Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review

Shorey, Shefaly; Ang, Emily; Chua, Joelle Yan Xin; Goh, Poh Sun

doi:10.1016/j.nedt.2021.105222

Cited by 4 publications

(13 citation statements)

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“…Additionally, we have included four control variables that can influence the development of the coaching program: the coaching medium, the number of coaching sessions, the duration of the coaching program, and the demographics of the coaches (age) [ 25 ]. The medium of coaching was decided during the design of the study, our coaching program was based on the principles of the Knowles’ adult learning framework [ 10 , 14 , 16 , 20 ]; the number of sessions was provided by the coaches at the end of the intervention [ 15 , 26 ]; the duration of the coaching was calculated as the difference between the dates of the pre- and post-coaching surveys measured in months [ 15 , 25 , 26 ]; the age of the coaches was provided by the coaches at the beginning of the study (10.14,15,26). Table 1 showed a detailed overview of the coaching program and control variables.…”

Section: Methodsmentioning

confidence: 99%

“…It enables educators to work with students on relevant aspects related to EI and empathic behaviour and allows trainers to help students tackle professional and career-related challenge [ 8 , 17 – 19 ]. Coaching is based on the principles of the Knowles’ adult learning framework [ 14 , 20 ], their methodologies are student-centred and based on the Socratic method and the concept of existentialism include asking reflective questions [ 20 ]. Students become active agents in their own academic objectives through a constant process of action-reflection-action, in dialogue with a qualified partner, following a process of observation, reflection and exploration of challenges which leads to transformative learning experiences [ 10 , 12 , 14 , 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

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Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

Aguilar-Ferrándiz,

Toledano-Moreno,

Casas-Barragán

et al. 2024

BMC Med Educ

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Background Empathy and emotional intelligence are core competencies in the educational curriculum of health science students, both play a significant role in teamwork relationships and in attention patient’s cares; so innovative strategies to enhance these emotional skills are required. We prospectively tested an academic coaching program for improving empathy and emotional intelligence in students of health sciences degrees. Methods A prospectively single arm intervention study was performed in undergraduate students of nursing, physiotherapy and occupational therapy of the Faculty of Health Sciences from the University of Granada (Spain). The three groups of students participated in nine sessions of coaching, which included a training program to manage patient’s priorities and communication, adherence to treatment, motivation and satisfaction. Survey data included the Cognitive and Affective Empathy Test (TECA), the Trait Meta-Mood Scale (TMMS-24) and the Interpersonal Reactivity Index (IRI) which were assessed at baseline and post-intervention. Results A total of 93 students of 259 (mean age of 21.6 ± 3.2 years) participated in the study and completed the sessions of coaching/surveys. After the intervention, we observed an improvement in the cognitive dimension of empathy among nursing students (p = 0.035) and in the affective dimension of empathy in physiotherapy students (p = 0.044). In addition, an increase on perceived emotional intelligence among students was achieved only in nursing/physiotherapy groups (p ≤ 0.048). Finally, slight improvements were founded in the dimensions “Perspective-Taking” and “Personal Distress” of the occupational therapy group (p ≤ 0.031). No significant differences were found for the rest of variables of TECA (p ≥ 0.052), TMMS-24 (p ≥ 0.06) and IRI (p ≥ 0.12). Conclusions This study shows that an academic coaching intervention with students from health sciences degrees improves their empathy skills and self-perceived emotional intelligence. The current findings can be used to determine more effective approaches to implementing academic coaching interventions based in better designs as clinical trial studies.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

Aguilar-Ferrándiz,

Toledano-Moreno,

Casas-Barragán

et al. 2024

BMC Med Educ

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“…Coaches may be beneficial for researchers’ well‐being because they can provide personalized advice and support. In a recent study of coaching interventions for improving the mental well‐being of healthcare students, coaches were identified as being helpful for emotional and psychological support and professional development guidance 25 …”

Section: Discussionmentioning

confidence: 99%

“…In a recent study of coaching interventions for improving the mental well‐being of healthcare students, coaches were identified as being helpful for emotional and psychological support and professional development guidance. 25 …”

Section: Discussionmentioning

confidence: 99%

“…In a recent study of coaching interventions for improving the mental well-being of healthcare students, coaches were identified as being helpful for emotional and psychological support and professional development guidance. 25 This article also provides evidence that ECDRs require support to produce outputs for non-academic audiences. The importance of disseminating research to diverse audiences has long been recognized, so it is critical that ECDRs are supported in this endeavor.…”

Section: Disseminationmentioning

confidence: 94%

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Supporting early‐career dementia researchers: Identifying support needs and ways forward via a European study

Dupont,

Gilissen,

Dassen

et al. 2023

Alzheimer's & Dementia

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INTRODUCTIONEarly‐career researchers contribute significantly to dementia research and clinical practice. However, a growing group of early‐career dementia researchers (ECDRs) lack appropriate support throughout their careers. Thus, we aim to (i) explore support needs, (ii) determine recommendations, and (iii) set the agenda for organizations to better support ECDRs.METHODSAn iterative, explanatory sequential mixed‐methods design was applied. First ECDRs' needs were identified using an online survey informed by the Vitae Researcher Development Framework. Next, priority areas were selected and explored qualitatively with ECDRs in two workshops, utilizing the World Café methodology.RESULTSSixty‐five ECDRs throughout Europe completed the survey, with the majority reporting that greater support is needed in terms of funding and career opportunities, social support and well‐being, and “wide‐reaching” dissemination.DISCUSSIONBased on the findings, six recommendations for support organizations, funding bodies, and universities to better support ECDRs are formulated, each intended for specific target audiences.Highlights This article reports on focal points of career‐related support needed in doctoral education and postdoctoral employment to foster a healthier academic environment, including finance, work–life balance, dissemination of research findings, and supervision, both in general and in dementia fields specifically. Funding and resources were identified as a significant challenge, and there was a call for more long‐term positions and transition funding for postdoctoral researchers. Early‐career dementia researchers addressed the need for support in producing outputs for non‐academic audiences, including people living with dementia. The importance of disseminating research to diverse audiences has long been recognized; thus, it is critical that early‐career dementia researchers be supported in this effort. Recommendations were formulated for researcher support (organizations), funding bodies, and universities. These recommendations include providing support for disseminating research to non‐academic audiences, offering training in supervision skills, and promoting peer‐to‐peer mentoring and social activities for early‐career dementia researchers.

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Ontological coaching among nursing undergraduates: a pilot randomized controlled (OCEAN) trial

Pereira,

Ang,

Aayisha

et al. 2024

Medical Education Online

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To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team’s experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations.

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Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review

Cited by 4 publications

References 56 publications

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

Implementation of a coaching training for enhancing empathy and emotional intelligence skills in health science students: a prospective study

Supporting early‐career dementia researchers: Identifying support needs and ways forward via a European study

Ontological coaching among nursing undergraduates: a pilot randomized controlled (OCEAN) trial

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