Facilitator versus preceptor: Which offers the best support to undergraduate nursing students?

School of Nursing & Midwifery, Faculty of Sciences, Engineering & Health, CQUniversity Australia, Bruce Highway, Rockhampton Q 4702, Australia.
Nurse education today (Impact Factor: 1.36). 01/2012; 33(5). DOI: 10.1016/j.nedt.2011.12.005
Source: PubMed


INTRODUCTION: There is an abundance of literature regarding factors that influence student learning within the clinical environment. Within this discourse, there is a paucity of research on the impact of supervision models on the learning support needs of students. This paper presents the results of research that focused on nursing students' perceptions about the effectiveness of the support they received during their work integrated learning (WIL) experience. BACKGROUND: The majority of students placed within health care facilities are in groups. The group model incorporates a facilitator who supervises the students who are placed across a number of wards. At the ward level students are then assigned a Registered Nurse (RN) who is their mentor. This occurs on a shift by shift basis. Another model of clinical supervision involves preceptorship. This approach is via a one-on-one supervision of students. Within the preceptorship model, students are supervised by a RN who is responsible for supporting them during their WIL experience and for completing their assessment. METHODS: This study compared two models of clinical supervision to better understand the learning support needs as perceived by undergraduate nursing students during their WIL experience. Survey method using a self reporting online questionnaire developed by the researchers was used to collect data. RESULTS: 159 undergraduate nursing students enrolled in a Bachelor level programme of study completed the on-line survey. When comparing the two models of supervision, students supervised within the facilitator model were statistically more likely to be challenged to reflect, think, build on existing skills and knowledge and to problem-solve issues. Notably, all factors integral to RN education. Overall, students considered the quality of support to be the most important facet of supervision. CONCLUSIONS: The findings of this study demonstrate that the facilitator model is the better approach for the development of critical thinking, but both models enable the development of a student's professional identity and the development of their role within nursing. This highlights the significance of clinical experiences during undergraduate nursing education.

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Available from: Teresa Mary Sander
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    ABSTRACT: In the present study, we evaluate the impact of participation in a mental health recovery camp on the clinical confidence of undergraduate nursing students in dealing with individuals with mental illness. Twenty undergraduate nursing students who participated in the recovery camp completed the Mental Health Nursing Clinical Confidence Scale both before and directly after attending the camp. Data were analysed using descriptive and inferential statistics. Participation in the recovery camp was associated with a statistically-significant increase in students' level of overall confidence between the pretest and post-test data (P < 0.005). The results also demonstrated that students over the age of 25 years and who do not have a family history of mental illness are more likely to self-report a higher level of confidence in both the pre- and post-results. The clinical confidence of undergraduate nursing students improved through participation in an immersive clinical experience within the recovery camp.
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    • "These issues, in tandem with heavy workloads, may result in preceptor burnout. A key component of the preceptorship model is having one consistent preceptor; in busy ward environments, this is not always feasible or possible (Walker et al., 2012). An additional supporting role for undergraduate nursing and midwifery students, within the Irish context, is that of clinical placement coordinator ; a role established to support students in clinical placement (Government of Ireland, 1998). "
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    ABSTRACT: Background Facilitating and supporting clinical learning for student nurses and midwives is essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. Methods The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Results Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. Conclusions The role of supportive mentoring staff in clinical practice is essential to enhanced student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning.
    Full-text · Article · Jul 2014 · Nurse education today
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    • "Six of the 26 articles (n = 386) reviewed in this theme pay particular attention to the professional training and support required by preceptors and facilitators in order to enhance students' learning experiences in the clinical setting, including the need for clear links between the education provider and clinical area (Brammer, 2008; Brown et al., 2012; Ferguson, 2011; Hayajneh, 2011; Sanderson and Lea, 2012; Walker et al., 2013). The context in which these links are discussed is predominantly about required preceptor/facilitator support to provide a consistent high quality clinical learning experience for the student. "
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    ABSTRACT: The transition of nursing education from the hospital setting to the university sector over recent decades has opened dialogue about who is guiding the development of nursing students’ professional identity. In addition, there is ongoing debate over real or perceived gaps between nursing student learning in the university and the clinical area, how this translates into professional behaviours and how well students make the transition between the two settings. This paper presents the findings of an integrative literature review into the topic of role modelling in undergraduate nursing education. This review was conducted to identify and appraise research findings about role modelling of professional behaviours for undergraduate nursing students. Literature reviewed from 2000 onwards assesses what is currently known about role modelling of undergraduate nursing students A systematic search of the databases of CINAHL, Scopus and PubMed from 2000 onwards resulted in the selection of 33 articles for deeper analysis. Two clear themes emerged from the literature, the first relating to nurse clinicians as role models for students during clinical placements and the second relating to nurse academics as role models in the academic setting. Findings from this integrative literature review show an imbalance in the recognition of the role modelling of professional behaviours in the clinical versus the academic setting. Nurses in academic settings have more contact with the students over their period of study and as such, the significance of nurse academics as student role models requires further investigation.
    Full-text · Article · Jan 2013 · Nurse education today
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