Muthathi Immaculate S, Thurling Catherine H, Armstrong Susan J
Department of Nursing Education, University of the Witwatersrand.
Curationis. 2017 Aug 28;40(1):e1-e8. doi: 10.4102/curationis.v40i1.1787.
Clinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning.
To determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning.
A qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability.
The data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged.
There is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students' adaptation to clinical practice.
临床指导是本科护理课程的重要组成部分。南非有多项研究探讨了临床指导问题，但对于学生认为在临床学习指导中最佳实践是什么，仍缺乏了解。
确定本科学生认为临床指导教师（护士教育工作者、专业护士和临床带教老师）在临床领域应提供何种类型的临床指导，以最有效地促进他们的学习。
进行了一项定性、探索性和描述性研究。采用目的抽样法，从约翰内斯堡一所选定的护理教育机构中选取二、三、四年级的护理专业学生。每个护理年级各形成一个焦点小组，即二年级、三年级和四年级护理专业学生。访谈进行了数字录音并逐字转录，采用主题数据分析，并通过可信度、可靠性、可证实性和可转移性确保研究的可信度。
数据显示，参与者区分了临床技能实验室和临床学习环境中临床指导的最佳实践。在临床技能实验室，接触前准备、示范技巧和优化小组学习被确定为最佳实践。在临床学习环境中，还出现了对模拟和实践中程序标准化、学生分配和支持的需求。
所有参与本科护理教育的护士都需要反思他们在临床技能实验室和临床学习环境中进行临床指导的方式。还需要提高护理教育机构和临床学习环境之间临床实践的一致性，以支持学生适应临床实践。
