To what extent does the use of a coaching-based style of student supervision in clinical practice impact experiences of placements for staff and students: A state-of-the-art literature review

Dack, Dylan and Ban, Sasha (2021) To what extent does the use of a coaching-based style of student supervision in clinical practice impact experiences of placements for staff and students: A state-of-the-art literature review. Nurse Education Today, 103. p. 104941. ISSN 0260-6917

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Abstract

Background
The one-to-one style of mentorship of pre-registration nursing students has been identified across the globe as not always fulfilling the requirements of the profession or the individual. In recent years, there has been a move toward a coaching-based style of student supervision. This shift in supervision is welcomed by regulatory bodies and is supported in the UK by the NMC (2018).

Methodology
A structured state-of-the-art review was used to assess the impact of a coaching-based style of student supervision on staff and students' experiences of clinical placements. 14 papers, published between 2007 and 2020 were reviewed, and data was extracted using thematic analysis.

Findings
Three themes were established; a, the relationship between students and registered staff in clinical practice, b, student autonomy and c, change management.

Conclusion
The use of a coaching style of student supervision is widely beneficial to nursing culture. The enhanced quality of the working relationship between staff and students serves to create more autonomous, critical, and skilled staff nurses in the future.

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