| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 367419 | Nurse Education in Practice | 2009 | 6 Pages |
SummaryAimTo explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses.BackgroundCoaching involves a relationship between individuals characterised by analyzing and communicating mutually understood objectives and motivating others. Coaching is beneficial for developing those entering new positions with higher level responsibilities.MethodA two stage evaluation involved analysis of structured questionnaires distributed to students registered for a postgraduate advanced clinical practice programme and ten interviews with students and coaches. Data was analysed to develop understanding of how coaches were experienced by students as an aid to learning.FindingsData indicates the role supported students through transition and provided learning support at crucial times in the academic journey. Specific skills and behaviours enhanced the coach-student relationship. The coach’s understanding of the clinical context was pivotal, as was effective preparation to undertake the coaching role.ConclusionSupporting students to make the transition into advanced practice roles is a prominent issue within current healthcare literature. Clinical coaching enhances learning through a strong and coherent partnership between the student, their practice context and the academic journey.
