'s (Citation2014) qualitative data analysis framework. Results: Five 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) examining the model, and 5) empowering growth and development. Clinical facilitators perceive their role as misunderstood, undervalued, and isolating and that they require further preparation and ongoing professional development to provide quality facilitation. Building rapport and relationships with staff and students was at the core of quality clinical facilitation. Conclusions: The clinical facilitator role has an important function in preparing student nurses for practice and needs further recognition and continued professional development. Education providers and healthcare organisations need to examine strategies to provide inclusive and supportive work environments, building communities of practice for clinical facilitators and stakeholders to share their experiences and knowledge, promoting individual and group learning, thus improving the student placement experience and fostering the professional identity of clinical facilitators.

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