Mathisen Cathrine, Heyn Lena G, Jacobsen Turid-Iren, Bjørk Ida T, Hansen Elisabeth H
Faculty of Health and Social Sciences, Department of Nursing and Health Sciences, University of South-Eastern Norway, Drammen, Norway.
Faculty of Medicine, Institute of Health and Society, Department of Nursing Science, University of Oslo, Oslo, Norway.
BMC Nurs. 2025 Jun 2;24(1):626. doi: 10.1186/s12912-025-03293-5.
In Norway, official bodies have emphasised the use of joint clinical-academic roles. One example is the practice education facilitator role, which promotes and supports the clinical learning environment by offering guidance to clinical supervisors and nursing students. Prior research indicates that such roles can enhance the clinical learning environment for nursing students, but recent research, particularly from the Norwegian context, is lacking.
The study explored clinical supervisors' experiences and views on how, under what circumstances, and why the role of practice education facilitators influences the clinical learning environment.
A qualitative exploratory approach was chosen. Data were collected through semi-structured interviews and focus groups and analysed using thematic analysis. In total, 12 clinical supervisors from departments with an affiliated practice education facilitator were interviewed during the period from April to June 2021, from two larger acute care hospitals in Norway.
Thematic analysis resulted in three themes related to the participants' experiences and views on how the practice education facilitator role influences the clinical learning environment: Having someone to turn to, Benefitting from being an 'insider', and Champions of practice learning.
The results of this study show how practice education facilitators can enhance the clinical learning environment by offering support and guidance to clinical supervisors. A contextual factor found to influence the willingness of clinical supervisors to seek and receive support and guidance from these facilitators was the positioning of the facilitators as insiders within the clinical setting.
Not applicable.
在挪威，官方机构强调联合临床 - 学术角色的运用。实践教育促进者角色就是一个例子，该角色通过为临床督导和护理学生提供指导来促进和支持临床学习环境。先前的研究表明，此类角色可以改善护理学生的临床学习环境，但近期的研究，尤其是来自挪威背景的研究较为缺乏。
本研究探讨了临床督导对于实践教育促进者角色如何、在何种情况下以及为何会影响临床学习环境的经验和看法。
采用定性探索性方法。通过半结构化访谈和焦点小组收集数据，并使用主题分析法进行分析。2021年4月至6月期间，从挪威两家较大的急性护理医院中，对来自设有附属实践教育促进者部门的12名临床督导进行了访谈。
主题分析得出了与参与者关于实践教育促进者角色如何影响临床学习环境的经验和看法相关的三个主题：有可以求助的人、受益于成为“内部人”以及实践学习的倡导者。
本研究结果表明实践教育促进者如何通过为临床督导提供支持和指导来改善临床学习环境。发现影响临床督导寻求并接受这些促进者支持和指导意愿的一个背景因素是促进者在临床环境中作为内部人的定位。
不适用。
