title: Clinical facilitator learning and development needs: exploring the why, what and how.
abstract: This study explores the practice experiences of clinical facilitators providing a voice for nurses undertaking the role, a group who up until now has been silent. Seven clinical facilitators from acute care areas within Tasmania participated in the interpretive and participatory study. Three core aspects of clinical facilitation identified were the why, what and how of facilitation. The study identified why nurses became clinical facilitators, what their experiences involved - both positive and negative; and enabled exploration as to how the role could be better supported in the future, through addressing ongoing professional development learning needs. Results of this study have provided in depth insight into the world of the clinical facilitator. The importance of key strategies to implement ongoing professional development through mentorship, provision of feedback and the development of communities of practice are seen as imperative to ensure the role of clinical facilitator reaches its full potential to bridge the gap between theory and practice experienced by undergraduates during clinical placements. Such strategies will help ensure quality clinical placements for undergraduate nursing students.
authors: School of Nursing and Midwifery, Clinical School, University of Tasmania, Domain Campus, Hobart, Tasmania 7000, Australia. christine.andrews@utas.edu.au
authors: Christine E
authors: CE
authors: Andrews
authors: Karen
authors: K
authors: Ford
mesh_terms: D004506:Education, Nursing; D017144:Focus Groups; D006801:Humans; D008611:Mentors; D020380:Needs Assessment; D036301:Qualitative Research; D013192:Staff Development; D013648:Tasmania
keywords: Clinical facilitation; Communities of practice; Learning needs; Mentoring; Professional development