Evaluation study to ascertain the impact of the clinical academic coaching role for enhancing student learning experience within a clinical masters education programme

Authors: Tee, S.R., Jowett, R.M. and Bechelet-Carter, C.

Journal: Nurse Education in Practice

Volume: 9

Issue: 6

Pages: 377-382

ISSN: 1471-5953

DOI: 10.1016/j.nepr.2008.11.006

Abstract:

Aim: To explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses. Background: Coaching involves a relationship between individuals characterised by analyzing and communicating mutually understood objectives and motivating others. Coaching is beneficial for developing those entering new positions with higher level responsibilities. Method: A two stage evaluation involved analysis of structured questionnaires distributed to students registered for a postgraduate advanced clinical practice programme and ten interviews with students and coaches. Data was analysed to develop understanding of how coaches were experienced by students as an aid to learning. Findings: Data indicates the role supported students through transition and provided learning support at crucial times in the academic journey. Specific skills and behaviours enhanced the coach-student relationship. The coach's understanding of the clinical context was pivotal, as was effective preparation to undertake the coaching role. Conclusion: Supporting students to make the transition into advanced practice roles is a prominent issue within current healthcare literature. Clinical coaching enhances learning through a strong and coherent partnership between the student, their practice context and the academic journey. © 2008 Elsevier Ltd. All rights reserved.

Source: Scopus

Evaluation study to ascertain the impact of the clinical academic coaching role for enhancing student learning experience within a clinical masters education programme.

Authors: Tee, S.R., Jowett, R.M. and Bechelet-Carter, C.

Journal: Nurse Educ Pract

Volume: 9

Issue: 6

Pages: 377-382

eISSN: 1873-5223

DOI: 10.1016/j.nepr.2008.11.006

Abstract:

AIM: To explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses. BACKGROUND: Coaching involves a relationship between individuals characterised by analyzing and communicating mutually understood objectives and motivating others. Coaching is beneficial for developing those entering new positions with higher level responsibilities. METHOD: A two stage evaluation involved analysis of structured questionnaires distributed to students registered for a postgraduate advanced clinical practice programme and ten interviews with students and coaches. Data was analysed to develop understanding of how coaches were experienced by students as an aid to learning. FINDINGS: Data indicates the role supported students through transition and provided learning support at crucial times in the academic journey. Specific skills and behaviours enhanced the coach-student relationship. The coach's understanding of the clinical context was pivotal, as was effective preparation to undertake the coaching role. CONCLUSION: Supporting students to make the transition into advanced practice roles is a prominent issue within current healthcare literature. Clinical coaching enhances learning through a strong and coherent partnership between the student, their practice context and the academic journey.

Source: PubMed

Evaluation study to ascertain the impact of the clinical academic coaching role for enhancing student learning experience within a clinical masters education programme.

Authors: Tee, S.R., Jowett, R.M. and Bechelet-Carter, C.

Journal: Nurse education in practice

Volume: 9

Issue: 6

Pages: 377-382

eISSN: 1873-5223

ISSN: 1471-5953

DOI: 10.1016/j.nepr.2008.11.006

Abstract:

Aim

To explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses.

Background

Coaching involves a relationship between individuals characterised by analyzing and communicating mutually understood objectives and motivating others. Coaching is beneficial for developing those entering new positions with higher level responsibilities.

Method

A two stage evaluation involved analysis of structured questionnaires distributed to students registered for a postgraduate advanced clinical practice programme and ten interviews with students and coaches. Data was analysed to develop understanding of how coaches were experienced by students as an aid to learning.

Findings

Data indicates the role supported students through transition and provided learning support at crucial times in the academic journey. Specific skills and behaviours enhanced the coach-student relationship. The coach's understanding of the clinical context was pivotal, as was effective preparation to undertake the coaching role.

Conclusion

Supporting students to make the transition into advanced practice roles is a prominent issue within current healthcare literature. Clinical coaching enhances learning through a strong and coherent partnership between the student, their practice context and the academic journey.

Source: Europe PubMed Central