Clinical coaching tool is an ultimate medical education way, which helps learners to become competent physicians, midwives, a registered nurse. The tools help them to learn more about patient encounters, patient safety, patient care, patient needs, health management, and health care management strategies to deal with patients effectively and efficiently. The clinical tool also helps medical professionals to attain their professional identity and excel in their careers. The assignment will address the key issues for the clinical coach in Scenario 2. The assignment will also provide a reflection on the focus and components of a coaching tool based on the analysis of issues identified in Scenario 2.
The key issues in the scenario are the method, way, and process chosen for educating the registered nurse in a small metropolitan private hospital. The problem faced by this student is the more subjective approach of learning and teaching things to them. The main issue faced by the NGRNs is that the lecture-discussion is too subjective which lacks the practical Knowledge an also affects their interrelation skills during clinical practices. From the paper (Bannister, Wu, & Keegan, 2018) it can be stated that the ultimate goal for medical education is to make medical professional competent, who can identify the needs of patients, develop health management plans, and develop effective treatment plans. To empower change and development in the education system, the mutual benefit strategy needs to be adopted, that help in improving staff, team engagement, and led to better patient output (Dyess, Sherman, & Eggenberger, 2017).
To tackle the learning situation and make them more understandable with the concept, I will adopt innovative thing in my clinical tool. I will develop novel clinical tool named PKGP approach to assist the nursing students in their learning. According to the tool, here P stands for practical, K for knowledge, G for gain, and P for program. PKGP program will assist the nurse NGRN students to learn them properly along with the sound knowledge of clinical practices. The key role of the coaching coach is to make the learner understandable about the content and encourage them to gain awareness. The problem identified in the scenario is the lack of structured orientation, education programs, implementation procedures, and inferior or no practical knowledge. The nursing student’s perspective is that they found the coaching to be too subjective and have asked for the evidence to justify the assessment and feedback. According to the paper (Leih, Littlewood, & Lyons, 2019), coaching is an intervention which facilitates students’ learning, knowledge, development, and performance. Coaching has the potential to boost up the good qualities of students and coach and make an intense relationship between both of them.
Practice-based learning is a good and effective approach and has shown success in many countries like the U.S, Netherlands, and Australia (Nursing times innovation, 2018). This type of coaching helps in building student’s confidence, student’s self-esteem, their hope while working in clinical practices. This also develops cognitive behavior, problem-solving skill, and self-awareness while working. The practice encourages positive reflection, which enhance relationship between student and coach (Molloy, & Delany, 2018). According to Bloom’s taxonomy, the most important framework for developing learning objectives, the education and learning pyramid need to be considered (Austin, 2016). The pyramid elements comprise of knowledge, understanding, comprehension, application, analysis, evaluating, and creating. The model illustrates that for every coach, teacher, or mentor, the stepwise, progressive, and advanced form of learning technique needs to be adopted. These parameters help in engulf, magnify, intensify, and strengthen the learning criteria and standard. Each level of the pyramid is interrelated with each other and forms the basis of the new techniques with respect to application, knowledge, evaluation, and analysis (Boyer, & Delgado, 2018).
PKGP tool comprises of following parameters that will assist in student learning, gaining knowledge, clinical practices, and effective working:
The critical role of the clinical coach is to provide constructive, objective, and feedback assessment to arrange of healthcare professionals and students to improve their clinical practice along with subjective findings. The tool designed by me would provide constructive and objective feedback along with the qualitative approch. The tools developed are in compliance with the role, and responsibility of the clinical educator or teacher. PKGP is based on four pillars including learning, practical, evaluation, and constructive feedback. I think under learning, I will provide NRN, with deep, subjective, and technical information. The information will be ward specific, subjective specific, and interest-specific content. For instance, I will prepare training modules, webinars, and notes specific to their interest and topics. Practical knowledge is another pillar in which I will relate their technical earning with the clinical evidences. In this process, I will try to make a team along with some medical professionals, which provide them a insight into how the clinical practices is related to their theoretical knowledge. I will recommend them to make students available in a clinical ward, so that they can have a look at clinical practices.
For this, I prepared a timetable for them, twice every week the students can have a look. The third pillar of my tool is evaluation, under this parameter; I will create a group discussion on the cases, which we see inward practically, and on the topics, which we have learned theoretically. In the discussion, I will ensure that every student must be able to learn the concept and relate it with practical knowledge. The last pillar of my tool is feedback, under this, once in every week, I will mark the students based on their learning, grasping, and degree of interrelation (practical and theoretical knowledge). Along with this, I will ask the student to get to score my teaching ability and efforts on that topic. Moreover, in this parameter, I also recommend students to rate the understandability of students on that topic. The feedback level is differentiated into extraordinary, good satisfactory, and unsatisfactory. If the feedback drawn by students is unsatisfactory, then the students have the option to provide suggestions on loopholes, along with their consideration of the whole exercise repeated again. If the performance and the learning exercise are extraordinary and good then, we move to the next clinical topic. If the feedback is satisfactory, then the topic discussion is repeated again with few changes.
The coaching method solely depends on the student and coach, they both are responsible to model and assess the professional attitudes and behavior, that are responsible for success in practice. As a clinical coach, I will support learners by presenting complex subjects into easy logical connected steps. They can easily understand each of the steeps theoretically and practically. With the use of the PKGP approach, I found a positive change in NGRN learning, acceptance, understanding, and queries. Students found the class more attractive and were able to understand the concept properly. I think that this was achieved because of the easy connectivity of theoretical things with the clinical evidence.
Austin, Z. (2016). How to design and use learning objectives in clinical teaching. The Pharmaceutical Journal, 1-10.
Bannister, S., Wu, T. F., Keegn, . A. (2018). The clinical coach: how to enable yours learners to own their learning. Pediatrics, 142, 1-6.
Boyer, S. & Delgado, K. (2018). Clinical transition framework: integration coaching plans, sampling, accountability in clinical practice development. Journal for Nurses in Professional Development, 34, 84-91
Dyess, S. M., Sherman, R., & Eggenberger, T. (2017). The Journal of Continuing education in Nursing, 48, 1-7.
Leigh, J., Littlewood, L., & Lyons, G. (2019). Reflection on creating a coahing approach to student nurse clinical leadership development. British Journal of Nursing, 28, 1-10.
Molloy,E. & Delany, C. (2018). Learning and teaching in clinical contexts: A practical guide. Elsevier, Australia.
Nursing times innovation. (2018). An alternative model for practice learning based on coaching. Retrieved from https://www.nursingtimes.net/roles/nurse-educators/an-alternative-model-for-practice-learning-based-on-coaching-26-11-2018/
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