Clinical learning environments: an evaluation of an innovative role to support preregistration nursing placements

Abstract

Contemporary nurse education places a high value on learning in the clinical environment. Combined with increasing numbers of students there are unprecedented demands on clinical areas and staff. One response to this problem has been the development of the practice placement facilitator (PPF) role. This study aimed to evaluate, over 12 months, the impact of the PPF role on the provision of practice placements, student support during placement and professional development needs of staff as clinical supervisors/assessors. The evaluation focused on three areas: capacity to accommodate students; quality of placements in relation to the role of the PPF; and the evolution of the role of the PPF. Data‐collection methods included interviews, focus groups, questionnaires and secondary data analysis. The findings of the study demonstrated that: many different groups of learners are present in clinical environments; students need to have continuity of support; clinical staff derive benefits from an enhanced understanding of the needs of learners through the work of the PPF; and that if the role and function of the PPF post is unclear and/or poorly maintained there will be detrimental effects.

Assisting nurses to facilitate student and new graduate learning in practice settings: What ‘support’ do nurses at the bedside need?

“…'WOW' awards are small notes that everyone in the clinical setting can use to communicate about observed good practice or actions that were well received (Schoonbeek and Henderson 2011). Encouraging learners to feedback their appreciation to 'learning guides' is important: Students have also indicated that nurses need to be interested in them if they are to feel valued (Clarke et al, 2003).…”

Promoting and Providing Expert Guidance in Work-intensive Clinical Settings

“…It is important that the clinical supervisor liaises with all relevant staff, whether they are academics, clinical placement co-ordinators, or clinical facilitators, about the scope and role of their role, clinicians roles and academic support roles (Clarke et al 2003;Andrews et al 2006). These kinds of liaisons assist the entire education team to understand how students are most effectively supervised and ensure that students are effectively monitored and guided within workplace learning situations.…”

“…Without such guidance the clinician may not always recognize appropriate learning opportunities (Clarke et al 2003). The presence of supervisors of clinical education is that they guide clinicians, about when authentic opportunities emerge, and demonstrate to clinicians how to best draw on 'teachable moments' (Eaton et al 2007;Dickson et al 2006).…”

“…If a large number of clinicians can be prepared for the role of guiding and supporting students, there will likely be a growing positive impact upon students' learning. Clinicians need to understand the nature of supporting learning, role clarification and identifying appropriate clinical situations to enable structured successive learning for the student (Clarke et al 2003).…”

Host Agency Perspectives on Facilitating Community-Based Clinical Experiences for Nursing Students

“…In some jurisdictions, audit tools have been developed to compare capacity and actual number of students. Clarke, Gibb, and Ramprogus (2003) found, in their study in the UK, that even when the Trusts were at maximum capacity for student nurse placements, they were using just 80% of their total audited capacity. However, most often other health professions students were sharing sites, and thus the sites could well be over audited capacity.…”