Facilitation of learning: part 2
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Facilitation of learning: part 2

Tyler Warburton Lecturer, University of Salford, Salford, England
Trish Houghton Academic school co-ordinator (standards, enhancement and the learner experience) and senior lecturer, School of Health and Human Sciences, University of Bolton, Bolton, England
Debbie Barry Practice education facilitator, Greater Manchester West Mental Health NHS Foundation Trust, Prestwich, England

The previous article in this series of 11, Facilitation of learning: part 1, reviewed learning theories and how they relate to clinical practice. Developing an understanding of these theories is essential for mentors and practice teachers to enable them to deliver evidence-based learning support. This is important given that effective learning support is dependent on an educator who possesses knowledge of their specialist area as well as the relevent tools and methods to support learning. The second domain of the Nursing and Midwifery Council’s Standards to Support Learning and Assessment in Practice relates to the facilitation of learning. To fulfil this domain, mentors and practice teachers are required to demonstrate their ability to recognise the needs of learners and provide appropriate support to meet those needs. This article expands on some of the discussions from part 1 of this article and considers these from a practical perspective, in addition to introducing some of the tools that can be used to support learning.

Nursing Standard. 30, 35,41-48. doi: 10.7748/ns.30.35.41.s47

Correspondence

T.A.Houghton@bolton.ac.uk

Peer review

All articles are subject to external double-blind peer review and checked for plagiarism using automated software.

Received: 14 November 2014

Accepted: 14 August 2015