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Evaluating the impact of a coaching pilot on students and staff

28 November 2019
Volume 28 · Issue 21


A coaching pilot was developed following the publication of a number of reports that recommended a review into how student nurses are taught in clinical practice. A bespoke version of the Collaborative Learning in Practice (CLiP) model was developed, which used both coaching and peer learning to encourage students to lead the delivery of care for a designated group of patients. A senior student led a team consisting of two junior students and they were given the responsibility of directing and coordinating the team in the manner expected of a registered nurse. A qualified nurse was responsible for the supervision of the students and used a coaching approach to teach. Findings from an evaluation revealed that the students benefitted from being able to work autonomously and were able to enhance their leadership and management skills.

The 2015 Shape of Caring report (Willis, 2015) advocated a teaching model that championed coaching and peer learning entitled ‘Collaborative Learning in Practice’ (CLiP) (University of East Anglia (UEA), 2014). The Standards to Support Learning and Assessment in Practice (SLAIP) (Nursing and Midwifery Council (NMC), 2008) stated that students are required to be mentored by a registered nurse who has undertaken an NMC-approved programme and the nominated mentor must have been available for 40% of the students' placement time in order to complete a valid assessment.

Large numbers of students in placement areas can prove onerous for mentors (Huggins, 2016) and can adversely affect student satisfaction (Vinales, 2015). Owing to the increased numbers of new learners requiring placements, there is pressure on the placement circuits and the demands placed on mentors to support students and learners has increased. Mentors are often required to support up to three students per placement and ensuring quality learning experiences, coupled with the need to deliver safe patient care, has often proved difficult. Therefore, in a climate of an evolving nursing workforce and the introduction of roles such as the nursing associate, it is essential to examine the current mentorship model.

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