Professional Experience Placement

Andrews and Ford (2013) undertook a study with the aim to explore the why nurses became clinical facilitators, their experiences and enabled insight into how the role could be supported through professional development in the future. Reasons for conducting the study included the acknowledgement that some nurses were poorly prepared or under qualified to perform their role as a clincial facilitator. additionally, there is a lack of information regarding the experiences of clinical facilitators; and the recognition there is a need to support their learning needs as part of the process of ensuring quality clinical placements and improving work readiness of students.

Thius study used a focus group methodology with seven acute care clinical facilitators.  A sem-structured questionnaire was used to explore support requirements from their perspective.  Three main themes emerged.  These were 1) an identified enjoyment for teaching the seemed a natural career progression 2) lack of preparedness for the role as the nature of the work is ad hoc and 3) the challenge of uncertainty, autonomy and guiding student progression. The authors detail the stresses associated with student assessment,  competency and ‘difficult’ students. Andrews and Ford (2013) found that clinical facilitators valued clinical facilitator orientation days assisted with preparation of the role, assessment requirements sharing information and peer support. The authors report that tools for facilitation were useful.  however the authors also reported that on-going support and networking were invaluable for developing confidence in the role and development of a learning and teaching style. The particiapnts identified that mentoring of inexperienced facilitators was beneficial for professional development in this role. Respondents indicated that feedback from their mentors and other facilitators in a community of practice was useful as it enabled a deeper knowledge and expertise in practice. It also progressed professional identity and productivity in the role.

Andrews and Ford (2013) conclude thier paper by indicating that feedback to clinical facilitators from the University is essential to ensure that they are “doing a good job” and meeting the objectives of the curriculum.  It was also recommended that continuing professional development is necessary to ensure that clinical facilitators are adequately prepared for the role that will ensure students receive a high quality clincal placement.

If you have any comments about clinical facilitator learning and development needs, you are welcome to post them here.