A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.
"The last two components are more variable in nature than the initial ones. From the literature review, the existence of mutual trust between the coaches was also identified as imperative for a successful peer-coaching relationship (Gattellari et al. 2005; Waddell & Dunn 2005; Sabo et al. 2008; Cox 2012). Peer-coaching has a 20-year history of success in classroom teacher training and continuing education. "
[Show abstract][Hide abstract] ABSTRACT: Background: Peer-coaching has been used within the education field to successfully transfer a high percentage of knowledge into practice. In recent years, within health care, it has been the subject of interest as a method of both student training and staff continuing education as well as a format for knowledge translation. Aims: To review the literature from health care training and education to determine the nature and use of peer-coaching. Method: Due to the status of the literature, a scoping review methodology was followed. From a total of 137 articles, 16 were found to fit the inclusion criteria and were further reviewed. Results: The review highlights the state of the literature concerning peer-coaching within health care and discusses key aspects of the peer-coaching relationship that are necessary for success. Conclusions: Most research is being conducted in the domains of nursing and medicine within North America. The number of studies has increased in frequency over the past 10 years. Interest in developing the potential of peer-coaching in both health care student education and continuing clinical education of health care professionals has grown. Future directions for research in this quickly developing area are included.
Medical Teacher 10/2013; 36(1). DOI:10.3109/0142159X.2013.836269 · 1.68 Impact Factor
"In the health sciences, peer coaching has been embraced by nursing for the past decade. It is seen as having great potential for nurses' clinical development and is used to promote teaching excellence and scholarship in nursing (Eisen, 2001; Jacelon, Zucker, Staccarini, & Henneman, 2003; Waddell & Dunn, 2005). Medicine has recently used peer coaching to enhance clinical teaching, while adopting more traditional mentoring of a junior faculty member by an experienced colleague to encourage scholarship (Farrell, Digioia, Broderick, & Coates, 2004; Files, Blair, Mayer, & Ko, 2008; McLeod & Steinert, 2009; O'Keefe, LeCouteur, Miller, & McGowan, 2009; Sekerka & Chao, 2003). "
[Show abstract][Hide abstract] ABSTRACT: Billions of dollars are spent annually on programs to develop organizational leaders, yet the effectiveness of these programs is poorly understood. Scholars advise that value is enhanced by the development of individual leadership plans at program completion, followed by implementation experience with subsequent coaching and reflection. The literature discusses coaching on specific skills in individual plans; research is lacking regarding coaching's value for the individual plan implementation process as a whole. In addition, there is scant literature concerning the use of reciprocal peer coaching in leadership development. This article presents the findings of research aimed at understanding the experience of individuals who completed a leadership development program, prepared individual leadership plans at completion, and then engaged in a process that included reciprocal peer coaching to help them implement their plans. The major contributions of the study concern the importance of the support structure provided, the nature of the benefits identified from giving as well as receiving coaching, and the specification of a transformational learning process regarding both the implementation of individual leadership plans and engagement in reciprocal peer coaching. While the study was conducted in a medical educational setting, the findings have implications for leadership development programs in other areas of education, as well as other organizational settings.
Human Resource Development Quarterly 03/2013; 24(1). DOI:10.1002/hrdq.21153 · 0.80 Impact Factor
"Writing coaching is a process of working with a nurse on a one-to-one basis to create a desire to incorporate new knowledge and skills into practice (Waddell & Dunn 2005). This style of learning has been successful in academic settings where postgraduate students and new academics were encouraged to publish papers (Jackson 2009) and in clinical settings to help clinicians develop presentation skills, write articles and develop professional portfolios (Lannon 2007). "
[Show abstract][Hide abstract] ABSTRACT: This study aimed to develop a ward-based writing coach programme to improve the quality of patient information in nursing documentation.
Omissions in the patient information make nursing notes an unreliable source for care planning. Strategies to improve the quality of nursing documentation have been unsuccessful. An education programme, with one-to-one coaching in the clinical environment, was tested.
A concurrent mixed methods approach including a pre-post test intervention and control design for the quantitative component combined with a qualitative approach using a focus group (eight nurses) was used. Healthcare records for 87 patients (intervention) (46 pre and 41 post) and 88 patients (control) (51 pre and 37 post) were reviewed using the Nursing and Midwifery Content Audit Tool for quality nursing documentation. Sixteen nurses from two intervention wards participated in an introductory workshop with 2 weeks of coaching. No intervention was given to the control ward.
No significant differences were found between the wards across the 14 criteria representing quality documentation; most criteria were present in 75% or more of the records. Improvements were demonstrated in both the intervention and comparison units. Themes identified from the focus groups included the impact these changes had on nurses and patients, perceived difficulties with nursing documentation, medicolegal aspects and the attributes of an effective writing coach.
Writing coaching is a supportive approach to improving nursing documentation. Also, regular auditing prompts nurses to improve nursing documentation. Further research using larger sample sizes can further confirm or refute these findings.
International Nursing Review 09/2012; 59(3):394-401. DOI:10.1111/j.1466-7657.2012.00994.x · 0.95 Impact Factor
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