Lambert Veronica, Glacken Michèle
School of Nursing and Midwifery Studies, University of Dublin Trinity College, Dublin, Ireland.
J Clin Nurs. 2005 Jul;14(6):664-73. doi: 10.1111/j.1365-2702.2005.01136.x.
The aim of this literature review, set within an Irish context, is to present a broad overview of former and existing clinical support personnel, explore the concept of facilitation and examine what is known about the role of the clinical education facilitator.
The importance of providing a supportive clinical environment to enhance clinical teaching and learning is strongly portrayed in the literature. While the past two decades have borne witness to various clinical support personnel, the literature identifies conflicting demands that these personnel face. No suggestions are advanced as to how to overcome these difficulties, which inevitably influence the quality and quantity of their clinical teaching role. An identifiable gap exists over who has prime responsibility for clinical teaching. It is timely that alternative possibilities for organizing clinical teaching are investigated. A new post emerging in practice settings is that of the clinical education facilitator who is meant to be the key linchpin in clinical areas for reducing the theory-practice gap.
Relevant literature for this review was sourced using the computerized databases CINAHL, Medline and Synergy. Manual searching of relevant nursing journals and sourcing of secondary references extended the search. Government reports and other relevant documents were obtained through pertinent websites.
Papers that explicitly examined the concept of facilitation and explored the posts of clinical education facilitators were included; six research papers were accessed and reviewed. In addition seven non-empirical papers were included.
It is clear that considerable lack of role clarity resides over what constitutes clinical facilitation and the role of the clinical facilitator. Thus, it is paramount to strengthen this support role with Irish empirical evidence.
A major advantage in having a ward-based clinical education facilitator is the benefit of having access to someone who can concentrate solely on clinical education and support with attempts to narrow the theory-practice divide.
本综述以爱尔兰为背景，旨在全面概述以往及现有的临床支持人员，探讨促进的概念，并审视关于临床教育促进者角色的已知情况。
文献中强烈体现了提供支持性临床环境以加强临床教学与学习的重要性。尽管在过去二十年中出现了各种临床支持人员，但文献指出这些人员面临相互冲突的要求。对于如何克服这些困难没有提出任何建议，而这些困难不可避免地影响了他们临床教学角色的质量和数量。在临床教学的主要责任归属方面存在明显差距。现在是时候研究组织临床教学的其他可能性了。在实践环境中出现的一个新职位是临床教育促进者，其旨在成为临床领域缩小理论与实践差距的关键核心人物。
本综述的相关文献通过计算机数据库CINAHL、Medline和Synergy获取。手动检索相关护理期刊并查找二次参考文献扩展了检索范围。通过相关网站获取政府报告和其他相关文件。
纳入了明确探讨促进概念并研究临床教育促进者职位的论文；共检索并审阅了六篇研究论文。此外还纳入了七篇非实证性论文。
显然，在临床促进的构成以及临床促进者的角色方面，存在相当程度的角色不明确。因此，用爱尔兰的实证证据加强这一支持性角色至关重要。
设立病房临床教育促进者的一个主要优势在于，能有专人专注于临床教育，并协助缩小理论与实践的差距。
