Practice education facilitators perceptions and experiences of their role in the clinical learning environment for nursing students: a qualitative study

Abstract

Background Clinical placement is recognised as essential for nursing students’ development of clinical competence. However, difficulties in providing supportive clinical learning environments are a well-known challenge in nursing education. In Norway, the use of nurse educators in joint university and clinical roles has been recommended as an initiative to strengthen the clinical learning environment and enhance the educational quality. In this study we use the term practice education facilitator in a generic sense for these roles. The aim of this study was to explore how practice education facilitators can contribute to strengthen the clinical learning environments for nursing students. Methods This study has a qualitative explorative design with a purposive sample of practice education facilitators affiliated to three different universities located in southeast, mid-, and northern Norway. Individual in-depth interviews with 12 participants were conducted during spring 2021. Results A thematic analysis resulted in four themes: “coherence between theory and practice”; “student support and guidance during placement”; “supporting the supervisors to support the students” and “factors influencing the practice education facilitators’ performance in their role”. The participants experienced that the practice education facilitator role contributed to strengthened clinical learning environments. However, their performance in the role was found to be contingent upon factors such as time allocated for the role, personal and professional attributes of the post holder, and a common understanding within the organisations regarding practice learning and role remits for the practice education facilitator. Conclusions Findings indicate that the practice education facilitator role can be a valuable resource for clinical supervisors and nursing students in clinical placement. Moreover, nurse educators who are familiar with the clinical area, and who are insiders in both settings, are ideally placed to contribute to bridge the theory-practice gap. The benefits of using these roles, however, were influenced by personal attributes of the post holder, time allocated for the role and the number of practice education facilitators positions, and management anchorage. Thus, to achieve the full potential of these roles, efforts to reduce these barriers should be considered.

Pass or fail: Teachers’ experience of assessment of postgraduate critical care nursing students’ competence in placement. A qualitative study

“…Also, the teachers appreciated how this could be positive for the collaboration between the university and hospital in general. This finding aligns with those of previous studies suggesting that educators in joint positions could strengthen the clinical learning environment for students [ 8 , 16 ]. Mathisen et al [ 8 ] states that nurse educators who are insiders in both settings, are ideally placed to contribute to bridge the theory-practice gap.…”

“…This finding aligns with those of previous studies suggesting that educators in joint positions could strengthen the clinical learning environment for students [ 8 , 16 ]. Mathisen et al [ 8 ] states that nurse educators who are insiders in both settings, are ideally placed to contribute to bridge the theory-practice gap. Further, partnerships between academia and practice can lead to improved patient care and health system innovations [ 45 ].…”

“…Pedagogical competence is also important to guide the preceptors in their role, especially in the assessment of underachieving students. This is in line with previous research stating that the educational institutions contribute to the bridging between theory and practice [ 6 – 8 ].…”

“…CCNs need to integrate advanced theoretical knowledge with interpersonal and practical skills to take care of critically ill patients [ 6 , 7 ]. Learning in placement is essential to nursing education, however research confirms that there are concerns regarding the educational quality of placements and nursing students’ fitness for practice upon graduation [ 8 , 9 ]. To ensure a certain level of knowledge and skills, assessment of student competence is an important part of the education in placement [ 10 – 14 ].…”

Undergraduate Nursing Students’ Experiences of Clinical Supervision at a University in Mozambique

“…A necessidade de implementação de modelos inovadores de supervisão clínica que permitam um processo estruturado e formal é uma preocupação em vários países do mundo. (1)(2)(3)(4)(5)(6)(7)(8)(9) A nível mundial, estão a ser elaborados modelos inovadores de supervisão clínica para estudantes de enfermagem e parteiras que consistem na colaboração entre as instituições envolvidas nesse processo (universidade e campo clínico) e a participação da tríade supervisor acadêmico, supervisor clínico e estudante, com a finalidade de promover a aprendizagem bem-sucedida nos estudantes, um ambiente clínico eficaz e compensador para a tríade e melhorar a saúde pública. (1,(10)(11)(12)(13)(14)(15)(16) De entre estes, o Modelo de Participação em Associação (PEM) é o mais experimentado e utilizado em vários países do mundo.…”