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Collaboration in the clinical setting : encouraging risk taking to empower learning

conference contribution
posted on 2017-12-06, 00:00 authored by J Brammer, B Currie, K Mason
It would appear that discrepancies in the understanding of role expectation and measured student outcomes in the clinical practice setting may indirectly contribute to anxiety. In this paper, we will seek to identify: the etiology of role confusion; offer strategies to reduce anxiety; and encourage risk taking among clinical participants to empower student learning. The participants are: clinical facilitators, or persons who interface between the university and the teachning-learning environment, agency staff and the students of nursing. Students aspire to 'perfection' as a clinical standard of practice. Subsequently, admissions of "I don't know" or of being incorrect may be perceived as failures in the clinincal setting. Staff believe that they must 'know everything' to set positive examples for students. Herein lies the paradox and a potential for performance anxiety. Supportive collaboration by clinical facilitators and agency staff is a mandatory prerequisite for meeting student learning needs. This commitment to interactive dialogue promotes the clarification of role expectation and role performance of individual nursing students, agency staff and clinical faciliators before the commencement of clinical practice experience.


Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)


Parent Title

First International Congress, Collaboration in nursing : working together to achieve academic excellence : abstracts, Canberra ACT, 8-10 February 1994.

Start Page


End Page


Number of Pages


Start Date



Canberra, ACT


School of Nurisng, University of Canberra

Place of Publication

Canberra, ACT

Peer Reviewed

  • Yes

Open Access

  • No

External Author Affiliations

Faculty of Health Science;

Era Eligible

  • No

Name of Conference

Nursing Academic International Congress