Papers by Christina Campbell
Nurse education in Australia has undergone a substantial transformation in the course of its
prof... more Nurse education in Australia has undergone a substantial transformation in the course of its
professional history. The use of experiential teaching and learning approaches in both pre and post
registration courses has escalated dramatically and resulted in the extensive use of hospital based
clinical experiences for student learning. The role of the clinical facilitator is used to provide stimulation
to the affective and cognitive domains of student professional development and additionally is often
used as a vehicle for student assessment.
While most tertiary nursing schools utilise hospital clinical experiences widely, few studies have
examined whether clinical facilitators have the necessary tools to effectively support and assess
students in the clinical environment. Although employed for their clinical expertise and understanding
of specific clinical contexts, facilitators are expected to have an understanding of experiential learning,
how it informs the undergraduate curriculum and be able to support the development of neophyte
nurses as they learn to apply theoretical concepts to the increasingly complex realm of patient care.
Additionally, clinical facilitators are often employed on a casual basis and as a consequence of the
casualisation of the facilitator workforce, universities are continually recruiting new clinical facilitators
to these positions.
This paper will explore a trial of facilitator education offered to clinical facilitators at the Queensland
University of Technology, School of Nursing campus in Brisbane, Australia. It will report on the use of
a series of student/facilitator “vignettes” created specifically for the purpose of facilitator education and
how these interactions have been embedded within a wider educational package to support facilitators
in their development as facilitators rather than teachers of nursing education. Finally, it will discuss the
implications of facilitator preparedness on their ability to support and assess nursing students as they
engage in the important transition from neophyte to registered nurse.
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Papers by Christina Campbell
professional history. The use of experiential teaching and learning approaches in both pre and post
registration courses has escalated dramatically and resulted in the extensive use of hospital based
clinical experiences for student learning. The role of the clinical facilitator is used to provide stimulation
to the affective and cognitive domains of student professional development and additionally is often
used as a vehicle for student assessment.
While most tertiary nursing schools utilise hospital clinical experiences widely, few studies have
examined whether clinical facilitators have the necessary tools to effectively support and assess
students in the clinical environment. Although employed for their clinical expertise and understanding
of specific clinical contexts, facilitators are expected to have an understanding of experiential learning,
how it informs the undergraduate curriculum and be able to support the development of neophyte
nurses as they learn to apply theoretical concepts to the increasingly complex realm of patient care.
Additionally, clinical facilitators are often employed on a casual basis and as a consequence of the
casualisation of the facilitator workforce, universities are continually recruiting new clinical facilitators
to these positions.
This paper will explore a trial of facilitator education offered to clinical facilitators at the Queensland
University of Technology, School of Nursing campus in Brisbane, Australia. It will report on the use of
a series of student/facilitator “vignettes” created specifically for the purpose of facilitator education and
how these interactions have been embedded within a wider educational package to support facilitators
in their development as facilitators rather than teachers of nursing education. Finally, it will discuss the
implications of facilitator preparedness on their ability to support and assess nursing students as they
engage in the important transition from neophyte to registered nurse.
professional history. The use of experiential teaching and learning approaches in both pre and post
registration courses has escalated dramatically and resulted in the extensive use of hospital based
clinical experiences for student learning. The role of the clinical facilitator is used to provide stimulation
to the affective and cognitive domains of student professional development and additionally is often
used as a vehicle for student assessment.
While most tertiary nursing schools utilise hospital clinical experiences widely, few studies have
examined whether clinical facilitators have the necessary tools to effectively support and assess
students in the clinical environment. Although employed for their clinical expertise and understanding
of specific clinical contexts, facilitators are expected to have an understanding of experiential learning,
how it informs the undergraduate curriculum and be able to support the development of neophyte
nurses as they learn to apply theoretical concepts to the increasingly complex realm of patient care.
Additionally, clinical facilitators are often employed on a casual basis and as a consequence of the
casualisation of the facilitator workforce, universities are continually recruiting new clinical facilitators
to these positions.
This paper will explore a trial of facilitator education offered to clinical facilitators at the Queensland
University of Technology, School of Nursing campus in Brisbane, Australia. It will report on the use of
a series of student/facilitator “vignettes” created specifically for the purpose of facilitator education and
how these interactions have been embedded within a wider educational package to support facilitators
in their development as facilitators rather than teachers of nursing education. Finally, it will discuss the
implications of facilitator preparedness on their ability to support and assess nursing students as they
engage in the important transition from neophyte to registered nurse.