Coaching In Nursing Education What Is Coaching?
Coaching is an art where a coach utilizes conversation to create an environment that fosters progress toward achieving goals in a meaningful and fulfilling manner (Timothy, 2000). In the context of nursing, the coaching process is supported and guided by nursing theories (Dossey, Luck, & Schaub, 2014) and theories from social sciences, such as the trans-theoretical model of behavioral change, motivational interviewing, and appreciative inquiry (Moore & Tschannen Moran, 2010). These theories provide a foundation for developing collaborative coaching relationships through reflection, therapeutic presence, powerful questioning, enhanced listening, formative feedback, and summarization.
In the coaching framework, the client is regarded as the expert of their journey. The coaching process is time-limited and involves creating awareness and guiding the client toward action (O’Grady, 2011). This approach emphasizes the empowerment of the client, allowing them to draw on their strengths and experiences to navigate toward desired outcomes.
Coaching Application in Nursing Education
Coaching in nursing education serves both as a specialized nursing skill and as a practice tool. A nurse coach is defined as a registered nurse who integrates coaching competencies into any setting or specialty area of practice to facilitate a process of change that enables individuals or groups to realize their full potential (Hess et al., 2013). Nurse coaching practice aligns closely with the nursing process, which includes assessment (establishing the relationship and identifying readiness for change), diagnosis (identifying opportunities and concerns), outcomes (establishing client-centered goals), planning (creating the structure of the coaching sessions), implementation (empowering clients to reach their goals), and evaluation (helping clients determine how well their goals were achieved) (Hess et al., 2013).
Key coaching skills in nursing education include:
- Open-ended Questions: Encourages deeper thinking and exploration.
- Effective Listening: Facilitates understanding and supports the client in articulating their goals.
- Providing Feedback: Promotes learning, self-awareness, and actions toward goal achievement (Glasgow et al., 2009).
Rather than dictating actions, the educator as a coach employs conversational skills and therapeutic presence to empower students to set and pursue their goals. The educator facilitates the student’s empowerment by assisting them in discovering their strengths, identifying values, setting objectives, and determining the course of action (Hess et al., 2013).
Coaching has been introduced as an innovative leadership strategy for new nursing academic administrators (Glasgow et al., 2009) and for nursing leaders seeking to enhance their practice and build skills (O’Grady, 2011). The effectiveness of an educator’s coaching skills relies on continuous self-development, including self-reflection, self-assessment, self-evaluation, and self-care (Dossey et al., 2014).
Coaching is also identified as one of the seven roles related to mentoring (Tobin, 2004). While both coaching and mentoring can be used with nursing students, they are distinct processes. Coaching is typically time-limited and focused on specific goals, while mentoring often spans several years and involves broader professional and personal development, including a formal evaluation (Donner & Wheeler, 2009).
Impact of Coaching in Nursing Education
Originally popular in sports, coaching entered organizational development in the 1960s. By the 1990s, coaching models began to be implemented in nursing administration, clinical practice, and education. In 2013, the coach role was officially endorsed by the American Nurses Association and 20 other professional nursing organizations. This endorsement included the establishment of a defined scope and competencies, standardized preparation and supervision processes, and a recognized board certification examination (Hess et al., 2013).
Nursing educators are in a critical position to apply coaching strategies in various contexts, including the self-development of students in the classroom, leadership development in academic and clinical practice settings, or coaching clients in clinical environments. Coaching goals may include acquiring new clinical skills, developing leadership abilities, making lifestyle changes, or managing chronic diseases. The scope of coaching applications in nursing education is limited only by the imagination and skill of the nurse educator.
Benefits of Coaching in Nursing Education
The Institute of Medicine (IOM, 2010) recommends that nurses practice to the full extent of their education and training and that education should be a seamless progression, working in partnership with other health care professionals to redesign the country’s health care system. Coaching, both as an art and a specialty, aligns with these national goals. Here are some specific benefits of coaching in nursing education:
- Promotes Self-Development and Professional Growth:
Coaching encourages continuous self-reflection, which fosters personal and professional development among nursing students and educators. It helps students become more self-aware, allowing them to recognize their strengths and areas for growth. By modeling coaching behaviors, educators can guide students to become reflective practitioners who are adept at evaluating their own performance and learning from experience. - Improves Clinical Skills and Decision-Making:
Coaching enhances critical thinking and decision-making skills, which are essential in clinical practice. Students learn to assess complex situations, weigh options, and make informed choices. The coaching approach fosters a safe environment where students can explore different strategies, reflect on their decisions, and receive constructive feedback from their coaches. - Facilitates Effective Communication and Interpersonal Skills:
Coaching emphasizes the development of strong communication skills, including active listening, empathy, and the ability to ask meaningful questions. These skills are vital for nurses to build trust, establish rapport with patients, and collaborate effectively with colleagues. Coaching helps students learn how to navigate difficult conversations and manage conflicts in a constructive way. - Encourages Lifelong Learning and Adaptability:
Coaching cultivates a mindset of continuous learning and adaptability. By encouraging students to set their learning goals, seek feedback, and reflect on their experiences, coaching prepares them to adapt to changing environments and new challenges. This is particularly important in the rapidly evolving healthcare landscape, where nurses must be equipped to handle new technologies, practices, and patient populations. - Supports Leadership Development:
Coaching prepares nursing students to take on leadership roles by developing their confidence, decision-making abilities, and emotional intelligence. Through coaching, students learn how to lead by example, inspire others, and contribute to positive change in their workplaces. Educators can use coaching techniques to nurture leadership qualities in students, preparing them to be effective leaders in their future careers. - Enhances Well-Being and Resilience:
Coaching promotes well-being and resilience by helping students and educators develop self-care strategies and coping mechanisms. By creating a supportive environment where individuals can express their concerns, explore solutions, and receive encouragement, coaching helps build resilience against stress, burnout, and compassion fatigue, common challenges in the nursing profession.
Conclusion
Coaching in nursing education offers a powerful approach to developing the skills, competencies, and confidence of nursing students and educators. By fostering self-awareness, enhancing critical thinking, improving communication, and supporting lifelong learning, coaching aligns with the goals of nursing education and practice. As the healthcare landscape continues to change, the role of coaching will become increasingly important in preparing nurses to meet the complex and evolving demands of their profession.