Professional Experience Placement

In May (2012) the RCNA Collegian Vol 19 (2) published an article about practice development and knowledge translation as mechanisms to align the academic and clinical contexts. The article conveys ideas through four narratives to demonstrate the diversity of contexts where these methodologies are used to assist with gathering using evidence in practice. Within this context there is discussion about bridging the academic and service divide. This is the space where professional experience facilitators (PEF) reside. Part of the PEF function is to support colleagues, guide students and assist with the process of knowledge translation and skill acquisition. The role of clinical facilitators or educators,  is to enable the novice to gain an understanding of the context of practice and support them in working towards competency, so that at registration they have become workplace ready at a beginning practitioner level.

The article cogently mentions the importance of developing partnerships and the mutual benefits that can arise from parternships. Walsh et al (2012)  states that “partnerships take time to build and maintain. Both health services and universities need to work together. It is a symbiotic relationship”. PEFs need to guide the transition of student to graduate and the competing workplace elements that are part of the environment. Translating academic  standards “as well as achieving service objectives is no easy task”. The authors suggest synergy can be progressed by creating dialogue between academia and practice settings. I suggest that PEFs are a useful conduit to undertake this role. What do you think?