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Facilitation: a concept analysis

D E Burrows1

  • 1University of Luton, High Wycombe, England.

Journal of Advanced Nursing
|February 1, 1997
PubMed
Summary
This summary is machine-generated.

This study clarifies

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Concept Analysis

Background:

  • The term 'facilitation' lacks a clear, unified definition in educational contexts.
  • Teachers require a precise understanding of facilitation as a strategy in nursing education.
  • Existing interpretations of facilitation are varied, necessitating a conceptual clarification.

Purpose of the Study:

  • To define and clarify the concept of facilitation within nursing education.
  • To identify the critical attributes, antecedents, and consequences of effective facilitation.
  • To distinguish educational facilitation from facilitation in counseling.

Main Methods:

  • Utilized Walker and Avant's established framework for concept analysis.
  • Conducted a comprehensive review of existing literature on facilitation.

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  • Developed model and alternative cases to illustrate the concept.

    • Main Results:

    • Identified four critical attributes of effective facilitation: genuine mutual respect, a partnership in learning, a dynamic goal-orientated process, and critical reflection.
    • Outlined necessary antecedents and likely consequences of facilitation.
    • Differentiated between educational facilitation and counseling facilitation.

    Conclusions:

    • Effective facilitation in nursing education hinges on mutual respect, partnership, dynamic processes, and critical reflection.
    • Further research is recommended for developing empirical referents for facilitation.
    • A clear conceptualization enhances the understanding and application of facilitation strategies.