An action research project to evaluate the clinical practice facilitator role for junior nurses in an acute hospital setting

Abstract

It has been well documented that newly qualified nurses require support in developing confidence and professional competence. Although preceptorship models have gone some way in addressing this need, innovative and flexible models of facilitation and development are also required to respond to local demands. In the project reported here a number of supernumerary clinical practice facilitators (CPFs) were appointed to support both healthcare assistants and newly qualified registered nurses to enhance their competence and clinical skills. It was anticipated that they might also encourage awareness of other professional issues, such as evidence-based practice, as well as having a positive influence on the clinical learning environment and staff morale. This article describes how an action research approach was used to establish the CPF role in a variety of clinical areas across a large inner-city National Health Service Trust. It outlines the evaluation undertaken and the further contribution that such roles could provide.

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

“…In the UK, Kelly et al (2002) conducted an action research project to evaluate the value of the role of clinical practice facilitator in an acute nursing setting. This involved the supernumerary appointment of clinical practice facilitators in six pilot areas in London to support both healthcare assistants and newly qualified nurses.…”

“…Harvey et al (2002) suggest the appointment of a supporting role to facilitate the narrowing of theory -practice divide as is cited by many previous studies (Drennan, 2002;Maben et al, 2006). Supporting roles cited in previous literature ranged in title from clinical facilitator (Kelly et al, 2002), lecturer practitioner (Dearmun, 2000), clinical education facilitator (Lambert and Glacken, 2005) and clinical supervisor (Teasdale et al, 2001;Kilcullen, 2007), all of whom the collective remit is to facilitate learning in the clinical environment. What appears to be the main advantage of these supporting roles lies in the supporter's undivided attention towards the learning needs of the employee.…”

“…It is well documented that support is needed for the newly qualified nurse in terms of the environment and personnel dedicated to assist with educational and emotional needs (Charnley, 1999;Boxer and Kludge, 2000;Gerrish, 2000;Kelly et al, 2002;Clark and Holmes, 2007). It is equally well documented in numerous qualitative research studies that stress in the transition period is significantly high (Maben and MacLeod Clark, 1998;Charnley, 1999;O'Shea andKelly, 2007, Mooney, 2007a).…”

Is the Digital Divide an Obstacle to e-Health? An Analysis of the Situation in Europe and in Italy

“…This methodology is used in several social contexts to encourage change in attitudes, behaviors, and social dynamics. [25][26][27] This approach is based on the idea that awareness, dialogue, conversation, and democratic decisions taken by a group are more effective than conferences and advertisement campaigns in persuading people to change their behaviors. Working with small groups of patients (composed of both patients who are already enrolled in remote monitoring trials and skeptical patients) with the involvement of a doctor and a trainer might meet the goal of involving an increasing number of patients in e-health programs.…”

An Interprofessional Collaborative Practice model for preparation of clinical educators

“…Participatory action research (PAR) is especially suited as a tool to explore concepts and innovations in clinical education (Kelly, Simpson, & Brown, 2002;Street & Robinson, 1995), as it has two main advantages. First, it is based on a collaborative process for those involved, which is particularly suited to interprofessional collaboration.…”