| Titre : | Coaching models to support pre-registration midwifery education in clinical practice (2024) |
| Auteurs : | Carole Yearley |
| Type de document : | Article |
| Dans : | Midwifery Digest (Midirs) (Vol. 34, n° 3, September 2024) |
| Article en page(s) : | p. 212-214 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Formation initiale ; Mentorat ; Pratique clinique ; Sage-femme |
| Résumé : |
Introduction and background : The publication of the Standards for Student Supervision and Assessment (Nursing and Midwifery Council (NMC) 2018, 2023) enabled new ways of supporting student learning in clinical practice.
In April 2023, the Workforce, Training and Education Directorate of NHS England established a trio of quality improvement projects set out in the Three year delivery plan for midwifery and neonatal services (2023). This project is phase three of the work, and seeks to explore coaching models used in midwifery and neonatal settings, along with their successes and challenges, and offers recommendations to support the introduction of coaching models in practice. This paper will focus on findings pertaining to the use of coaching models of supervision to support pre-registration midwifery learners in maternity clinical settings. Definition of coaching models of supervision : At the outset, the premise was taken that a coaching model could be described as two or more students who are supervised together by one practice supervisor (PS) who uses a coaching approach. The PS uses a questioning or problem-based approach to enable students to identify their learning objectives. Students plan, implement and evaluate care under supervision, with the senior student facilitating the junior student(s) to learn in a collaborative way. As the study progressed, it became evident that coaching models in practice are constructed from the single or combined use of three key features: coaching conversations, delegation for delivery of holistic care and collaborative peer learning between students. These features can operate together and separately, depending on the nature of different clinical settings. Aim : To undertake a national scoping exercise to explore the use of coaching models to support pre-registration midwifery education, how they can be developed and implemented in practice with the aim of providing a practice learning environment for students to benefit from peer-supported learning, underpinned by high-quality coaching and supervision. Research methodology and findings : The research methodology comprised two stages, followed by thematic analysis of findings at each stage, described below. |
| Disponible en ligne : | Non |
Exemplaires (1)
| Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|
| Midwifery Digest | Périodique papier | Woluwe | Espace revues | Consultation sur place uniquement Exclu du prêt |
