Clinical education facilitators: a literature review

Abstract

A major advantage in having a ward-based clinical education facilitator is the benefit of having access to someone who can concentrate solely on clinical education and support with attempts to narrow the theory-practice divide.

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

“…Personnel support particularly for newly qualified nurses varies not only from country to country but also varies between different hospitals (Lambert and Glacken, 2005). Terms used to describe the support also differ somewhat.…”

“…Furthermore, findings could help legitimize structured support in the name of preceptorship or facilitator in the clinical setting for newly qualified nurses (Lambert and Glacken, 2005). This may go a long way in alleviating stress and ensuring harmony within the workplace, retention of staff transcending to provision of quality care to the patient and their families.…”

“…arose from concerns that essential skills were lacking in the newly qualified nurses, leaving them ill equipped for the new role and inevitably adding to their pressure (Maben and MacLeod Clark, 1998;Baldwin, 1999;Carlisle et al, 1999;Ross and Clifford, 2002). However, there is still concern that emphasis is placed on academic ability with less time in clinical placement to consolidate clinical skills (Lambert and Glacken, 2005).…”

Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers

“…The LVT served as a link between academic and clinical arenas, assisting student learning by facilitating the transformation of curriculum-based knowledge into professional practice and clinical understanding. The LVT role was to support the clinical educator and team [30], as the quality of learning experiences are highly dependent not only on the clinical educator's clinical knowledge, but on their pedagogical understanding and communication skills [21], which directly affect the student's development of clinical reasoning [22]. In response to the placement challenges identified in the literature [12], [13], [14], [15] and [16], HEIs rationalise that using the same LVT for each placement provider, or the student's academic personal tutor for ea h pla e e t, suppo ted the ie that a o sta t fa ilia fa e as est pla ed to p o ide support with communication issues or student pastoral needs [28].…”

“…Despite the fact that professional and regulatory bodies require HEIs to provide clear information about the support networks available, including named contacts for all students [2] and [5], many clinical educators are unaware of the wider support mechanisms available to them and their students [20]. Clinical educators are expected to direct the development of the student's clinical skills by engaging them in critical thinking and reflection on practice [21] to develop their clinical reasoning [22]. Subtle shifts in HEI perspectives on curriculum design and philosophies of learning and teaching may not be clearly articulated to practice settings [9], resulting in a lack of congruence between the understood roles in learning and teaching [23] and [24].…”