Evaluation of the feasibility of an Education‐Career pathway in Healthcare for Older People (<scp>ECHO</scp>) for early career nurses

Naughton, Corina; Hayes, Nicky; Ezhova, Ivanka; Fitzpatrick, Joanne

doi:10.1111/opn.12526

Cited by 2 publications

(11 citation statements)

References 65 publications

(85 reference statements)

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“…In addition to this, delineating programme time-commitment and responsibilities was viewed as a key facilitator to programme success. 50 To create clarity around roles and time-commitment informational videos, 47 in-person discussions with HCPs, 42 word-of-mouth, 51 and e-mail or social media [52][53][54] were used.…”

Section: Cfir Domainsmentioning

confidence: 99%

“…50 Participants were often paired with a coach outside of their specialty to protect separate coaching from formal evaluation and, thereby, protect psychological safety. [52][53][54]59,61 For group coaching, where psychological safety could not be protected through the same strategy, ensuring 'confidentiality' 51 and 'anonymity' 46 were critical to implementation and delivery of group-coaching. Note: a-b Study no.…”

Section: Cfir Domainsmentioning

confidence: 99%

“…Furthermore, Teaming during the programme development, with programme leaders, the International Federation of Coaching, or HCPs, supported later implementation. 45,51,53,56,57,62 Lastly, under Reflecting & Evaluating the need for continuous programme monitoring and improvement was described. This was considered a facilitator as it could reinforce leadership buy-in.…”

Section: Cfir Domainsmentioning

confidence: 99%

“…Under the Individual Characteristics a lack of leadership buy-in was seen as a barrier to success, durability, and consistency of coaching interventions. 51,54,60 Conversely, leadership and organisational support was, '[key] to success for sustained implementation', 52 specifically, the allocation of funding and protected time to deliver and/or participate in coaching.…”

Section: Individualsmentioning

confidence: 99%

“…Furthermore, the use of 'internal programme champions' or Opinion Leaders supported implementation through promotion and participant engagement. 43,44,49,51,54 Lack of diversity among programme leaders, however, negatively influenced participant recruitment, 43,49 with only one explicitly mentioning efforts to reach underrepresented groups. 49 Regarding Motivation, only one of the 25 coaching programmes included was mandatory.…”

Section: Individualsmentioning

confidence: 99%

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Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

Jansen,

Czabanowska,

de Pagter

et al. 2024

Health Planning & Management

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BackgroundThe European Union faces severe and worsening personnel shortages in healthcare. Coaching has emerged as a human‐centred strategy to enhance sustainable employment and retention. While the number of efficacy studies on coaching continues to grow, knowledge about the barriers and facilitators to implementing coaching interventions among healthcare professionals (HCPs) remains scarce.ObjectivesThis systematic review aimed to describe common barriers and facilitators to the implementation of coaching interventions for HCPs.MethodsIn April 2023, five databases were searched for eligible articles. Barriers and facilitators were systematically identified and mapped onto the constructs of the Consolidated Framework for Implementation Research (CFIR). Directed content analysis yielded thematic areas and a reporting frequency.ResultsA total of thirty (n = 30) studies were included in this review, representing twenty‐five (n = 25) distinct coaching programmes. Implementation determinants were clustered under two CFIR domains: the Inner Setting (8 facilitators, 5 barriers) and Implementation Process (6 facilitators, 1 barrier). Barriers included (i) limited organisational capacity, (ii) lack of psychological safety, (iii) competing work demands, and (iv) insufficient leadership buy‐in, while facilitators were the (i) allocation of protected time for participants and coaches, (ii) promotion through opinion leaders, (iii) embeddedness in existing Continuous Professional Development programmes, and (iv) programme co‐creation.ConclusionThe findings of this study provide practical insights to guide the future implementation of coaching interventions at an organisational level. In particular, the identified barriers and facilitators suggest, for optimal efficacy and sustainment, coaching interventions must be implemented within a safe, supportive organisational climate.

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Section: Cfir Domainsmentioning

confidence: 99%

Section: Cfir Domainsmentioning

confidence: 99%

Section: Cfir Domainsmentioning

confidence: 99%

Section: Individualsmentioning

confidence: 99%

Section: Individualsmentioning

confidence: 99%

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Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

Jansen,

Czabanowska,

de Pagter

et al. 2024

Health Planning & Management

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The effect of an escape room game on college nursing students’ learning attitude and game flow experiences in teaching safe medication care for the elderly: an intervention educational study

Chen,

Liu,

Zhu

et al. 2023

BMC Med Educ

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Background In the context of an aging population, the Gerontological Nursing course is becoming more and more important. Escape room games have been shown to have a positive effect on nursing education, but they have not been applied in the Gerontological Nursing course. The purpose of this study was to investigate the effects of adding an escape room game-based learning activity at the end of classroom teaching in a Gerontological Nursing course on nursing students’ learning attitude and game flow experience. Methods In April 2023, a total of 84 nursing students from two classes at a medical school in Northeast China were selected for the study, and the classes were divided into a test group (n = 41) and a control group (n = 43). Both groups received regular classroom teaching on “Safe Medication Care for the Elderly”, and the test group participated in an escape room game at the end of the classroom teaching. General information about the nursing students in both groups was collected prior to participation; learning attitude were measured before and after participation; and game flow experience was measured before and after participation in the test group. Data were analyzed using independent samples t-tests and paired samples t-tests. Results There was no statistically significant difference in the general information and learning attitude of nursing students between the two groups before participation. After participation, the total learning attitude score of nursing students in the test group was (73.17 ± 1.67) and that of the control group was (61.63 ± 2.66), and the difference was statistically significant (p < 0.001, Cohen’s d = 5.196). The game flow experience of nursing students in the test group before and after participation was (63.27 ± 2.48) and (81.29 ± 2.49), respectively, and the difference between before and after was statistically significant (p < 0.001, Cohen’s d = 5.253). Conclusions During the teaching process of the Gerontological Nursing course, an escape room game added at the end of classroom teaching can improve nursing students’ learning attitude and also help them to have a good game flow experience. These findings suggest that teaching activities based on the escape room game have considerable practical application value.

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Evaluation of the feasibility of an Education‐Career pathway in Healthcare for Older People (ECHO) for early career nurses

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

Cited by 2 publications

References 65 publications

Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

Implementing coaching programmes for healthcare professionals—A review of the barriers and facilitators

The effect of an escape room game on college nursing students’ learning attitude and game flow experiences in teaching safe medication care for the elderly: an intervention educational study

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