Evaluating the impact of a coaching pilot on students and staff.

A coaching pilot was developed following the publication of a number of reports that recommended a review into how student nurses are taught in clinical practice. A bespoke version of the Collaborative Learning in Practice (CLiP) model was developed, which used both coaching and peer learning to encourage students to lead the delivery of care for a designated group of patients. A senior student led a team consisting of two junior students and they were given the responsibility of directing and coordinating the team in the manner expected of a registered nurse. A qualified nurse was responsible for the supervision of the students and used a coaching approach to teach. Findings from an evaluation revealed that the students benefitted from being able to work autonomously and were able to enhance their leadership and management skills.

The recovery phase in Guillain-Barré syndrome: moving from dependency to independence.

In this study, we examined the perspectives of patients with Guillain-Barré syndrome during their recovery phase. We used a grounded theory approach. Five patients discharged from a major teaching hospital were interviewed; the format was semi-structured. Data were analyzed through a constant comparative method. We describe the central theme of moving from dependency to independence. There are five phases in the recovery process: experiencing dependency, encountering helplessness, wanting to know more about GBS, discovering inner strength, and regaining independence. Moving from dependency to independence was facilitated by the patients' discovery of their inner strengths. Regaining their independence was facilitated by their strong desire to walk out of the hospital. Patients realized that they had little knowledge about their illness and prognosis; further research in this area would be beneficial.