Clinical education facilitators’ and post-registration paediatric student nurses’ perceptions of the role of the clinical education facilitator

Summary land the past two decades have witnessed the introduction of various clinical ‘support’ personnel under various titles into clinical areas. However, an identifiable gap remains with a degree of ambiguity over who has prime responsibility for clinical teaching. Now, a new post has emerged, that of clinical education facilitators (CEFs). To date this role has not been empirically explored. rpose of this study was to explore the CEF role from the perspective of facilitators themselves and post-registration paediatric nursing students, one cohort the CEFs have responsibility for. Using an exploratory descriptive design focus group interviews were employed to collect data from a volunteer sample. F role emerged as diverse, complex and multifaceted with the CEF coordinating factors in the clinical environment to make it function as an effective learning environment for students. Four main strategies were employed: facilitating transition, maximising learning opportunities, preparing the clinical environment and providing support. tudy offers preliminary evidence towards clarification of the nature and purpose of the CEF role. The central recommendation is the urgent need to define the role so all stakeholders share a common understanding of the activities of the role holder.