Non-conventional clinical placements and the experience of the facilitator: a phenomenology study

Abstract

Purpose The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences of clinical facilitators when facilitating nursing student learning within a non-conventional mental health clinical placement. Design/methodology/approach This study adopted a qualitative phenomenological approach. The participants in this study were five registered nurses who had facilitated students at a non-conventional mental health clinical placement called Recovery Camp. Individual in-depth interviews were conducted. Findings The facilitators experiences could be understood through two main themes: facilitator skills and opportunities for student learning. Recovery Camp allowed the facilitators to build on their own nursing and facilitation skills, while examining themselves as a mental health nurse. "Being with" students (immersive engagement) enabled opportunistic and rare learning moments. Originality/value To the best of the authors' knowledge, this is the first known study to explore the experiences of clinical facilitators working in a non-conventional mental health placement. Publication Details Hall, R., Moxham, L., Perlman, D. & Tapsell, A. (2020). Non-conventional clinical placements and the experience of the facilitator: a phenomenology study. The Journal of Mental Health Training, Education and Practice, Online First This journal article is available at Research Online: https://ro.uow.edu.au/ihmri/1555 Non-conventional clinical placements and the experience of the facilitator: a phenomenology study Authors Ms Renee Hall BN(Hons), Grad. Cert. MHN, M MHN(NP) Professor Lorna Moxham RN, MHN, PhD(CQU), MEd(UNSW), BHSc(UWS), DASc(MIHE), Cert OH&S(CQU), Cert Qual Mngmt(CQU), Cert IV Training & Assessment(CQIT), FACMHN, FACN. Dr Dana Perlman – B.Ed(Physical Education Major and Health Education Minor), M.S.(Educational Leadership), PhD(Sport Pedagogy) Ms Amy Tapsell BA(Psychology), MPH(Health Promotion) Affiliations University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. School of Nursing, Faculty of Science Medicine and Health, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. School of Education, Faculty of Social Sciences, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. b#, Global Challenges Program, Research and Innovation Division. University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. Illawarra Health and Medical Research Institute (IHMRI), University of Wollongong, Northfields Avenue, Wollongong, NSW 2522. #Corresponding Author Professor Lorna Moxham School of Nursing, Faculty of Science Medicine and Health, University of Wollongong Northfields Avenue, Wollongong, New South Wales. Australia. 2522 Email: lmoxham@uow.edu.au Phone: +612 4239 2559 Twitter: @LornaMoxham Acknowledgements The authors wish to thank the clinical facilitators who participated in this study. Declarations of interest The authors declare no conflicts of interest. Funding Statement This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.