Training in coaching to help qualified staff support student nurses
Authors: Hirdle, J. and Humphries, B.
Journal: Nursing Times
Volume: 116
Issue: 11
Pages: 37-39
Publisher: Emap Media Ltd.
ISSN: 0954-7762
Abstract:Mentoring student nurses and supporting learners in the UK has been under scrutiny following the Shape of caring review (Lord Willis 2015). Findings revealed that traditional 1:1 mentoring was no longer the most effective strategy for robust assessment of nursing students in practice. A variety of practice education models have subsequently been piloted and implemented in the practice arena. A pivotal theme underpinning these approaches has been the philosophy of coaching. Students` experiences of receiving coaching vs mentoring in the learning environment has been reported by Lobo (2015) however there is limited information on the preparation of staff for the role of coach.
This paper reports on the value of a one day coaching training course delivered to qualified healthcare staff in twelve different NHS healthcare trusts. The aim of the training was to introduce the skills and principles of coaching that could be used to support new ways of facilitating student learning in practice.
https://eprints.bournemouth.ac.uk/33331/
Source: Manual
Training in coaching to help qualified staff support student nurses
Authors: Hirdle, J. and Humphries, B.
Journal: Nursing Times
Volume: 116
Issue: 11
Pages: 37-39
ISSN: 0954-7762
Abstract:In response to the increase in student nurse places and its impact on the mentors supporting their practice modules, a number of coaching-based mentoring models have been piloted. These are facilitative rather than directive, encouraging self-awareness, responsibility and problem-solving skills. A one-day coaching course, run by educators from a higher education institute, was delivered to qualified healthcare staff in 12 NHS trusts. Evaluation forms revealed that attendees’ key learnings were the coaching models themselves and how these differ from mentoring. They considered the benefits of coaching to be increased student confidence and autonomy, decreased mentor fatigue and higher standards of patient care, while the challenges to implementing the model were preparing staff and students, time constraints and resistance to change. Following the workshops, the higher education institute has embedded the coaching model into its nursing curriculum.
https://eprints.bournemouth.ac.uk/33331/
Source: BURO EPrints