ArticleNursing open2026
'A Clinical Teacher Will Make or Break the Students-End of Story': The Pivotal Role of Clinical Facilitators Supervising Student Nurses in Nursing Homes.
Article in Nursing open, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimTo explore the experiences and perspectives of clinical facilitators supervising first-year nursing students in nursing homes.
designThe qualitative clinical facilitator interview component of a two-stage sequential mixed methods study exploring the impact of student nurses' clinical placements in nursing homes on career choices.
methodsClinical facilitators from three nursing schools that offered a Bachelor of Nursing in 2023 participated in semi-structured interviews. All interviews were audio recorded and transcribed. Data were analysed thematically.
resultsTen experienced clinical facilitators participated in an interview. All but one were female. All had worked casually for more than one nursing school for an average of 12 years, had experience in acute specialist nursing settings but only three had worked as registered nurses in a nursing home. While clinical facilitators felt nursing homes were an appropriate venue for first-year nursing students, there were caveats to this endorsement, which the three themes generated illustrate: (1) the clinical placement setting, (2) the supervision, and (3) the students. Clinical facilitators felt their role was to advocate, educate, and support students in this environment because students are often unprepared for, overwhelmed by, and have limited opportunities to apply their learning.
conclusionIn line with the literature, these findings highlight the pivotal role of clinical facilitators in the learning experience of student nurses on clinical placement in nursing homes. Pre-placement contact and being available daily allay student anxiety and increase learning opportunities. However, challenges associated with nursing homes as the first placement remain, including the readiness of nursing homes to facilitate students, the competence of the staff supervising students, and students' preparedness for the setting. IMPLICATIONS FOR PRACTICE: These findings should encourage nursing schools to review the provision of ongoing education to clinical facilitators as their knowledge and experience, like that of nurse academics who teach theoretical content to students, are pivotal to student learning. Casual status should not be a determinant of access to ongoing professional education. If nursing schools cannot ensure the quality of supervision to first-year students on clinical placement in nursing homes, they should reconsider these settings for the first clinical placement. Adverse experiences in nursing homes, including inadequate clinical facilitation with an inexperienced registered nurse and exposure to poor clinical practices during the first clinical placement, are likely to impact students' consideration of gerontological nursing as a career. PUBLIC CONTRIBUTION: No public contribution. All the participants of this study were Australian registered nurses employed as clinical facilitators by participating schools of nursing.
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