title: Facilitating learning in clinical practice: evaluation of a trial of a supervisor of clinical education role.
abstract: BACKGROUND
  Learning through practice is enhanced when clinical environments support registered nurses to teach students.
  
  
  OBJECTIVE
  This paper assesses the contribution of a supervisor of clinical education (SCE) employed to assist registered nurses partner with students and facilitate their learning during the clinical practicum.
  
  
  METHODS
  A record of the activities of the SCE; and a survey completed by students about the value of activities of the SCE.
  
  
  METHODS
  Information was collected about how the SCE was utilised by staff and students through a self-report diary. A survey was used to collect feedback from students about the contribution of the role following an eight week clinical practicum.
  
  
  METHODS
  Themes were derived from the self-report diary. Descriptive statistics were performed on the student feedback survey.
  
  
  METHODS
  Students were placed across three medical wards and three surgical wards in a large 700+ bed tertiary referral hospital in South East Queensland, Australia.
  
  
  RESULTS
  Two major educational needs were requested by registered nurses and students. These were: 'filling the gap' around actual and perceived knowledge deficit of the Registered Nurse and/or student; and utilising clinical practice 'episodes', often when resources were stretched, as teachable moments. A third lesser need was to assist Registered Nurses encourage learning accountability and motivation within students. Student feedback (n=21) identified that the facilitator assisted through direct teaching and supervision; students did not report that the facilitator contributed to enhancing the learning partnership between the registered nurses and students.
  
  
  CONCLUSIONS
  The supervisor of clinical education successfully interacted with students to optimise their learning, however, there was limited success in developing registered nurses skills and abilities in engaging with students.
  
  
  CONCLUSIONS
  To further develop registered nurses clinical teaching skills a diversity of strategies, both within and outside of the role of supervisor of clinical education, is needed.
authors.affiliation: Princess Alexandra Hospital, Ipswich Road, Woolloongabba 4102, Australia. Amanda_Henderson@health.qld.gov.au
authors.forename: Amanda
authors.initials: A
authors.lastname: Henderson
authors.forename: Scott
authors.initials: S
authors.lastname: Tyler
mesh_terms: D002983:Clinical Competence; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D015402:Nursing Education Research; D009741:Nursing Staff, Hospital; D011231:Preceptorship / Q000458:organization & administration*; D024382:Professional Role; D011793:Queensland; D013338:Students, Nursing / Q000523:psychology*