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

Journal article


Franklin, Natasha Frances, Leathwick, Sandra and Phillips, Michelle. (2014). Clinical supervision at a magnet hospital : A review of the preceptor-facilitator model. Journal of Nursing Education and Practice. 4(1), pp. 134-142. https://doi.org/10.5430/jnep.v4n1p134
AuthorsFranklin, Natasha Frances, Leathwick, Sandra and Phillips, Michelle
Abstract

Background: The demand for clinical placements and quality clinical supervision for nursing students remains an international issue. In light of on-going concerns related to recruitment and retention of nurses and constraints on fiscal resources both in education and healthcare, the aim of this review was to compare the “preceptor-facilitator” clinical supervision model used at a Magnet hospital against the “preceptor” and “facilitator” clinical supervision models frequently used in the clinical learning environment in Australia.

Methods: A qualitative-descriptive review was undertaken using first, second and third year undergraduate nursing student evaluations (n = 93). Evaluations were completed during the last three days of students’ clinical placement using an electronic questionnaire. The questionnaire tool used open and closed questions to examine three main concepts: student-preceptor supervision; student-facilitation supervision; and the clinical learning environment.

Findings: Three main themes emerged from the review. Firstly, how undergraduate nursing students highly valued the facilitator-student relationship; secondly, the importance of “support” as being an integral part of students’ clinical learning experience and thirdly; the recognition of students being considered as part of the health care team and a valued contributor towards patient care.

Conclusion: The preceptor-facilitation model described and evaluated in this review offers an excellent clinical supervi-
sion framework to support, nurture and foster a positive clinical learning environment for nursing students. This model of clinical supervision strategically aims not only to provide nursing students with high quality clinical supervision but offers nurses a supportive environment as preceptors and professional development opportunities through clinical facilitation. This review does highlight that there is a need for more research regarding the use of the preceptor-facilitator model to include the perspectives of both education and healthcare providers.

Keywordsclinical learning environment; Clinical supervision; quality clinical supervision; Health Workforce Australia; preceptor-facilitation model; student perspectives
Year2014
JournalJournal of Nursing Education and Practice
Journal citation4 (1), pp. 134-142
PublisherSciedu Press
ISSN1925-4040
Digital Object Identifier (DOI)https://doi.org/10.5430/jnep.v4n1p134
Research or scholarlyResearch
Page range134-142
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online02 Sep 2013
Publication process dates
Accepted24 Apr 2013
Deposited29 Jul 2021
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