Clinical coaches in nursing and midwifery practice: Facilitating point of care workplace learning and development

Faithfull-Byrne, Annette; Thompson, Lorraine; Schafer, Keppel W.; Elks, M.; Jaspers, Jenny; Welch, Anthony; Williamson, Moira; Cross, Wendy; Moss, Cheryle

doi:10.1016/j.colegn.2016.06.001

Cited by 19 publications

(16 citation statements)

References 41 publications

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“…The new environment enabled students to take ownership of their work, support each other, and take greater responsibility thereby better preparing them for work as a registered nurse. The benefits of clinical coaching have been reported elsewhere (Faithfull-Byrne et al, 2017). However, such an approach requires careful implementation, training, development, and ongoing support for the benefits of coaching to be achieved, as previously suggested by Tee et al, (2009).…”

Section: Discussionmentioning

confidence: 79%

“…Yet there are challenges in creating positive learning environments for mentoring students in clinical practice, such as busy and acute care areas, staffing shortage and skill mix variations (Henderson et al, 2010). It is important to understand how to best develop and support students in order to optimise student learning in practice (Grealish et al, 2018;Faithfull-Byrne et al, 2017) and the many factors which influence and enhance student placement experiences, such as good mentor motivation, preparation and communication (Henderson et al 2010). Factors within the workplace such as leadership and communication impact on student learning (Materne et al, 2017), as do the behaviours of nurses (Perry et al, 2018).…”

Section: J O U R N a L P R E -P R O O F Backgroundmentioning

confidence: 99%

“…Taken from a similar model developed by staff at VUmc Amsterdam, the J o u r n a l P r e -p r o o f CLIP model is distinct from the traditional mentorship both organisationally and philosophically. Coaching underpins the philosophy of learning, an approach to clinical learning growing in popularity (Faithfull-Byrne et al, 2017), whereby students are guided and supported to identify solutions to patient focused care, to work collaboratively alongside other students under the guidance of a coach. A coach is a mentor, who has received additional training to utilise only coaching approaches to student supervision, and who works with clusters of three to six leaners within one clinical learning area.…”

Section: A New Approach To Clinical Learningmentioning

confidence: 99%

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Collaborative Learning in Practice (CLIP): Evaluation of a new approach to clinical learning

Hill

Woodward

Arthur

2020

Nurse Education Today

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Section: Discussionmentioning

confidence: 79%

Section: J O U R N a L P R E -P R O O F Backgroundmentioning

confidence: 99%

Section: A New Approach To Clinical Learningmentioning

confidence: 99%

See 1 more Smart Citation

Collaborative Learning in Practice (CLIP): Evaluation of a new approach to clinical learning

Hill

Woodward

Arthur

2020

Nurse Education Today

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“…Other strategies are to encourage RNs supporting students to attend regular workshops on giving and receiving feedback, work-based pedagogies, and clinical leadership. Workshops or masterclasses for E2P facilitators can also focus on skills such as coach for RNs to support student learning as part of their usual work practices [28].…”

Section: Discussionmentioning

confidence: 99%

Supporting Australian clinical learners in a collaborative clusters education model: a mixed methods study

et al. 2020

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Background: Nursing student numbers have risen in response to projected registered nurse shortfalls, increasing numbers of new graduates requiring transitional support and pressure on clinical placements. A Collaborative Clusters Education Model, in which Entry to Practice facilitators coach ward-based registered nurses to support students' and new graduates' learning, may address placement capacity. The research aim was to evaluate the acceptability of the Collaborative Clusters Education Model to stakeholders by examining their perceptions of the facilitators and barriers to the model in its implementation. Methods: A convergent mixed methods evaluation approach was adopted. The study took place in a large Australian health service in southeast Queensland. Participants included Bachelor of Nursing students, Entry to Practice facilitators, ward-based registered nurses, academics and new graduates. A mixed methods design was used. Elements included an online survey of nursing students, and interviews with new graduates, Entry to Practice facilitators, ward-based registered nurses, and academics. Descriptive statistics were calculated on quantitative data. Thematic analysis was conducted on qualitative data. Results: Participants included 134 (of 990) nursing students (response rate 13.5%), five new graduates, seven Entry to Practice facilitators, four registered nurses, and three nurse academics. Students rated facilitators' effectiveness highly (4.43/5 ± 0.75), although this finding is tempered by a low response rate (13.5%). For learners, the model provided access to learning experiences, although preferences for sources of support differed between students and new graduates, and further clarification of responsibilities was required. For other stakeholders, three themes emerged: students' and new graduates' integration into the workplace can promote learning; tensions arise in new ways to approach performance assessment; and aligning expectations requires high levels of communication. Conclusions: This evaluation found that acceptability was good but at risk from limited clarity around roles and responsibilities. Further research into this model is recommended.

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“…Workshops or masterclasses for E2P facilitators can also focus on skills such as coach for RNs to support student learning as part of their usual work practices. 28 Of note, the RNs preferred the E2P facilitator to supervise student practice, particularly when the workload was high. Further training for ward staff on how to incorporate students into their teams and delegate appropriate nursing responsibilities to enhance learning, is required to augment acceptability.…”

Section: Discussionmentioning

confidence: 99%

Supporting Australian Clinical Learners In A Collaborative Clusters Education Model: A Mixed Methods Study

Mortel

Armit

Shanahan

et al. 2020

Preprint

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Background: Nursing student numbers have risen in response to projected registered nurse shortfalls, increasing numbers of new graduates requiring transitional support and pressure on clinical placements. A Collaborative Clusters Education Model, in which Entry to Practice facilitators coach ward-based registered nurses to support students’ and new graduates’ learning, may address placement capacity. The research aim was to evaluate the acceptability of the Collaborative Clusters Education Model to stakeholders by examining their perceptions of the facilitators and barriers to the model in its implementation. Methods: A convergent mixed methods evaluation approach was adopted. The study took place in a large Australian health service in south-east Queensland. Participants included Bachelor of Nursing students, Entry to Practice facilitators, ward-based registered nurses, academics and new graduates. A mixed methods design was used. Elements included an online survey of nursing students, and interviews with new graduates, Entry to Practice facilitators, ward-based registered nurses, and academics. Descriptive statistics were calculated on quantitative data. Thematic analysis was conducted on qualitative data. Results: Participants included 134 (of 990) nursing students (response rate 13.5%), five new graduates, seven Entry to Practice facilitators, four registered nurses, and three nurse academics. Students rated facilitators’ effectiveness highly (4.43/5±0.75), although this finding is tempered by a low response rate (13.5%). For learners, the model provided access to learning experiences, although preferences for sources of support differed between students and new graduates, and further clarification of responsibilities was required. For other stakeholders, three themes emerged: students’ and new graduates’ integration into the workplace can promote learning; tensions arise in new ways to approach performance assessment; and aligning expectations requires high levels of communication. Conclusions: This evaluation found that acceptability was good but at risk from limited clarity around roles and responsibilities. Further research into this model is recommended.

show abstract

Clinical coaches in nursing and midwifery practice: Facilitating point of care workplace learning and development

Cited by 19 publications

References 41 publications

Collaborative Learning in Practice (CLIP): Evaluation of a new approach to clinical learning

Collaborative Learning in Practice (CLIP): Evaluation of a new approach to clinical learning

Supporting Australian clinical learners in a collaborative clusters education model: a mixed methods study

Supporting Australian Clinical Learners In A Collaborative Clusters Education Model: A Mixed Methods Study

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