Peer coaching: the next step in staff development

A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the tr...

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Bibliographic Details
Published in:The Journal of continuing education in nursing 2005-03, Vol.36 (2), p.84-89
Main Authors: Waddell, Donna L, Dunn, Nancy
Format: Article
Language:English
Subjects:
Attitude of Health Personnel
Behavior
Behavioral Objectives
Breast Diseases - diagnosis
Clinical Competence - standards
Education, Nursing, Continuing - organization & administration
Employee Performance Appraisal
Empowerment
Feedback
Humans
Independent study
Interprofessional Relations
Learning
Learning Strategies
Mentors - psychology
Needs Assessment
Nursing
Nursing Staff - education
Nursing Staff - psychology
Observation
Peer Group
Performance appraisal
Physical Examination - nursing
Psychomotor Performance
Self Efficacy
Self-Assessment
Skills
Social Support
Staff Development - organization & administration
Teacher education
Teacher Improvement
Teaching
Teaching Methods
Teaching Skills
Transfer (Psychology)
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Summary:A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.
ISSN:0022-0124
1938-2472
DOI:10.3928/0022-0124-20050301-09