The experiences of clinical facilitators working with nursing students in Australia: An interpretive description |
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| Affiliation: | 1. Flinders University, College of Nursing and Health Sciences, Adelaide, Australia;2. Torrens Resilience Institute, Adelaide, Australia;3. Emergency Department, Royal Adelaide Hospital, Adelaide, Australia;4. Emergency Department, Mount Gambier and Districts Health Service, Mount Gambier, Australia;5. Department of Emergency Medicine, Gold Coast Health, Southport, Queensland, Australia;6. Menzies Health Institute Queensland, Griffith University, Queensland, Australia;1. Assistant Professor, School of Nursing, College of Medicine, Chang Gung University, Taiwan;2. Assistant research fellow, Chang Gung Memorial Hospital, Linkou, Taiwan;3. Professor, School of Nursing, Chang Gung University of Science and Technology, Taiwan;4. Research fellow, Chang Gung Memorial Hospital, Linkou, Taiwan;1. Griffith University, School of Nursing and Midwifery, Nathan, Qld, 4111, Australia;2. Menzies Health Institute Queensland, Griffith University, Nathan, Qld, 4111, Australia;3. Nurse Practice Development Unit, Princess Alexandra Hospital, Ipswich Road, Wolloongabba, Qld, 4102, Australia;4. Metro South Emergency Care, Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Qld, 4102, Australia;1. Nursing & Midwifery, College of Healthcare Sciences, Division of Tropical Health and Medicine, James Cook University, Angus Smith Drive, Douglas, QLD, 4811, Australia;2. School of Public Health, College of Medicine and Veterinary science, Division of Tropical Health and Medicine, James Cook University, Angus Smith Drive, Douglas, QLD, 4811, Australia;1. Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology, 60 Musk Avenue Kelvin Grove, Qld 4059, Australia;2. Nursing Practice Development Unit, Princess Alexandra Hospital, 199 Ipswich Road Woolloongabba, Qld 4102, Australia;3. School of Nursing, Midwifery and Social Sciences, Central Queensland University, Qld 4102, Australia |
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| Abstract: | BackgroundAustralian nursing students have said they learn more from their clinical facilitator than from any other educator or learning experience. Thus, there is need for more studies that focus on the actions of clinical facilitators so that expertise within this subspecialty can be developed and shared.MethodIn 2017, a qualitative study was undertaken using Interpretive Description. Eleven clinical facilitators working in diverse locations across Australia participated in individual semi-structured telephone interviews.AimThe study aimed to explore the lived experience of Australian clinical facilitators’ interactions with nursing students.FindingsFour themes revealing participants’ different mindsets, actions and skills from their daily work were produced from the study and provide insights into the complexity of the role. These four themes included preparing to work with students; facilitating successful clinical experiences; facing unique challenges; and encountering rewards along the way.DiscussionClinical facilitators are a legitimate sub specialisation within nursing and as such require regular professional development, particularly in relation to the four aspects of work identified in this study.ConclusionProfessional development for clinical facilitators should be developed on these four aspects of work and its impact evaluated and reported. |
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| Keywords: | Clinical facilitation Clinical learning Interpretive description Nursing Education |
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