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The experience of facilitation in reflective groups: a phenomenological study
1Wolfson School of Health Sciences, Thames Valley University, Royal Berkshire Hospital, UK.
The use of facilitation in all areas of nursing has increased in the last decade. There is little research related to the process of facilitation. In order to evaluate facilitation as an aspect of practice, an exploratory study was conducted to clarify the meaning of facilitation as used in practice. A phenomenological approach allowed identification of the meaning of facilitation from the lived experiences of practitioners who have implemented facilitation. Open interviews (conversations) were used to elicit relevant experiences from three nurse teachers who were engaged in the facilitation of reflective groups. The data collected were analysed using Collaizi's method of phenomenological data analysis. Having considered the findings of the study in the light of literature available related to facilitation, the implications for practice within nurse education are explored.
The use of facilitation in all areas of nursing has increased in the last decade. There is little research related to the process of facilitation. In order to evaluate facilitation as an aspect of practice, an exploratory study was conducted to clarify the meaning of facilitation as used in practice. A phenomenological approach allowed identification of the meaning of facilitation from the lived experiences of practitioners who have implemented facilitation. Open interviews (conversations) were used to elicit relevant experiences from three nurse teachers who were engaged in the facilitation of reflective groups. The data collected were analysed using Collaizi's method of phenomenological data analysis. Having considered the findings of the study in the light of literature available related to facilitation, the implications for practice within nurse education are explored.