Abstract
Clinical Coaching plans provide clear, consistent and concise information pertaining to standardized knowledge and specific performance criteria required in the specialty. While the tools are significant assets for orientation, preceptors do not have the expertise or time to create them. Instead, the NPD practitioner establishes coaching plan resources in the same manner that nursing texts were assembled with standardized nursing care plans. The tools provide clear, consistent and concise information pertaining to standardized knowledge, specific performance criteria and reflective learning as engaged in the setting. Use of coaching plans improves communication between preceptors, educators, managers and the newly hired nurse. When collected as electronic documents they can be customized to individual learning needs and their efficacy as clinical development tools has been validated within two quasi-experimental studies. Gap: Within the onboarding process, the NPD practitioner is challenged by gaps in communications, documentation and role fulfillment from one preceptor to another. At the same time, a newly hired nurse may face new roles without written guidelines for required elements of specialty knowledge and skills. Audience engagement activities include: 1) reviewing a sample coaching plan handout for completeness and relevance to practice, 2) explore the components within a clinical coaching plan, and 3) outlining how and why the NPD practitioner would include specific components within the transitional support tools. Outcome: Session participants will develop a customizable clinical teaching plan to support effective precepting and ensure ‘hand-off’ communications from one preceptor to the next.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Onboarding, Orientation, Coaching
Recommended Citation
Boyer, Susan A., "Aspire to Lead: Developing Clinical Coaching Plans" (2019). General Submissions: Presenations (Oral and Poster). 33.
https://www.sigmarepository.org/gen_sub_presentations/2019/presentations/33
Conference Name
2017 ANPD Annual Convention
Conference Host
Association for Nursing Professional Development (ANPD)
Conference Location
Phoenix, Arizona, USA
Conference Year
2019
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Aspire to Lead: Developing Clinical Coaching Plans
Phoenix, Arizona, USA
Clinical Coaching plans provide clear, consistent and concise information pertaining to standardized knowledge and specific performance criteria required in the specialty. While the tools are significant assets for orientation, preceptors do not have the expertise or time to create them. Instead, the NPD practitioner establishes coaching plan resources in the same manner that nursing texts were assembled with standardized nursing care plans. The tools provide clear, consistent and concise information pertaining to standardized knowledge, specific performance criteria and reflective learning as engaged in the setting. Use of coaching plans improves communication between preceptors, educators, managers and the newly hired nurse. When collected as electronic documents they can be customized to individual learning needs and their efficacy as clinical development tools has been validated within two quasi-experimental studies. Gap: Within the onboarding process, the NPD practitioner is challenged by gaps in communications, documentation and role fulfillment from one preceptor to another. At the same time, a newly hired nurse may face new roles without written guidelines for required elements of specialty knowledge and skills. Audience engagement activities include: 1) reviewing a sample coaching plan handout for completeness and relevance to practice, 2) explore the components within a clinical coaching plan, and 3) outlining how and why the NPD practitioner would include specific components within the transitional support tools. Outcome: Session participants will develop a customizable clinical teaching plan to support effective precepting and ensure ‘hand-off’ communications from one preceptor to the next.