A Pilot Study to Assess the Effect of Coaching on Emergency Nurses’ Stress Management

Abstract

(1) Background: Emergency nurses are more exposed to a wider range of stressors, resulting in higher levels of burnout, reducing the quality of nursing care, and decreasing job satisfaction compared with other peers in other nursing departments. The objective of the current pilot research is to evaluate the efficiency of a transtheoretical coaching model on emergency nurses’ occupational stress management through a coaching intervention. (2) Materials and Methods: An interview, Karasek’s stress questionnaire, the Maslach Burnout Inventory (MBI), an observation grid, and a one-group Pre-test–Post-test questionnaire was carried out to evaluate the changes in emergency nurses’ knowledge and their ability to manage stress before and after attending the coaching intervention. A total of seven emergency room nurses at the proximity public hospital of the Settat area in Morocco have taken part in this study. (3) Results: The results have shown that all emergency nurses were subject to the job strain and iso-strain; four nurses were in moderate burnout, only one nurse was found in high burnout, and two were in low burnout. There was a significant difference between mean Pre- and Post-test scores (p = 0.016). Nurses’ mean score has improved by 2.86 points after attending the four sessions coaching experience, passing from 3.71 in the Pre-test to 6.57 in the Post-test. (4) Conclusions: The coaching intervention through a transtheoretical coaching model could potentially be an efficient strategy for enhancing the nurses’ knowledge and skills in stress management.

Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

“…The Inner Setting domain revealed barriers and facilitators across five constructs: Work Infrastructure, Communication, Recipient‐Centeredness, Deliverer‐Centeredness , and Learning‐Centeredness . Under Work Infrastructure , competing work demands were a barrier to both participant (health professional) engagement and deliverer (coach) availability 41–49 . This emphasised the need for allocating protected time to coaching interventions.…”

“…First, for all occupational groups, nurses, 42 specialists, 47 multiple professions 44,45,49 and trainees, 42,43,46,48 the implementation and delivery of coaching interventions was hindered by, 'insufficient protected time for participants (healthcare professionals)'.…”

“…work demands were a barrier to both participant (health professional) engagement and deliverer (coach) availability. [41][42][43][44][45][46][47][48][49] This emphasised the need for allocating protected time to coaching interventions. In addition to this, delineating programme time-commitment and responsibilities was viewed as a key facilitator to programme success.…”

“…In addition to this, delineating programme time-commitment and responsibilities was viewed as a key facilitator to programme success. 50 To create clarity around roles and time-commitment informational videos, 47 in-person discussions with HCPs, 42 word-of-mouth, 51 and e-mail or social media [52][53][54] were used.…”

“…For (novice) faculty coaches, coaching was 'a distinctly new experience', 57 therefore, coaches were often provided a formal training, step-by-step guidelines, and refresher trainings. 42,47,52,54,[57][58][59][60][61] Within Learning-Centeredness facilitators included a positive learning climate, psychological safety, and trust.…”