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Facilitate coaching and mentoring
Critical review of coaching and mentoring
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Mentoring and Coaching in Nursing
Coaching and mentoring are vital tools in developing the workforce, most especially in enhancing quality practices at the point of care, and also innovating these practices. According to Abiddin (2006), mentoring and coaching are factors which are vital in developing people in their professions. As such, these two are related with career and self development and professional growth (Abiddin, 2006). In line with this assertion, this paper will discuss about the current relevance of mentoring and coaching in nursing in today's healthcare; how it influences both healthcare and nursing; how it is integrated into clinical practice; and how it is used in the clinical setting.
The Relevance of Mentoring and Coaching
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Further, this type of working environment challenges the job satisfaction for people who works in this sector (Turner, 2006). Clearly then, it is through mentoring and coaching that a more effective leadership and management abilities are identified, developed, and shaped. Also, mentoring and coaching in the healthcare is vital in ensuring that patients are able to receive the appropriate level of healthcare services and that unconditional positive regard of the client is maintained. Further, it is through these tools that the healthcare system is improved, much more in the delivery of quality care to its …show more content…
(2016). Coaching for healthcare leaders. Retrieved from http://bakerdaboll.com/coaching-for-healthcare-leaders/
Faculty of Medical Leadership and Management. (2016). Coaching and mentoring. Retrieved from https://www.fmlm.ac.uk/professional-development/coaching-and-mentoring
Fielden, SL., Davidson, MJ., & Sutherland, VJ. (2009). Innovations in coaching and mentoring: Implications for nurse leadership development. Health Services Management Research, 22(2), 92-9.
Haidar, E. (2007). Coaching and mentoring nursing students. Nursing Management, 14(8), 32- 35.
Hawkins, J. & Fontenot, H. (2010). Mentorship: The heart and soul of health care leadership. Journal of Healthcare Leadership, 2, 31-34.
Sherman, R. & Pross, E. (2010). Growing future nurse leaders to build and sustain healthy work environments at the unit level. The Online Journal of Issue of Nursing, 15(1), Manuscript 1.
Turner, J. (2006). Coaching and mentoring in health and social care: The essentials of practice for professionals and organisations. United Kingdom: Radcliffe Publishing.
Winters, R. (2013). Coaching physicians to become leaders. Harvard Business Review. Retrieved from
Simpson, M., & Patton, N. (2012). Leadership in Health Practice. In J. Higgs, R. Ajjawi, L.
The Robert Wood Johnson Foundation has been in operation for more than 40 years and has been instrumental in working to improve the status of health and the health care for all individuals within the United States of America. They hold a vision “as a nation, to strive together to create a culture of health enabling all in our diverse society to lead healthy lives, now and for generations to come” ("Robert Wood Johnson Foundation," 2014). The Foundations nursing programs has early initiatives that would improve the profession with the advancement of nurse practitioners, programs improving nursing academics, improved hospital nursing. Currently the foundation is developing leadership skills in advanced level nurses and transforming working conditions of nurses within the hospital setting. In support of nursing and in light of the nation’s severe nursing short...
Whitehead, D. K., Weiss, S. A., & Tappen, R. M. (2010). Essentials of nursing leadership and
Healthcare is a continuous emerging industry across the world. With our ever changing life styles and the increased levels of pollution across the world more and more people are suffering from various health issues. Nursing is an extremely diverse profession and among the highest educated with several levels ranging from a licensed practical nurse (LPN) to a registered nurse (RN) on up to a Doctorate in Nursing. Diane Viens (2003) states that ‘The NP is a critical member of the workforce to assume the leadership roles within practice, education, research, health systems, and health policy’.
There is little scientific knowledge when it comes to mentoring effects on future outcomes; in addition posing confusion as to how these programs continue to emerge. A major component in regards to program effectiveness is in measurement or evaluation of its structure (Deutsch, N., & Spencer, R., 2009). This is done by conducting surveys, focus groups, and interviews (Deutsch, N., & Spencer, R. (2009); Karcher, M., & Nakkula, M. (2010); Diehl, D. C., Howse, R. B., & Trivette, C. M. (2011); Osgood, 2012; Williams, 2011). Studies gives the researcher insight into knowledge that otherwise wouldn’t be known, in order to understand mentoring reactions and relationship styles better (Karcher, M., & Nakkula, M. (2010); Christens, B. D., & Peterson, N. A. (2012); Diehl et al., 2011; Leyton‐Armakan, J., Lawrence, E., Deutsch, N., Lee Williams, J., & Henneberger, A. (2012); Meyer, K. C., & Bouchey, H. A. (2010).
Ferguson L, Calvert J, Davie M, et al. Clinical leadership: using observations of care to focus risk management and quality improvement activities in the clinical setting. Contemp Nurse. 2012;24(2):212-224.
Laureate Education, I. (Producer). (2010). Intro to healthcare delivery part I [DVD]. In The nurse leader: New perspectives on the profession.Baltimore, MD
The three main competencies of the Mentor Role are "understanding yourself and others, interpersonal communication and developing others" (Hesketh et al pp 4). Because high school students are less experienced the author used this role continually in an effort to develop his students and guide them through their learning experiences. Per Hesketh et al the author must determine his own strengths and weaknesses so he can maximize them. "Your weaknesses can be overcome through self-development" (Hesketh et al. 1997 pp 51). By researching all he could about the Health Science Technology program, the author was able to teach with confidence because he had decreased any weaknesses he had in his knowledge.
“Organizational Management & Leadership A Christian Perspective” defines a mentor as “individuals that provide career guidance, advice, help with obstacles along the way and can explain off culture and politics or give insight into how to make a presentation to different managers within the organization.”
Unfortunately, leadership development is often lacking in globally diverse settings (Buckner, Anderson, Garzon, Hafsteinsdóttir, Lai & Roshan, 2014). Nonetheless, the influx is upon the healthcare community, and we must do better as leaders and as nurses.
Garvey, R. Stokes, P. and Megginson, D. (2009) Coaching and Mentoring theory and Practice. London: Sage
Preceptor recruitment, preparation, and compensation; preparation and evaluation of the students; as well as the setting and overall experience for both student and preceptor have long since been starting points for literature reviews when addressing new graduate nurse practitioner (NP) clinical competency upon entry to practice. Preceptor models and student/mentor relationships address, in part, the following benefits: opportunities for critical thinking, operationalizing theoretical concepts, enhancing professional behaviors, interaction with peers and ancillary personnel, all while doing so in a real world environment (Ivey, 2006).
Nurses need a seat at the table to ensure they have a voice to influence and shape their future. Nursing is constantly evolving and changing, and employers continue to raise the bar for nursing. Nurses understand early in their career the importance of continuing education to enhance future career opportunities. Professional development relates to how nurses continue to broaden their knowledge, skills, and expertise throughout their career, therefore enhancing their professional practice. This advanced knowledge is not only career boosting, but also opens a seat at the table giving nurses the power to make decisions and effect changes. Professional development and continuing education are more important to nurses now than ever before to keep up with the rapid changes in healthcare today. Numminen, Leino-Kilpi, Isoaho and Meretoja’s (2017) article contends professional development enhances personal satisfaction, rejuvenates the love of nursing, builds confidence and credibility. There are many avenues to pursue
The learning environment and practice placement I currently work in is a substance misuse service. The clinical learning environment is where students work directly with patients whilst enabling them to and are able to conductively learn. Burns and Patterson (2005) state it is the responsibility of higher education institutes in partnership with the NHS to prepare nurses to cope with the complex nature of clinical practice. In my opinion I believe mentors play a significant role in relation to the clinical learning environment, as mentors are who support the student during their placement. Students learn most effectively in the environments that facilitate learning by encouraging and supporting whilst also making them feel part of the team
Issues and Trends: Mentoring and Coaching in Nursing West Coast University NURS 440 –Issues and Trends Professor Kirschner March 23, 2018 Author Note Correspondence concerning this paper should be addressed to Mylynne Y. Celi at mceli1@u.westcoastuniversity.edu. Research concept Mentoring and coaching in nursing is an area in the field of nursing and medicine which has been overlooked. The implementation and attention it deserves has not been given. In the work place, there is much unprofessionalism and many nurses don’t give it to their best because they have not been mentored and coached.