The developing role of the Educational Facilitator

Abstract

The National Health Service has undergone significant reforms in recent years. A consequence of these reforms has been to recast the relationship between service providers (Trusts) and educational providers (University Departments). This relationship is increasingly formalized through contractual processes and the ability of University Departments to respond promptly to identified needs within Trusts may become inhibited. As a Trust employee the Educational Facilitator can provide practice-led educational initiatives utilizing the resources found within the clinical environment. Such initiatives would be in accord with Trust objectives and be put into operation with ease. The current role of the educational facilitator is explored with key role components and functional areas identified. The paper concludes with a consideration of the role in the development of professional knowledge and strategies for knowledge development.

Review : The clinical educator role

“…A Clinical Educator is not a chmcal specialist, but is someone with a broad experience in the clinical setting which enables them, with the support of other key people, to facilitate the development of excellent clinical practice (Martin, 1995). Staff needed to look at other members of staff in their area of work and to consider how they could be facilitate aspects of their professional development.…”

“…The Clinical Educator can act as a change agent, external to the immediate environment, who can facilitate and support the individual or groups of staff in changing practice before, during and following the introduction of change. As a change agent, the Climcal Educator can empower staff to promote change (Martin, 1995) through collaboratme and participatory working. That 91 % of respondents felt that the Clmical Educator should work with staff to facilitate both individual and ward developments highlighted an important function of an educator role that has previously been identified by Acharya (1994) The areas where the Clinical Educator should spend a high proportion of time were identified by respondents as being the clinical settmg and in providing in-service traming.…”