Coaching and mentoring in nursing practice

Abstract

Introduction: Coaching and mentoring is a form of personal and professional development, which could change the image of the modern nursing profession and encourage nurses. Would allow leaders to introduce new solutions that could provide satisfaction from work and promote the development of nursing. The purpose of the study was to know the level of knowledge about coaching and mentoring among nurses. Materials and methods: The study involved 256 active nurses employed in the different branches of the Public Independently targeted Clinical Hospital No. 2 Pomeranian Medical University in Szczecin (Poland). As a diagnostic survey was used. Research tool was the original questionnaire surveys consisting of 29 questions.Results: Although respondents were generally familiar with the term ‚coaching', only 4.5% indicated the correct definition. Among nursing staff 43.5% did not know what coaching is and did not declare that they knew the definition. The correct definition of mentoring was shown by 30.5% of respondents, with 32.5% indicating an incorrect response, despite declaring the familiarity with this term. Conclusions: The knowledge in an environment nursing on coaching and mentoring as a means of personal development is negligible. Mentoring is more well known and understood. As for the anticipated benefits indicates the need to undertake systematic training of nursing staff in this regard.

The Dedicated Education Units model in the practical education of midwifery students

“…Alike other research, it is showed, that obstacles for formal mentoring are costs, time barriers but also lack of clear rules for leading classes according to DEU model [8,11]. In our survey, participants pointed out that the lack of standards, insufficient knowledge about the process and professional development in this area, as well as the undervalued role of the mentor in the workplace mean that there are is enough qualified mentoring staff [12,13].…”

“…Podobnie jak w innych badaniach, wskazuje się, że przeszkodami w zapewnieniu formalnego mentoringu są koszty, bariery czasowe ale także brak jasnych reguł i zasad prowadzenia zajęć zgodnie z modelem DEU [8,11]. W badaniu uczestnicy zwrócili uwagę, że brak standardów, zbyt mała wiedza na temat tego procesu i doskonalenia zawodowego w tym zakresie, a także niedoceniana rola mentora w zakładzie pracy sprawiają, że nie ma odpowiedniej liczby wykwalifikowanego personelu mentorującego [12,13].…”

Professional socialization of midwives in the first year of work in hospital wards

“…There was also positive feedback from the participants, which reflected the supportive attitude of the senior midwives accepting their situation and willing to induct their younger colleagues. However, it should be noted that this was usually linked to the mentoring system in place at the hospital, which is a didactic process involving the transfer of knowledge and skills of effective work and practical habits and knowledge (Górka et al, 2019). A mentor is a guide who, as the definition says, imparts not only practical knowledge and skills but also good habits relevant to the job.…”

Mentoring in the clinical training of midwifery students. A focus study of the experiences and opinions of midwifery students at the Medical University of Warsaw participating in a mentoring programme

“…In our study, participants observed that mentoring is not commonly accepted in clinical training which leads to a number of problems. The lack of standards, limited knowledge of the principles of mentoring and how to become a mentor, and frequently lack of recognition of the mentor's role are responsible for the shortage of mentors [7,44]. It is necessary to increase the awareness of the advantages of mentoring among the clinical staff and to offer professional help to those who want to act as mentors.…”