Structured Coaching Programs to Develop Staff

Health care environments are complex and chaotic, therein challenging patients and professionals to attain satisfaction, well-being, and exceptional outcomes. These chaotic environments increase the stress and burnout of professionals and reduce the likelihood of optimizing success in many dimension...

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Bibliographic Details
Published in:The Journal of continuing education in nursing 2017-08, Vol.48 (8), p.373-378
Main Authors: Dyess, Susan MacLeod, Sherman, Rose, Opalinski, Andra, Eggenberger, Terry
Format: Article
Language:English
Subjects:
Adult
Burnout
Career Development
Continuing education
Curriculum
Education, Nursing, Continuing - organization & administration
Female
Humans
Labor Force
Leaders
Male
Mentoring - organization & administration
Middle Aged
Needs Assessment
Nurses
Nursing
Nursing education
Nursing Staff - education
Opportunities
Professional development
Professional Personnel
Program Evaluation
Resistance (Psychology)
Staff Development
Staff Development - organization & administration
Talent
Teaching methods
Thinking Skills
Trust (Psychology)
Well being
Work Environment
Work Experience
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Summary:Health care environments are complex and chaotic, therein challenging patients and professionals to attain satisfaction, well-being, and exceptional outcomes. These chaotic environments increase the stress and burnout of professionals and reduce the likelihood of optimizing success in many dimensions. Coaching is evolving as a professional skill that may influence the optimization of the health care environment. This article reflects on three coaching programs: Gallup Strengths-Based Coaching, Dartmouth Microsystem Coaching, and Health and Wellness Nurse Coaching. Each approach is presented, processes and outcomes are considered, and implications for educators are offered. Continuing education departments may recognize various coaching approaches as opportunities to support staff professionals achieve not only the triple aim, but also the quadruple aim. J Contin Educ Nurs. 2017;48(8):373-378.
ISSN:0022-0124
1938-2472
DOI:10.3928/00220124-20170712-10