title: Knowledge, skills, and qualities for effectively facilitating an adolescent girls' group.
abstract: Nurses employed in a variety of school settings often rely on group-format approaches to support the health and well-being of adolescent girls. The process of selecting an effective facilitator, and evaluating the impact of a facilitator on intervention process and outcomes, is rarely described. The purpose of this article was to synthesize the literature regarding facilitator knowledge, skills, and qualities to provide school-based researchers and practitioners with a framework for selecting and evaluating group facilitators. Literature was reviewed between Fall of 2008 and Spring of 2011. Findings were synthesized into categories that provide the organization for this article (why groups, why a facilitator, and the knowledge, skills, and qualities of an effective girls' group facilitator). Nurses need to carefully identify, select, and equip those who serve as facilitators because group successes, evidenced in the ways girls grow and support each other in growth, are the result of a successful, well-matched facilitator-group participant experience.
authors.affiliation: University of Minnesota School of Nursing, Minneapolis, USA. garcia@umn.edu
authors.forename: Carolyn
authors.initials: C
authors.lastname: Garcia
authors.forename: Sandi
authors.initials: S
authors.lastname: Lindgren
authors.forename: Jessie Kemmick
authors.initials: JK
authors.lastname: Pintor
mesh_terms: D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D000328:Adult; D002983:Clinical Competence; D005260:Female; D006266:Health Education / Q000458:organization & administration*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D024802:Nurse's Role; D009723:Nurse-Patient Relations; D012572:School Health Services / Q000458:organization & administration*; D012574:Schools / Q000458:organization & administration; D012579:Schools, Nursing / Q000458:organization & administration*; D055815:Young Adult