Kushnir Talma, Ehrenfeld Mally, Shalish Yael
Department of Nursing, Tel Aviv University, Isreal.
Int J Nurs Stud. 2008 Jun;45(6):837-45. doi: 10.1016/j.ijnurstu.2006.12.010. Epub 2007 Feb 12.
Coaching is known to benefit both the trainees and the coaches, yet research in nursing has mainly focused on the benefits to the trainees. There is little knowledge regarding the psycho-educational effects of being a coach.
To determine the effects of participation in a coaching project in nursing, on the coaches' training motivation, skills acquisition, self-efficacy, professional attitudes, transfer of training and professional performance. It was hypothesized that participation in the project would significantly improve all these outcomes among the coaches but not in a control group.
An experimental study.
An innovative educational program was instituted over the last 10 years in an academic School of Nursing in Israel. Recent graduates in nursing (i.e., coaches) assisted junior students in their studies.
All graduates of one class were randomly assigned to either the experimental (22 coaches) or control group (30 similar graduates who would not be coaches). The groups were similar in the demographic details and grade-point average. Research instruments included self-report measures and performance in a simulation test (Objective Structured Clinical Examination).
Compared with the control group the coaches improved in training motivation, self-efficacy and behavioral transfer of several nursing skills. Participation also prevented deterioration of some skills (e.g., medication management, communication skills). This stability was in contrast with the decline in most outcomes in the control group. The coaches also obtained positive behavioral transfer and demonstrated superior professional performance (OSCE). Professional attitudes were not affected.
Participation in the project enabled the coaches to enhance some of their professional skills, and improve their training motivation and self-efficacy in performing complex nursing skills. Coaching made an important contribution in facilitating the nurses' passage from school to the professional work field and could be a form of staff development.
众所周知，指导对学员和指导者都有益，但护理领域的研究主要集中在对学员的益处上。对于成为指导者的心理教育影响知之甚少。
确定参与护理指导项目对指导者的培训动机、技能获得、自我效能感、职业态度、培训迁移和专业表现的影响。假设参与该项目将显著改善指导者的所有这些结果，但对照组不会。
一项实验研究。
以色列一所护理学院在过去10年里实施了一项创新教育项目。护理专业的应届毕业生（即指导者）协助低年级学生学习。
将一个班级的所有毕业生随机分为实验组（22名指导者）或对照组（30名类似的非指导者毕业生）。两组在人口统计学细节和平均绩点方面相似。研究工具包括自我报告测量和模拟测试（客观结构化临床考试）中的表现。
与对照组相比，指导者在培训动机、自我效能感和几种护理技能的行为迁移方面有所改善。参与还防止了某些技能的退化（如药物管理、沟通技巧）。这种稳定性与对照组大多数结果的下降形成对比。指导者还获得了积极的行为迁移，并表现出卓越的专业表现（客观结构化临床考试）。职业态度未受影响。
参与该项目使指导者能够提升他们的一些专业技能，并提高他们在执行复杂护理技能方面的培训动机和自我效能感。指导在促进护士从学校过渡到专业工作领域方面做出了重要贡献，并且可以成为一种员工发展形式。
