How coaching can play a key role in the development of nurse managers

Perceptions of Ontological Coaching Among Nurses (OCN): A Descriptive Qualitative Study

AIM

To examine the perceptions of nurses receiving the Ontological Coaching among Nurses (OCN) intervention in Singapore.

DESIGN

Descriptive qualitative.

METHODS

Convenience sampling was used to recruit 34 nurses who received OCN intervention and three coaches who provided the intervention. Written informed consent was obtained, and semi-structured, one-on-one interviews were used to collect data, which were then transcribed verbatim. Thematic analysis was used to analyse the data.

RESULTS

Three themes with nine sub-themes were identified. The main themes were: (1) From 'Outlet to Confide': Ontological Coaching as an Enhanced Sense of Fulfilment; (2) Mindset Readiness and Openness for Successful Coaching; and (3) Future Endeavours for Sustainable Coaching Practices.

CONCLUSION

The findings show that nurses benefitted on personal and professional fronts from receiving coaching. Further evaluations are required to see the potential of using coaching intervention for novice nurses.

IMPLICATIONS AND IMPACT

As frontline key players in our healthcare system, nurses face a unique set of challenges that impact their psychological well-being. The impact is even more significant for early-to mid-career nurses, leading to poorer quality of life and high turnover rates. This paper highlighted the importance of resources made available to novice and mid-career nurses through coaching. The perceptions of nurses who received coaching intervention serve as a foundation for future studies examining the relevance of ontological coaching in the nursing profession. The nurses' recommendations reported in this paper include building awareness of coaching and incorporating flexibility into coaching programmes to help enhance their readiness to receive and engage with coaching for a more fulfilling coaching experience. Incorporating these recommendations can help inform future coaching-related interventional studies.

REPORTING METHOD

This study adhered to COREQ guidelines.

PATIENT AND PUBLIC CONTRIBUTION

None.

How to design and deliver a small group teaching session

RATIONALE AND KEY POINTS

Small group teaching sessions are commonly used in healthcare to deliver education, provide practice updates and support continuing professional development. Such sessions can provide opportunities for participants to acquire new knowledge, foster peer relationships, consolidate learning and develop skills. This article provides a step-by-step guide for nurses and other healthcare professionals on designing and delivering a small group teaching session. • A small group teaching session requires considered, detailed and methodical preparation. • When designing a small group teaching session, it is important to determine its aims, learning outcomes, group characteristics, location and timeframe. • A well-planned small teaching session includes learning activities that are constructively aligned to the aims and intended learning outcomes. • Assessing participant learning and addressing gaps in their understanding is essential during the delivery of small group teaching. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article could improve your practice when designing and delivering a small group teaching session. • How you could use this information to educate your colleagues on small group teaching methods.

Coaching in nursing: An integrative literature review

AIM

To understand the current application and benefits of coaching practice in nursing and identify potential areas for future research.

DESIGN

An integrative literature review was conducted using Whittemore and Knalf integrative review methods.

DATA SOURCES

A search of the literature from Medline (PubMed) and CINHAL platform for abstracts and/or full-text articles from 2012 to 2022.

METHODS

A systematic approach was used to screen and analyse the literature. Inclusion and exclusion criteria were applied, a quality appraisal of the literature was undertaken and summarised into themes. Eighteen articles were selected, two articles were different aspects of the same studies. Coaching was found to have benefits to the individual related to performance, role effectiveness, role transitions and confidence in performing in the role. The outcomes for individuals add to the overall organisational benefits with performance, support, teamwork, communication and culture.

RESULTS

This literature review sought to understand the current use of coaching in nursing and identify any gaps in the application of coaching within the discipline. Supporting, developing staff knowledge and skills and nurturing nursing staff into the profession has occurred in several ways and evolved to include coaching. Coaching provides capabilities to enhance nursing leadership, performance improvement and to provide support to staff. The findings from this literature review found a need to conceptually define coaching in nursing and the opportunity to explore the use of coaching to support both the clinical and managerial workforce (job satisfaction, intention to stay and building resilience). The benefits of coaching in nursing extend beyond the leadership level and there is opportunity to extend the operationalisation of coaching practice and coaching training within the discipline of nursing. This integrative review explains how coaching has been utilised in nursing to be a valuable tool in developing nurse leaders and clinical staff.

Scoping review protocol examining charge nurse skills: requirement for the development of training

INTRODUCTION

The charge nurse (CN) holds a position in clinical-administrative management and is essential for improving the quality and safety of care in healthcare institutions. The position requires five essential skills: leadership; interpersonal communication; clinical-administrative caring; problem solving; and knowledge and understanding of the work environment. The scientific literature has not widely examined the importance of providing these skills as part of initial training, nor when CNs begin their duties. This study aims to fill this gap through an exhaustive review of the literature with the aim of developing standardised training for the CN when they start in their position.

METHODS AND ANALYSIS

A scoping review using the Joanna Briggs Institute framework will be conducted. The CINAHL, MEDLINE, Science Direct and Cairn, databases as well as grey literature from ProQuest dissertations and thesis global database, Google Scholar and the website of the Order of Nurses of Quebec will be queried using keywords. Relevant literature in French and English, published between 2000 and 2022 will be retained. The CN is the target population. Outcomes address at least one of the five CN skills, describe how they are operationalised and what their impact is on the organisation of work and quality of care. This analysis will identify essential and relevant elements for the development of standardised, up-to-date and appropriate training for the position of CN.

ETHICS AND DISSEMINATION

Ethical approval is not required, as data does not include individual patient data. The results will be published in peer-reviewed journals, presented at conferences and presented to nursing managers and directors.

SCOPING REVIEW REGISTRATION

Research Registry ID: researchregistry7030.

Developing a leadership programme for junior nurses

Lifelong learning is an expectation of all nurses and nursing associates. However, after preceptorship there is limited guidance on how junior nurses can progress in their careers. Formal training programmes were limited by pressures associated with the coronavirus disease 2019 (COVID-19) pandemic, as well as long-term financial and resource restrictions across the NHS. Nurses' expectations of professional development and well-being have also been affected by their experiences during the pandemic. This article explores how nurses in management positions can create professional development opportunities for nurses, particularly in leadership. The author identifies how leaders can support their staff to broaden their skills and knowledge despite pressures on staffing and resources.

Relationship between leadership coaching and nurses' resilience in hospital environments

OBJECTIVE

To analyze the relationship between leadership coaching and nurses' resilience in hospital environments.

METHOD

This is a cross-sectional study, carried out with nurses, nursing assistants and technicians. Nurses answered the Nurse Self-Perception Questionnaire in Leadership Exercise Questionnaire (QUAPEEL) and the Connor-Davidson Scale for Brazil-25 (CD-RISC-25BRASIL). Nursing technicians/assistants answered the Nursing Technician and Assistant Perception in Leadership Exercise Questionnaire (QUEPTAEEL). Student's t test and Pearson's correlation were used (p ≤ 0.05).

RESULTS

There was a statistically significant difference between nurses' self-perception and nursing technicians/assistants' hetero-perception in coaching leadership exercise for the total score (p = 0.002) and in the "Give and receive feedback" (p < 0.001), "Delegate power and exert influence" (p < 0.001) and "Support the team so that the organizational results are reached" (p = 0.020) domains. There was a statistically significant correlation between all the Nurse Self-Perception Questionnaire in Leadership Exercise Questionnaire Coaching and Resilience domains.

CONCLUSION

Resilience was positively related to nurses' self-perception of coaching leadership.

Evaluating the association of well-being strategies on line manager resilience

BACKGROUND

Line management tends to be associated with increased responsibility and accountability in the workplace and can be a challenging and high-pressured role. More resilient line managers are more likely to continue to perform despite work stressors.

AIMS

This study aimed to assess the association of various coping strategies and resources on resilience levels amongst line managers working within a corporate office-based environment.

METHODS

A questionnaire-based cross-sectional study was carried out over 4 weeks in 2020. The questionnaire probed demographic factors and the use of strategies and resources which may enhance resilience. Resilience was assessed using the Connor-Davidson Resilience Scale.

RESULTS

On regression analysis, resilience tended to increase with increasing years of line management. When each strategy/resource was considered separately and adjusted for the number of years of line management, exercise outside of work (B, 0.302; 95% confidence intervals [CIs], 0.109 to 0.495), hobbies/interests (B, 0.252; 95% CIs, 0.095 to 0.410) and socializing (B, 0.204; 95% CIs, 0.042 to 0.367) were all significant predictors of resilience.

CONCLUSIONS

The key coping strategies and resources that had the strongest association with resilience amongst office-based line managers were those that related to their personal lives, with exercise being of particular importance. This study highlights the importance of emphasizing work-life balance and lifestyle factors within workplace manager training and resilience programmes, as well as in the occupational health clinic. Additional support and health promotion for managers in their first few years of management responsibility may also be beneficial.

Development and psychometric evaluation of the trauma nurse core competency scale

Background

Trauma, especially severe trauma, has become a significant public health problem worldwide. This postulates higher requirements on the core competence of trauma nurses. However, limited scales exist to assess it validly and reliably. This study aims to develop and evaluate the psychometric properties of the Trauma Nurse Core Competency Scale (TNCCS).

Methods

This study included three stages. First, scale development was based on a broad literature review and two rounds of Delphi expert consultation. Then, a pre-investigation was conducted with 106 trauma nurses, and a formal scale was formed. Finally, scale evaluation of reliability and validity, based on a cross-sectional study, was tested with 1,107 trauma nurses. Content validity and structure validity were used to evaluate the validity of TNCCS. The Cronbach's α coefficient and the split-half reliability coefficient were used to evaluate the reliability of TNCCS.

Results

The final scale contained 46 items under three dimensions, which were Knowledge and skills (21 items), Comprehensive literacy (20 items), and Professionalism & physical and mental health (5 items). The Content Validity Index (CVI) of the total scale was 0.980. The goodness-of-fit indices (χ²/df = 3.547, RMSEA = 0.065, GFI = 0.929, CFI = 0.912, NFI = 0.904, IFI = 0.929) signified a good fit for this model. The Construct Reliability (CR) ranged from 0.89 to 0.98, and the Average Variance Extracted (AVE) ranged from 0.62 to 0.69. The Cronbach's α coefficient of the scale was 0.99, ranging from 0.90 to 0.98 for the subscales. The split-half reliability coefficient was 0.84.

Conclusions

The TNCCS demonstrated good validity and reliability, and it could be used to assess the core competency of trauma nurses. The present study has valuable implications for nursing managers to take corresponding measures to train and improve the core competence of trauma nurses.

The experiences of physiotherapists and occupational therapists working as rehabilitation ward leaders

Background/Aims

Rehabilitation teams have piloted the deployment of physiotherapists and occupational therapists into the role of ward leader. This was the first research study designed specifically to explore the experiences of physiotherapists and occupational therapists working as ward leaders on wards with a patient rehabilitation focus and how to optimise this workforce transformation.

Methods

An interpretivist qualitative study was designed to enable the detailed exploration of physiotherapists' and occupational therapists' working experiences during their time as ward leaders. A total of 11 physiotherapists and occupational therapists with between 6 months' and 3 years' experience of working as ward leaders participated in semi-structured interviews. Thematic analysis was undertaken.

Results

Four themes were derived from the data analysis that related to participants' experiences: becoming a rehabilitation ward leader; responsibilities of physiotherapists and occupational therapists; perceptions of the role; and impact of allied health professionals in ward leader roles. Although taking on the role of a rehabilitation ward leader was reported as ‘challenging’, participants would recommend it. Success was perceived by interviewees to be relative to the presence of personal leadership qualities, the belief of the individual in their unique skill set and the confidence in the leadership team to value the unique and shared skills of the profession or individual and thus reinvent the role.

Conclusions

This study identifies the key attributes that evidence the unique contribution that physiotherapists and occupational therapists working as rehabilitation ward leaders can make. The findings of this study are significant and highly relevant for the ongoing pandemic, which has seen a need for increased rehabilitation capability.

Developing an integrated framework of healthcare leaders’ resilience

Healthcare institutions have been under pressure for years now, climaxing in the COVID-19 crisis. Even if they are not operating at a trouble spot of the current COVID-19 pandemic, healthcare leaders need to be highly resilient to remain effective as well as staying healthy themselves. The purpose of this study is to shed light on healthcare leaders’ challenges and, more important, their specific resilience factors. By doing so, we can expand the knowledge of this fragmented research field and deliver an integrated framework that has so far been lacking. We conducted 20 in-depth interviews with healthcare leaders. More precisely, 35% (7) of our interviewees were physicians, 55% (11) worked in nursing, and 10% (2) were nonclinical professionals, with 50% (10) of our participants working in upper, 40% (8) in middle, and 10% (2) in lower leadership positions. Based on a qualitative content analysis approach, we identified main healthcare leaders’ challenges as well as crucial resilience factors (i.e., individual, situational, and behavioral factors). By integrating insights from contemporary leadership and work-related resilience research, we were able to develop an integrated framework of healthcare leaders’ resilience. Considering resilience as a context-dependent construct, we are contributing to the resilience and healthcare literature by investigating the specialty of healthcare leaders’ resilience. This study is contributing to the future development of resilience interventions in healthcare organizations that might help not only healthcare leaders to better cope with critical situations but also promote resilience development among their followers and organizations.

Coaching to develop leadership for healthcare managers: a mixed-method systematic review protocol

BACKGROUND

An increasing number of interventions have focused on leadership development for healthcare managers, among which coaching is a common strategy. The purpose of the present systematic review is to synthesize evidence on the effect of coaching in developing leadership of healthcare managers.

METHODS AND ANALYSIS

A literature search will be conducted in six English databases (MEDLINE (Ovid), CINAHL, Embase, Cochrane library, Nursing & Allied Health Premium, and Scopus) and four Chinese databases (Wanfang, CNKI, SinoMed, and VIP) from inception to April 1st, 2022. The titles, abstracts, and full texts of the studies will be screened by two independent researchers to determine their eligibility. The RoB 2, ROBINS-I, CASP, and MMAT will be applied to assess the quality of randomized trials, non-randomized studies, qualitative studies, and mixed-method studies, respectively. We will then extract the study characteristics, participant characteristics, and study outcomes of the reviewed papers. The Aims, Ingredients, Mechanism, and Delivery framework will be used to extract the components of coaching strategies. For quantitative data, a meta-analysis will be performed if sufficient data are available; otherwise, we will conduct a narrative synthesis. Thematic synthesis methods will be used for qualitative data analysis.

DISCUSSION

By conducting this systematic review, we expect to synthesize evidence regarding the components of coaching for leadership development among healthcare managers; the influence of coaching on leadership development among managers at the individual, unit-wide, or organizational level; and how managers view coaching as a leadership development strategy.

TRIAL REGISTRATION

PROSPERO registration number: CRD42020194290 .

Relação entre liderança coaching e resiliência dos enfermeiros no ambiente hospitalar

RESUMO Objetivo: Analisar a relação entre liderança coaching e resiliência dos enfermeiros no ambiente hospitalar. Método: Estudo transversal, realizado com enfermeiros, auxiliares e técnicos de enfermagem. Os enfermeiros responderam ao Questionário de Autopercepção do Enfermeiro no Exercício da Liderança (QUAPEEL) e à Escala de Connor-Davidson para o Brasil-25 (CD-RISC-25BRASIL). Os técnicos/auxiliares de enfermagem responderam ao Questionário de Percepção do Técnico e Auxiliar de Enfermagem no Exercício da Liderança (QUEPTAEEL). Os Testes t de Student e Correlação de Pearson foram utilizados (p ≤ 0,05). Resultados: Verificou-se diferença estatisticamente significante entre autopercepção dos enfermeiros e heteropercepção dos técnicos/auxiliares de enfermagem no exercício da liderança coaching para pontuação total (p = 0,002) e nos seus domínios “Dar e receber feedback” (p < 0,001), “Dar poder e exercer influência” (p < 0,001) e “Apoiar a equipe para o alcance dos resultados” (p = 0,020). Houve correlação estatisticamente significante entre todos os domínios do Questionário de Autopercepção do Enfermeiro no Exercício da Liderança Coaching e Resiliência. Conclusão: A resiliência se relacionou positivamente com a autopercepção de liderança coaching dos enfermeiros.

The impact of nurse leadership education on clinical practice: An integrative review

AIM

The aim of this paper is to critically evaluate the literature investigating the impact of nurse leadership education on clinical practice.

BACKGROUND

Effective leadership is vital for high-quality patient care. Leadership education is designed to support nurses to develop the appropriate skills and behaviors to become clinical leaders. However, to date, the impact of such education on subsequent clinical practice is unclear.

EVALUATION

An integrative review was conducted. Ten papers were included related to the experiences of nurses undertaking leadership education.

KEY ISSUE

Analysis of the included papers indicated that leadership education contributed to improving clinical practice in two ways. These two key themes were; impact on the individual and impact on others.

CONCLUSION

While there is a plethora of literature reviewing nurse leadership and clinical practice, there is a gap in understanding how nurse leadership education can contribute to changed practice.

IMPLICATIONS FOR NURSING MANAGEMENT

Nurse managers can use this information to guide future leadership education programs to ensure that they promote positive work environments and high-quality care that improves clinical outcomes.

Determinants of nurse manager job satisfaction: A systematic review

BACKGROUND

Front-line nurse managers provide direct oversight of healthcare delivery to ensure organizational expectations are implemented to achieve optimal patient and staff outcomes. Ensuring the job satisfaction of front-line nurse managers is key to retaining these individuals in their roles. Understanding factors influencing job satisfaction of nurse managers can support the development and implementation of strategies to enhance job satisfaction and sustain retention.

OBJECTIVES

We aimed to systematically review the empirical literature measuring determinants of job satisfaction among nurse managers.

DESIGN

We conducted a systematic review using 11 electronic databases.

DATA SOURCES

Electronic databases included ABI Inform, Academic Search Premier, CINAHL, EMBASE, ERIC, Health Source Nursing, Medline, ProQuest Dissertations and Theses, PsychINFO, and LILACS.

REVIEW METHODS

We included research articles that examined the determinants of job satisfaction for front-line nurse managers. Two research team members independently reviewed and determined inclusion of each study. Each study was appraised independently for quality by two team members. Data extraction was completed for included studies. Content analysis was used to categorize factors associated with job satisfaction of nurse managers.

RESULTS

A total of 5608 articles were screened for inclusion or exclusion. Thirty-eight studies were included. One hundred and one factors influencing nurse manager job satisfaction were reported in the included studies. Factors were grouped into three main categories: job characteristics, organizational characteristics, and personal characteristics. Most factors were examined in single studies or their relationship with job satisfaction was equivocal. However, across these categories, findings included significant positive relationships between autonomy, power, social support among team members and job satisfaction of front-line nurse managers. A significant negative relationship between job stress and nurse manager job satisfaction was indicated in the findings.

CONCLUSIONS

Promoting autonomy, power to make decisions for change, social support, team cohesion, and strategies to reduce job stress may improve job satisfaction of front-line nurse managers. Innovative solutions such as co-management and targeted administrative and electronic resources warrant further investigation. Promoting prosocial group behaviours, team building, coaching and the implementation of wellness programs may improve social support, team cohesion, and wellbeing. Examining factors of nurse managers job satisfaction beyond the acute care setting could provide further insights into the role that the practice environment plays in nurse manager job satisfaction.

TWEETABLE ABSTRACT

Promoting autonomy, power to effect decisions for change, social support, team cohesion, and strategies to reduce job stress are important drivers of job satisfaction of front-line managers.

Common components of nurse manager development programmes: A literature review

AIMS

To critically appraise contemporary literature and synthesize common components of nurse manager development programmes.

BACKGROUND

Although the need for nurse manager development programmes has been well documented, minimal recent research exists which identifies and evaluates the common components in these programmes. Furthermore, nurse managers continue to be poorly prepared and supported in role transition, contributing to poor organisational and role performance and decreased retention.

METHOD

A structured literature review saw 14 original research publications appraised for quality, analysed and included in the review.

RESULTS

The common components identified in nurse manager development programmes include curriculum, method of delivery, support, and funding components. Various subthemes were also identified.

CONCLUSION

The components identified within existing nurse manager development programmes are varied. Although there are common components within nurse manager development programmes, these individual components have not been evaluated for effectiveness. There is a clear need for further development of nurse manager development programmes and evaluation of the specific components within.

IMPLICATIONS FOR NURSING MANAGEMENT

An understanding of the common components in NM development programmes is useful for designing and implementing robust evidence-based programmes. Inclusion of these components may facilitate a smoother role transition, enhance performance and improve recruitment and retention of nurse managers.

The experience of the non-medical prescriber in the emergency department in Ireland

Aim:

this study set out to evaluate the position of the non-medical prescriber in the emergency department in Ireland. It aims to explore how the role is developing and determine possible barriers to role expansion.

Results:

six main themes were identified: the process of role development, changes in professional relationships, nurses' awareness of non-medical prescribing, role progression, the future of the role of the non-medical prescriber, and nursing management's understanding of the role.

Conclusion:

the findings suggest that despite major leaps in the progression of the non-medical prescriber role, many barriers remain. There have been great improvements in professional support from medical and pharmacy colleagues, but nurses themselves were identified as impeding the progression of the role.

Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum

As curricula move from a time-based system to a competency-based medical education system, faculty development will be required. Faculty will be asked to engage in the observation, assessment and feedback of tasks in the form of educational coaching. Faculty development in coaching is necessary, as the processes and tools for coaching learners toward competence are evolving with a novel assessment system. Here, we provide a scoping review of coaching in medical education. Techniques and content that could be included in the curricular design of faculty development programming for coaching (faculty as coach) are discussed based on current educational theory. A novel model of coaching for faculty (faculty as coachee) has been developed and is described by the authors. Its use is proposed for continuing professional development.

Structured Coaching Programs to Develop Staff

Health care environments are complex and chaotic, therein challenging patients and professionals to attain satisfaction, well-being, and exceptional outcomes. These chaotic environments increase the stress and burnout of professionals and reduce the likelihood of optimizing success in many dimensions. Coaching is evolving as a professional skill that may influence the optimization of the health care environment. This article reflects on three coaching programs: Gallup Strengths-Based Coaching, Dartmouth Microsystem Coaching, and Health and Wellness Nurse Coaching. Each approach is presented, processes and outcomes are considered, and implications for educators are offered. Continuing education departments may recognize various coaching approaches as opportunities to support staff professionals achieve not only the triple aim, but also the quadruple aim. J Contin Educ Nurs. 2017;48(8):373-378.