PETTLEP imagery should be explored further as a method to help nursing students acquire skills that have a psychomotor component.

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This paper describes an evaluation of an 18 month pilot scheme for clinical facilitators (CFs) in the acute medical and surgical wards of a consortium's hospital trusts. The CFs were appointed to address two perceived deficits: the deficit in nursing skills showed by newly qualified Project 2000 nurses, and the deficit in supervision for clinical placement following the move of schools of nursing into higher education, the abolition of the clinical tutor and the increased workload on ward staff. The CFs were intended to enhance the competence of pre‐registration nursing students on clinical placement. The evaluation used a three‐pronged approach covering outcomes, process and multiple stakeholder perspectives. Outcome measures proved the most intractable, reflecting widespread problems in nurse education of specification and assessment. The process of clinical facilitation was investigated using consultative methods with the CFs themselves. On the basis of in‐depth interviews with the CFs, a four‐level model of clinical facilitation was developed that included, at its first level, the direct supervision of students in the ward. This supervisory role was characterized by six main teaching methods described by the CFs. These methods and the work of the CFs were evaluated through interviews, focus groups and questionnaires with key stakeholders: students; clinical staff, and university staff. Differences were found in the ranking by students, ward staff and university staff of the teaching methods and of the staff involved in practice learning. Within a generally positive evaluation of the work of the CFs, concerns were expressed regarding communication. University staff tended to evaluate the CFs less positively than did students and ward staff. Further research is recommended regarding those involved in the supervision of practice and the outcomes of their activities.

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