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Related Experiment Videos

Facilitating learning in the community with lecturer-practitioner posts.

B Shepherd1, A M Thomson, S Davies

  • 1School of Nursing, Midwifery & Health Visiting, University of Manchester, UK.

Nurse Education Today
|February 29, 2000
PubMed
Summary
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Community facilitators bridge academic and clinical settings, preparing students for practice. Developing these teams can enhance the lecturer-practitioner role and support future research.

Area of Science:

  • Healthcare Education
  • Community Health
  • Pedagogy

Background:

  • The lecturer-practitioner role is crucial for integrating academic theory with clinical practice in community settings.
  • Effective collaboration between educational institutions and community healthcare providers is essential for student training.
  • Understanding the perspectives of those in bridging roles, termed 'community facilitators,' is vital for optimizing educational support.

Purpose of the Study:

  • To explore the perspectives and experiences of community facilitators regarding their role in bridging academic and clinical environments.
  • To understand how these facilitators manage their responsibilities and support each other.
  • To investigate the potential of small teams of facilitators in enhancing the lecturer-practitioner role.

Main Methods:

Related Experiment Videos

  • A qualitative research design was employed.
  • Data were collected through semi-structured interviews with community lecturer-practitioners and a community teacher.
  • Content analysis was performed on transcribed interview data.

Main Results:

  • Participants acted as liaisons between colleges and community practitioners.
  • Facilitators were responsible for preparing students for clinical experiences and linking theory to practice.
  • The study highlighted strategies used by facilitators to manage their roles and provide mutual support.

Conclusions:

  • Small teams of community facilitators can serve as an effective bridge between educators and practitioners.
  • Further research into the lecturer-practitioner role, informed by facilitator experiences, is recommended.
  • The findings suggest a model for enhancing clinical education support in community settings.