Cross K D
Institute of Advanced Nursing Education, London, UK.
Nurse Educ Today. 1996 Oct;16(5):350-5. doi: 10.1016/s0260-6917(96)80008-6.
This paper is an analysis of the concept facilitation. The analysis is based on a model suggested by Wilson (1969) cited in Walker & Avent (1988). The literature review shows the term used in physiological, educational, counselling/psychotherapy, social and theological contexts. The analysis leads to the compilation of the defining attributes of the concept facilitation which are: a process of enabling change; a climate for learning (mutual trust, acceptance and respect); and factors which relate to the nature of the process (student-centred, negotiated and collaborative). The antecedents relate to the facilitator qualities (realness, caring and empathy), access to a learning situation and the effects of motivation and social influences; the consequences of effective facilitation being reciprocal change (learning and understanding), reciprocal feedback and increased independence. To a limited extent the empirical referents have been discussed. Cases have been constructed to provide examples of the term facilitation used in a model, borderline, related and contrary situations. The analysis will be of particular interest to those in nurse education.
