Abstract
BackgroundClinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning.ObjectiveTo determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning.MethodA qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability.Main findingsThe data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged.ConclusionThere is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students’ adaptation to clinical practice.
Highlights
Nursing is a practice-based profession and the importance of clinical teaching in nursing education cannot be over-emphasised. Gaberson and Oermann (2010:8) state that clinical teaching is the most important component of nursing education, more so than classroom teaching and it is regarded as an integral part of the undergraduate nursing curriculum
Scholars support the use of clinical facilitation as a vehicle to achieve the clinical teaching component of undergraduate nursing education (Needham, McMurray & Shaban 2016:138)
The findings of this study show that nurse educators must be closely involved in clinical facilitation
Summary
Nursing is a practice-based profession and the importance of clinical teaching in nursing education cannot be over-emphasised. Gaberson and Oermann (2010:8) state that clinical teaching is the most important component of nursing education, more so than classroom teaching and it is regarded as an integral part of the undergraduate nursing curriculum. Ensuring best practice in clinical facilitation is vital to nursing education, as it is through clinical facilitation that students learn the skills and values of the nursing profession (Ali 2012:15). Nursing students in South Africa are required to undergo a four year fulltime degree or diploma programme in order to qualify as a professional nurse. During this training programme, nursing students rely on clinical facilitation to maximise the time spent in the clinical learning environment to learn and perfect the art and skill of nursing (Okoronkwo et al 2013:63).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
