• Subject Name : Nursing

Development of Clinical Skills

Clinical facilitators are considered to play an important role in learning of the student nurses and improving their understanding regarding the different clinical aspect. The clinical facilitator model is considered to be most preferred in the nursing curriculum as it helps the registered nurse to provide the right assistance to the student nurse and support them in learning that improve their clinical practice. The clinical facilitators face any issues due to the lack of coordination between there and student thoughts that increase the need to be compatible to critically evaluate the scenario and work accordingly (Ryan et al., 2019). Moreover, the study presented by Muthathi et al. (2017) added that clinical facilitator’s role is the shared responsibility of the educator nurse and clinical preceptors as they are expected to support student learning by improving cognitive, psychomotor and affective skills. The clinical facilitator helps the student nurses to cope with the different learning skills that are important to improve their clinical practice skills which lead to better quality services used for patient care.

The professional accountability framework is preferred in the portfolio as it helps to improve the clinical practise that is related to a better patient health outcome. One of the studies presented by Christie (2017) added that there are three pillars of the professional accountability framework that help to improve individual practice which includes legal, ethical and employment. There are different aspect of the professional accountability framework which includes setting goals, conceptions, different method and structure that are important to improve practise. The accountability in the clinical practise helps the individual to work according to the professional commitments which are important to deliver effective and safe services to the patients. The findings reveal that clinical facilitator has a great responsibility in the clinical practice and it has increased the interest to prefer the role in the five-year development plan. The three important aspects that have been covered in the portfolio that are important to improve the clinical facilitator role which covered right practise skills, collaborative working and important skills. Nursing and Midwifery Board of Australia (2017) proposed a professional standard that is important for the nurses to improve the clinical practice and justify their professional role. The nurses are expected to follow the standards and work professionally to improve the quality and safety of the care. Moreover, the study presented by Gausvik et al. (2015) added that interdisciplinary teamwork is considered to be very important in the clinical scenario as it helps in improving the understanding of the different individual which led to better clinical practice. One of the studies presented by Felton & Royal (2015) added that different skills are considered to be important to improve the clinical practice of the nurses and they are expected to improve their skills to deliver quality care. The last aspect that was discussed in the concept map was the qualification that is important for the clinical facilitators as it helps to improve the individual ability to understand and work according to the best theoretical knowledge.

References for Clinical Facilitator

Christie, N. V. (2017). A comprehensive accountability framework for public administrators. Public Integrity, 20(1), 80–92. DOI:10.1080/10999922.2016.1257349 

Felton, A. & Royal, J. (2015). Skills for nursing practice: Development of clinical skills in pre-registration nurse education. Nurse Education in Practice, 15(1), 38–43. DOI:10.1016/j.nepr.2014.11.009 

Gausvik, C., Lautar, A., Miller, L., Pallerla, H. & Schlaudecker, J. (2015). Structured nursing communication on interdisciplinary acute care teams improves perceptions of safety, efficiency, understanding of care plan and teamwork as well as job satisfaction. Journal of Multidisciplinary Healthcare8, 33–37. DOI: 10.2147/JMDH.S72623

Muthathi, I. S., Thurling, C. H. & Armstrong, S. J. (2017). Through the eyes of the student: Best practices in clinical facilitation. Curationis, 40(1). DOI:10.4102/curationis.v40i1.1787

Nursing and Midwifery Board of Australia. (2017). Professional Standard. Retrieved from: https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

Ryan, C. & McAllister, M. (2019). The experiences of clinical facilitators working with nursing students in Australia: An interpretive description. Collegian, 26, 281-287. DOI: 10.1016/j.colegn.2018.07.005

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