Clinical supervision at a magnet hospital: A review of the preceptor-facilitator model

Franklin, Natasha; Leathwick, Sandra; Phillips, Michelle

doi:10.5430/jnep.v4n1p134

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…In recent years, a growing body of studies has addressed clinical supervision. Nevertheless, these studies have not adequately addressed factors affecting nursing education (21,22,28). Qualitative research is a means to accurately understand and deeply discover the complexities of a phenomenon and reveal various aspects and factors affecting that phenomenon (29,30).…”

Section: Contextmentioning

confidence: 99%

Environmental Challenges to the Clinical Supervision of Nursing Instructors

2022

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Context: Nursing students must have the minimum necessary competencies to enter the nursing profession, and supervision in clinical education is one of the critical strategies to improve students' clinical skills. Clinical supervision in clinical education for nursing students leads to developing the desired standards in patient care. Accordingly, as was the objective of this study, an awareness of the challenges facing nursing instructors' clinical supervision can help improve the effectiveness of clinical supervision. Methods: This qualitative study was conducted using a conventional content analysis approach. The participants were 18 individuals, including 11 instructors, three students, and four experienced nurses, who were selected using purposive sampling. The sampling process continued until data saturation. The data were collected using semi-structured interviews and analyzed via the conventional content analysis approach. Results: Clinical supervision in nursing education is influenced by a non-constructive setting, which is characterized by (1) student overcrowding, (2) clinical education with limited equipment, (3) negative attitudes in the clinical setting, (4) physician-oriented education, and (5) the inefficiency of the education-treatment system to support students. Conclusions: Non-constructive supervisory settings disrupt the instructor's performance as a supervisor and increase the complexity of clinical supervision. Thus, recognizing the challenges in the environment and solving them by educational managers can pave the way for the effective implementation of clinical supervision in nursing education.

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Section: Contextmentioning

confidence: 99%

Environmental Challenges to the Clinical Supervision of Nursing Instructors

2022

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“…The student should adopt an independent role while being facilitated and guided (Franklin et al, 2014). Matua et al (2014) indicated that treating students as colleagues created a harmonious relationship of mutual respect, open communication and trust.…”

Section: Sub-theme 43 Educator Rolementioning

confidence: 99%

The Importance of the Preceptor-Preceptee Relationship in Creating Well Prepared Professionals: A Make or Break Experience

Omer¹,

Moola²

2018

GJHS

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OBJECTIVES: In this study, we explore the ‘make or break’ challenges faced in the preceptor-preceptee relationship. The preceptor-preceptee relationship needs to evolve from a teacher-student dynamic to a collegial partnership. METHODS: This qualitative study used focus group interviews which explored challenges experienced by preceptors and preceptees. The preceptors included ten clinical teaching assistants and 14 clinical professionals. The preceptees included ten student nurses. In total, we interviewed 34 participants. The interviews were audio recorded, transcribed verbatim and thematically analyzed. RESULTS: Both preceptors and preceptees experienced challenges in developing healthy relationships. Preceptors felt that they were committed and trained to teach, and that fulfilling an extended role was beyond their reach. Preceptees had difficulty realizing nursing practice and transitioning from a student to a professional role. Both parties identified strategies for developing healthy professional relationships. Preceptors could extend their professional role to include a mentorship facet. Preceptees could be exposed to diverse clinical environments with guided transitioning to facilitate the change from student to professional. CONCLUSION: Student nurses need a caring environment to transition from a student role to a professional role. The relationship based care model undoubtedly influences the teaching and learning process by fostering a caring attitude and commitment to teaching and learning. Preceptees develop a sense of belonging and are motivated to accept and adapt to practical realities.

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“…The two main models in use are preceptor and facilitator. The preceptor model involves teaching, role modelling and supporting students to acquire nursing skills and personal attributes in the clinical setting (Dobrowolska et al 2016 ; Hilli et al 2014 ), whereas facilitation model provides a direct or indirect supervision of a group of students by a facilitator (Franklin 2013 ). While a facilitator model is preferred over preceptor model, there are varied views on who should facilitate the clinical skills acquisition of students (Ford et al 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…This may be due to the fact that clinical preceptors often see the nurse educators to be completely theoretical and have lost touch with the reality of the clinical setting (Zyl 2014 ). Franklin ( 2013 ) argues that due to the competing demands of academic teaching, supervision and administrative responsibilities of the nurse educator, the role of clinical facilitator is not best suited for them (Franklin 2013 ). Yet, evidence also shows that the increasing clinical workloads and lack of preceptor training makes the nurse clinicians or clinical preceptors in practise less suited as clinical facilitators (Sundler et al 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Collaborative clinical facilitation in selected nursing and midwifery colleges in Northern Ghana

Kobekyaa

Naidoo

2023

Health SA Gesondheid

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Background: Collaborative clinical facilitation converges key players to guide students individually and within groups towards achieving clinical nursing competence. However, experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and nursing and midwifery students are often fragmented and have been largely unexplored in Ghana.Aim: To describe the experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and final year nursing and midwifery students in Northern Ghana.Setting: The study was conducted at two nursing and midwifery colleges and an academic hospital in Northern Ghana.Methods: A qualitative, descriptive, exploratory design was utilized. Forty-six participants comprising 16 nurse educators, 10 clinical preceptors, 10 nursing students and 10 midwifery students were purposively sampled. Focus groups and in-depth interviews were used to gather data and analysed thematically.Results: Three themes revealed facilitative experiences of collaborative clinical facilitation: team-based clinical mentorship and supervision, personalised preceptorship, and clinical conferences. Two themes emerged inhibitory to collaborative clinical facilitation: staff shortages and lack of timely communication.Conclusion: This study found that team mentorship, preceptorship and conferences fostered collaborative clinical partnerships for students’ clinical learning. However, failure to engage in timeous communication in the midst of staff shortages hampered its smooth practice. Orientation workshops need to be organised for key players to share relevant updates and explore ways to navigate the challenges often experienced within the clinical training environment.Contribution: This paper provides insight into the collaborative nature of clinical facilitation; and highlights the need for coordinated clinical placements to enhance students’ clinical learning.

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Clinical supervision at a magnet hospital: A review of the preceptor-facilitator model

Cited by 7 publications

References 18 publications

Environmental Challenges to the Clinical Supervision of Nursing Instructors

Environmental Challenges to the Clinical Supervision of Nursing Instructors

The Importance of the Preceptor-Preceptee Relationship in Creating Well Prepared Professionals: A Make or Break Experience

Collaborative clinical facilitation in selected nursing and midwifery colleges in Northern Ghana

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