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Using coaching and action learning to support staff leadership development.
James, Alison Heulwen; Arnold, Hannah.
  • James AH; School of Healthcare Sciences, Cardiff University, Cardiff, Wales.
  • Arnold H; School of Healthcare Sciences, Cardiff University, Cardiff, Wales.
Nurs Manag (Harrow) ; 29(3): 32-40, 2022 May 31.
Article in English | MEDLINE | ID: covidwho-1705399
ABSTRACT
During the coronavirus disease 2019 pandemic, nurse leaders and managers have been compelled to prioritise immediate issues in their clinical areas and put aside the professional development of staff. However, leadership development for individuals and teams is essential to ensure nurses feel valued and develop the skills required for team cohesion, problem-solving, decision-making and innovation. Simple and effective approaches to staff leadership development are needed. Two such approaches are coaching and action learning. This article provides an introduction to coaching and action learning as approaches nurse leaders and managers can use to promote leadership development among individual team members and within the team. It describes how coaching and action learning work and their potential benefits and challenges. It explains how the two approaches can be used to underpin effective problem-solving and goal setting, and support nurses in their professional development, the ultimate aim being to deliver safe and effective patient care.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Mentoring / COVID-19 / Nurse Administrators Type of study: Prognostic study / Randomized controlled trials Limits: Humans Language: English Journal: Nurs Manag (Harrow) Journal subject: Nursing Year: 2022 Document Type: Article

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Mentoring / COVID-19 / Nurse Administrators Type of study: Prognostic study / Randomized controlled trials Limits: Humans Language: English Journal: Nurs Manag (Harrow) Journal subject: Nursing Year: 2022 Document Type: Article