Clinical supervision coaching program for head nurses and its relation to their professional identity

Abstract

Background: While formal education and training establish the basis for new leadership roles, coaching helps the nurse manager to put this training into use.Aim: To explore the effect of clinical supervision coaching program in relation to head nurses’ professional identity.Methods: Quasi-experimental research design was employed in conducting the study. This study was conducted at Menoufia University Hospitals, Egypt. A group of (41) head nurses and a group of (205) staff nurses were selected for this study. Three tools were used; Knowledge questionnaire about clinical supervision, clinical supervision effectiveness scale and professional identity questionnaire.Results: The majority of the studied head nurses had inadequate levels of knowledge (95.1%) and clinical supervision effectiveness (65.9%) at the pre coaching phase and had significantly improved in the post and follow up phases. Professional identity was also low (80.5%) at the pre coaching phase and had significantly improved after coaching.Conclusions: There was a positive correlation between the head nurse’s clinical supervision knowledge and effectiveness and their professional identity at all study phases. Coaching was effective in improving clinical supervision and professional identity.Implications: It is recommended that coaching be used to support head nurses in a wide range of situations: orientation as a new nurse manager, support during role transitions, during new initiatives and during changing responsibilities as well as for ongoing development and succession planning that maximize their professional capabilities.

Testing Construct Validity of the Clinical Supervision Scale in Intensive Care Units at Tertiary Care Hospitals in the Northeast of Thailand

“…Consultation groups should also be held to discuss problems arising from clinical work (Teasdale et al, 2000). Supervisors should coach supervisees so that they can use their ideas to solve problems and analyze and synthesize knowledge to create self-learning, problem-solving at work, and learning for communication, which will lead to the development of effective work (Teasdale et al, 2000;Safan et al, 2020;Juntachum et al, 2020). and assistance, and is empathetic.…”