Clinical facilitators play an important role in the education of student nurses, particularly when students undertake their work as integrated learning experiences.
Work integrated Learning (WiL) also called clinical placements, have a profound impact on the development of knowledge, skills and attitudes and are recognised as experiences that inform student's decisions as to where they might work (discipline area) when they graduate.
Integral to this is the role of the facilitator. Currently, there is a lot of research on clinical facilitation, mostly from a student perspective. Yet there is a shortage of research undertaken that focuses specifically on mental health clinical placements from a facilitator perspective. None could be found related to a nonconventional clinical placement.
The first author undertook an honours thesis to fill this gap by exploring the experience that facilitators have when enabling the learning of Bachelor of Nursing (BN) students in a nonconventional mental health clinical placement. The research approach was guided by Heideggerian phenomenology, which allowed the collection of rich, descriptive data and is highly relevant to understanding lived experience.