Professional Experience Placement

Dickson, Walker and Bourgeois (2005) undertook a study to elucidate the phenomena of facilitation. Using a Hermeneutic phenomenological approach the authors found that knowing your limitations; employing the notion of stepping in or stepping back; developing alliances; acknowledging reciprocity of the learning experience; and identifying appropriate clinical buddies were the predominant themes that emerged. The authors discussed each of these themes in more detail  The knowing your own limitations theme was identified as part of the understanding of self and a facilitator knowing their own level of expertise. This knowing also was used by facilitators to know their limitations when assisting students outside their area of specialty.

Employing the notion of stepping in or backing out related to enabling students to learn in a supported environment. The stepping in was employed when a facilitator ‘judged’ that a student’s action could be detrimental to a patient/client. Clinical facilitators may not be allocated to an environment they are normally employed in and therefore they need to develop  alliances. These alliances allowed facilitators access to areas and resources that may only be available to staff. These allowances can also provide assimilation for students and minimise potential difficulties. The development of alliances may extend the learning experience for the student by exposing the student to areas of interest. Acknowlegement of reciprocity of knowledge sharing between the student and the facilitator can be of mutual benefit.  The authors also alluded to the triangular nature of the learning when patients were also involved in the learning opportunity. The authors also identified that identifying appropriate buddies or preceptors were important for supportiung and guiding students during placement.  The purpose of  support and encouraing staff promoted professionalism and role modeling for students. This helpful behaviour could be being friendly or showing an interest in the student. Other more recent studies that have explored this behaviour (and have been discussed in previous blogs) have found this welcoming behaviour invokes a feeling of belongingness and reduces anxiety of students.  These attributes support learning opportunites for students when in an unfamiliar environment. The authors concluded that successful facilitation  based on mutual respect is synergistic and dynamic.

The themes that emerged from this study provide useful information about aspects of clinical supervision that are beneficial to be aware of, especially if you are a new facilitator or expected to work in an unfamiliar setting.  This study also provides evidence about the mutuality of experience and acknowledges the practice of developing alliances to facilitate the process of learning. If you have any comments or suggestions about the themes found in this study you are welcome to post them here.