Structured Coaching Programs to Develop Staff

Abstract

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.

Positive Psychological Coaching Definitions and Models: A Systematic Literature Review

“…From this perspective, coaches employ various techniques or tools to diagnose the strengths of clients as well as to assess wellness/wellbeing and to provide feedback on the findings. Given that the client knowingly or unknowingly filters the world through his/her strengths (Dyess et al, 2017), a stronger focus needs to be placed on the diagnosis of strengths as opposed to highlighting developmental areas (Linley and Kauffman, 2007). Therefore, the coach facilitates a process to enable clients to appreciate the power and opportunities of dominant strengths (Dyess et al, 2017).…”

“…Given that the client knowingly or unknowingly filters the world through his/her strengths (Dyess et al, 2017), a stronger focus needs to be placed on the diagnosis of strengths as opposed to highlighting developmental areas (Linley and Kauffman, 2007). Therefore, the coach facilitates a process to enable clients to appreciate the power and opportunities of dominant strengths (Dyess et al, 2017). Here, coaches may employ various strengths based psychometric assessments (e.g., VIA Signature Strengths Inventory), strengths-based inquiry (e.g., Strengths Based Interviewing), and strengths-based identification initiatives (e.g., Strengths Spotting or Listening for Strengths) to aid in the diagnosis of strengths (van Zyl and Stander, 2013;van Zyl et al, 2016a).…”

“…Freire (2013) on the other hand proposed that the "Authentic Happiness" framework of Seligman (2004) could act as a coaching model where clients are facilitated to enhance pleasure in the present/past/future, to increase engagement and to aid in finding meaning in life. However, Dyess et al (2017) argued that these are merely outcomes of a coaching process and does not constitute a theoretically grounded coaching model or framework. Dyess et al (2017) suggested that strengths-based coaching take the form of a 4-phased model starting off with (a) building trust, (b) naming the strengths of clients, (c) aiding clients to claim their strengths, and (d) aiming it at the right goals.…”

“…However, Dyess et al (2017) argued that these are merely outcomes of a coaching process and does not constitute a theoretically grounded coaching model or framework. Dyess et al (2017) suggested that strengths-based coaching take the form of a 4-phased model starting off with (a) building trust, (b) naming the strengths of clients, (c) aiding clients to claim their strengths, and (d) aiming it at the right goals. This approach, however, fails to take the client's ideal or "best possible self " into consideration, which leads some authors to employ Appreciative Inquiry as an alternative coaching framework (Gordon and Gucciardi, 2011;Gordon, 2016).…”

Productivity in the NHS: why it matters and what to do next

“…One example is the flow coaching programme, part funded by the Health Foundation and delivered by Sheffield Teaching Hospitals NHS Foundation Trust 18. This has trained hundreds of NHS staff in team coaching and improvement science skills and is based on coaching programmes that have proved successful in the US 19. Clinical and non-clinical coaches receive face-to-face training to run weekly “big room” meetings, which bring together a range of staff and patients involved in a clinical pathway to discuss, plan, and review improvements.…”