CPOP Clinical Facilitators

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CPOP Clinical Facilitators

CPOP Clinical Facilitators (CFs)

Clinical Facilitators (CFs) play a crucial role in bridging the gap between nursing education and clinical practice. Their role can vary depending on the model used in different universities and healthcare settings.

What is a Clinical Facilitator?

In nursing education, the term Clinical Facilitator refers to RNs who support students in translating theoretical knowledge into hands-on practice. However, different models exist, each with varying responsibilities and approaches.

Different models of clinical facilitation

1. Broadened scope model

Some Clinical Facilitators have an extended role that includes:

  • teaching and assessing clinical skills in simulation wards
  • delivering education and mentoring students
  • assessing students during placement.

An example of this is the Clinical Liaison Nurse (CLN) model at the University of Canberra.

2. University-employed placement facilitators

In this model, facilitators are employed by the university and:

  • visit students at their placement locations
  • assist students in applying theoretical knowledge to clinical practice
  • help students achieve placement goals and successfully complete their units.

3. Host organisation-based clinical educators

In some cases, the clinical facilitator is employed by the placement organisation rather than the university.

  • This model is often referred to as seconded facilitation or internal facilitation.
  • The facilitator, sometimes called a clinical educator, works within the host organisation to support student learning on-site.

About our CF course

CPOP welcomes facilitators from a range of backgrounds and facilitation models. Their diverse skills in nursing, clinical practice, teaching, and mentoring are instrumental in supporting students.

Recognising this diversity, CPOP offers Clinical Facilitator training modules and workshops to ensure all facilitators are well-prepared before starting their roles.

This program is designed for:

  • nurse educators seeking additional gerontological nursing skills.
  • gerontological nurses needing teaching and mentoring skills.

By bridging these skill gaps, the CPOP CF course ensures facilitators are well-equipped to mentor student nurses and provide high-quality support in gerontological nursing placements.

The CPOP CF course is built upon the Gerontological Nursing Competencies (GNCs), a framework developed by the Nursing Aged Care Collaborative (NACC) to:

  • address gaps in professional development for nurses working with older people.
  • enhance recognition of gerontological nursing as a specialty.

The GNCs program was created as an evidence-based mentorship initiative to support registered nurses across community, acute, and residential aged care settings, offering career pathways for:

  • new graduates
  • early-career nurses
  • experienced registered nurses.

How the CPOP CF course adapts the GNCs

While the GNCs program was designed for registered nurses, the CPOP CF course shifts the focus to Clinical Facilitators (CFs) and student nurses. The course is specifically designed to:

  • support CFs supervising student nurses in gerontological nursing placements.
  • enhance facilitation and mentorship skills for guiding students.

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The CPOP CF course follows a flipped, blended learning model, designed to be completed in one day.

It includes:

  • online modules
  • quizzes
  • videos
  • forums
  • interactive workshops

Before commencing, CFs complete a series of preparatory learning experiences, including:

  • University-specific orientation: Site-specific training provided by the employing university
  • Cultural Safety training: The Murra Mullangari course by the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM). 
  • CPOP facilitator workshop: An introduction to the Gerontological Nursing Competencies (GNCs), self-directed learning on older person nursing, and mentoring skills development.
  • Online learning modules: Interactive education modules designed to support facilitation skills.

Participants in the CF training course are asked to self-assess their knowledge against the GNCs and report on their perceived knowledge gaps. 

The top 7 most reported knowledge gaps are expressed in the themes below.

  1. Legal and ethical frameworks, governing standards, legislation, enduring power of attorney, guardianship, and advocacy
  2. Pharmacology, pharmacokinetics, pharmacodynamics, polypharmacy
  3. Enabling access to technology, ehealth
  4. Transitions in care
  5. Palliative care and Voluntary Assisted Dying (VAD)
  6. Dignity of choice/risk, supported decision-making, consent
  7. Dementia

CFs are then provided with the resources to enable self-directed learning in order to address the knowledge gaps.

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Contact us

Clinical Placements with Older People
University of Canberra
Faculty of Health
Centre for Ageing Research and Translation (CARAT)

cpop@canberra.edu.au

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