Concept of Coaching In Nursing Education
Whats Is Coaching
Coaching is an art where a coach uses conversation to
create an environment that facilitates moving toward goals in a fulfilling
manner (Timothy, 2000). The coaching process is supported and guided by nursing
theories (Dossey, Luck, & Schaub, 2014) and theories from social sciences
including the trans-theoretical model of behavioral change, motivational
interviewing, and appreciative inquiry (Moore & Tschannen Moran, 2010).
These theories create a foundation for the development of the collaborative coaching
relationship such as reflection, therapeutic presence, powerful questions,
enhanced listening, formative feedback, and summarization. The client is
defined as the expert in the coaching process that is time limited, and
involves creating awareness and moving to action (O’Grady, 2011, p. 85).
Coaching Application In Nursing Education
Coaching in nursing education applies to both the specialty
of nurse coach and a practice skill. 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 assists individuals or
groups to realize potential (Hess et al, 2013). The nurse coaching practice
aligns with the nursing process including assessment establishing the
relationship and identifying readiness for change, diagnosis identifying
opportunities and concerns; outcome establishing client centered goals; plan
creating the structure of the coaching sessions; implementation empowering
clients to reach goals; and evaluation assisting clients to determine how well
goals were achieved (Hess et al, 2013).
Coaching skills include open ended
questions, effective listening. and providing feedback to promote learning,
self-awareness, and action (Glasgow, Weinstock, Lachman, Suplee, & Dreher,
2009), Rather than telling students what to do, the educator as coach uses
conversation skills and therapeutic presence to empower students to formula and
move toward goals. The role of a coach is more evocative than didactic, as the
educator facilitates the student’s empowerment by assisting him or her to
discover strengths, identify values, set goals, and decide on action (Hess et
al. 2013).
Coaching has also been introduced as an innovative leadership
strategy for new nursing academic administrators (Glasgow et al, 2009) and for
nursing leaders seeking to improve practice and build skills (O’Grady, 2011).
Effectiveness of the educator’s coaching skills relies on continuous
self-development through self-reflection. self-assessment, self-evaluation, and
self-care (Dossey et al., 2014), Tobin (2004) identifies coaching as one of the
seven roles related to mentoring. Both coaching and mentoring can be used
simultaneously with nursing students, but there are distinct differences.
As
opposed to the time limited structure of coaching, mentoring often spans
several years. It includes a teaching-learning process, encouragement to grow
professionally and personally, and formal evaluation (Donner & Wheeler,
2009).
Impact of Coaching In Nursing Education
Formerly popular in sports, coaching moved into organizations
in the 1960s. During the 1990s, coaching models began to appear in nursing
administration, clinical practice, and education. In 2013, the coach role was
endorsed by the American Nurses Association and 20 other professional nursing
organizations with defined scope and competencies, standardized preparation/
supervision process, and a recognized board certification examination (Hess et
al., 2013). Educators are in a pivotal role to apply coaching strategies to the
self-development of students in the classroom, nursing leaders in academia and
clinical practice, or clients in the clinical setting.
Coaching goals may
include the acquisition of new skills in the clinical setting, leadership
development, lifestyle modifications, or chronic disease management.
Applications are only limited by the nurse educator’s imagination and skill.
The principles and acts of coaching. present in nursing education for years,
are reflected in the words of exemplary teachers (Smith & Fitzpatrick,
2006) who were asked to give advice to new educators. Their recommendations on
teaching as changing behavior included engaging in reflection, facilitating
growth, developing self-awareness and understanding, and inviting feedback.
Thus, each of those recognized educators highlighted the importance of
foundational coaching skills and indirectly alluded to the coaching process for
behavior change.
Benefits of Coaching In Nursing Education
The Institute of Medicine (IOM, 2010) has recommended that
nurses practice at the full extent of their education and training, and that
education be a seamless progression partnering with health care professionals
to redesign the country’s health care. Coaching, both the art and specialty,
aligns with these national goals. Educators can benefit from the development
and refinement of coaching skills, and students can benefit from educators who
model coaching skills.