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An analysis of the concept facilitation
1Institute of Advanced Nursing Education, London, UK.
Nurse Education Today
|October 1, 1996
Summary
This study defines facilitation as a process enabling change through a supportive learning climate. Key attributes include facilitator qualities, student-centered approaches, and reciprocal learning outcomes, particularly relevant for nurse education.
Area of Science:
- Concept analysis
- Educational theory
- Healthcare education
Background:
- The concept of facilitation is utilized across diverse fields including physiology, education, and psychotherapy.
- Existing literature presents varied applications of facilitation, necessitating a clear conceptual definition.
Purpose of the Study:
- To analyze and define the concept of facilitation.
- To identify the defining attributes, antecedents, and consequences of facilitation.
Main Methods:
- Conceptual analysis based on Wilson's (1969) model.
- Literature review across multiple disciplines.
- Construction of empirical referents and case examples.
Main Results:
- Defining attributes: enabling change, fostering a learning climate (trust, acceptance, respect), and student-centered, negotiated, collaborative processes.
- Antecedents: facilitator qualities (realness, caring, empathy), learning situation access, motivation, and social influences.
- Consequences: reciprocal change (learning, understanding), feedback, and increased independence.
Conclusions:
- Effective facilitation is characterized by specific attributes and antecedents, leading to positive learning outcomes.
- The analysis provides a framework for understanding facilitation, with implications for nurse education.
- Empirical referents and case examples illustrate the concept's application in various contexts.