Evaluation study to ascertain the impact of the clinical academic coaching role for enhancing student learning experience within a clinical masters education programme.

AIM: To explore the appropriateness of clinical academic coaching role as a tool for enhancing student learning and the development of advanced academic and clinical practice skills for nurses. BACKGROUND: Coaching involves a relationship between individuals characterised by analyzing and communicating mutually understood objectives and motivating others. Coaching is beneficial for developing those entering new positions with higher level responsibilities. METHOD: A two stage evaluation involved analysis of structured questionnaires distributed to students registered for a postgraduate advanced clinical practice programme and ten interviews with students and coaches. Data was analysed to develop understanding of how coaches were experienced by students as an aid to learning. FINDINGS: Data indicates the role supported students through transition and provided learning support at crucial times in the academic journey. Specific skills and behaviours enhanced the coach-student relationship. The coach's understanding of the clinical context was pivotal, as was effective preparation to undertake the coaching role. CONCLUSION: Supporting students to make the transition into advanced practice roles is a prominent issue within current healthcare literature. Clinical coaching enhances learning through a strong and coherent partnership between the student, their practice context and the academic journey.

Achieving fitness to practice: Contributing to public and patient protection in nurse education.

AIM: To determine the impact of reforms to fitness to practice procedures, within preparatory programmes for nurses and midwives, and the implications for public and patient protection. BACKGROUND: Professional regulation has seen considerable reform across all health care professions. Higher Education Institutions providing preparatory programmes are required to demonstrate procedures which ensure students are of good health and character in order to ensure public safety. METHOD: A critical review and evaluation of fitness to practice systems, operating in one large school of nursing and midwifery delivering a wide range of programmes, was undertaken using a case study approach. FINDINGS: The review revealed the need for effective collaborative management of fitness to practice panels within achievable timescales and complimentary and responsive communication processes. Good technical support was required to achieve a student friendly, confidential, on-line self-declaration process, with complementary procedures for effective follow-up, to ensure emerging issues were addressed in a timely manner. CONCLUSION: Public protection and confidence are high priorities. Case studies are vital to develop good practice, but effective systems challenge available resources. The processes reported contributed positively to a culture of partnership and transparency where self monitoring becomes inculcated into the students' behaviour, leading to early recognition of the importance of high professional standards.