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1.
Br J Nurs ; 28(22): 1456-1460, 2019 Dec 12.
Artigo em Inglês | MEDLINE | ID: mdl-31835940

RESUMO

Theoretical frameworks have successfully guided researchers in implementing coaching interventions to effect dietary changes in adults for both prevention and management of chronic diseases. Three such frameworks include the Transtheoretical Model (TTM), Social Cognitive Theory (SCT), and the Theory of Integrative Nurse Coaching (TINC). This article introduces each theory, followed by an overview of the coaching interventions used to effect dietary behaviour changes within each theory. A condensed version of Turner's synthesis methodology is used to determine if a conceptual connection exists among the three models/theories. The condensed version includes synthesis preparation, synthesis (comparison of converging and diverging components), synthesis refinement (conceptual connection), and a concluding discussion of all three theories related to nursing practice. This synthesis will inform the focus of interventions that aim to promote dietary changes in adults at risk of developing sarcopenia.


Assuntos
Dieta/psicologia , Promoção da Saúde/métodos , Tutoria/organização & administração , Padrões de Prática em Enfermagem , Humanos , Modelos Teóricos , Teoria Psicológica
3.
Healthc Q ; 22(3): 54-60, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31845859

RESUMO

The need for increased capacity in primary care to treat the growing numbers of patients with complex chronic health conditions is well established (Roberts et al. 2015). Meeting that need requires not only more family physicians but also more support and resources to handle challenging cases. The Collaborative Mentoring Networks (CMNs), created in 2001 by the Ontario College of Family Physicians and funded by the Ontario government, have provided that support and proven particularly successful in improving physicians' competence and confidence in caring for patients struggling with mental health, addictions and chronic pain. The networks give family physicians timely, ongoing access to mentors with greater clinical expertise. In 2017, the networks expanded from two to seven, spreading support to palliative and end-of-life care and medical assistance in dying and focusing on leadership in primary care, early years in practice and rural medicine. CMNs' early impact involved increased primary care capacity in family practice, better-supported family physicians treating more patients with complex conditions, fewer specialist referrals, less isolation and greater retention.


Assuntos
Tutoria/organização & administração , Médicos de Família/educação , Atenção Primária à Saúde/organização & administração , Fortalecimento Institucional , Dor Crônica , Humanos , Transtornos Mentais , Ontário , Médicos de Família/psicologia , Transtornos Relacionados ao Uso de Substâncias , Assistência Terminal
4.
Healthc Q ; 22(3): 68-72, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31845862

RESUMO

This study evaluated the benefits of formal coaching within a mentorship program in a Canadian academic medical department. Between April 2016 and September 2018, an executive coach was made available to members of the Department of Oncology at the University of Calgary. Thirty-seven individuals sought and received formal coaching during this period, using up an average of four hourly sessions; of these individuals, 13% (20/150) are full-time faculty. Issues that facilitated interest in coaching included the following: needing to develop an individual life plan, wanting to improve work-life balance/time management and seeking advice about promotion or job application. This study found that coaching enabled participants to address their concerns 70% of the time and describes the elements of a coaching function within academic medical departments. We strongly recommend that academic departments provide opportunities for interested individual academics to receive coaching.


Assuntos
Docentes de Medicina , Tutoria/organização & administração , Alberta , Feminino , Humanos , Internato e Residência , Satisfação no Emprego , Liderança , Masculino , Desenvolvimento de Pessoal/organização & administração , Estudantes de Medicina/psicologia , Gerenciamento do Tempo , Equilíbrio Trabalho-Vida
5.
J Athl Train ; 54(10): 1074-1082, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31633408

RESUMO

CONTEXT: Recent studies suggested that a large population of high school-aged athletes participate on club sport teams. Despite attempts to document emergency preparedness in high school athletics, the adherence to emergency and medical coverage standards among club sport teams is unknown. OBJECTIVE: To determine if differences in emergency preparedness and training existed between coaches of high school teams and coaches of high school-aged club teams. DESIGN: Cross-sectional survey. SETTING: Online questionnaire. PATIENTS OR OTHER PARTICIPANTS: A total of 769 coaches (females = 266, 34.6%) completed an anonymous online questionnaire regarding their emergency preparedness and training. MAIN OUTCOME MEASURE(S): The questionnaire consisted of (1) demographics and team information, (2) emergency preparedness factors (automated external defibrillator [AED] availability, emergency action plan [EAP] awareness, medical coverage), and (3) emergency training requirements (cardiopulmonary resuscitation/AED, first aid). RESULTS: High school coaches were more likely than club sport coaches to be aware of the EAP for their practice venue (83.9% versus 54.4%, P < .001), but most coaches in both categories had not practiced their EAP in the past 12 months (70.0% versus 68.9%, P = .54). High school coaches were more likely to be made aware of the EAP during competitions (47.5% versus 37.1%, P = .02), but the majority of coaches in both categories indicated that they were never made aware of EAPs. High school coaches were more likely than club coaches to (1) have an AED available at practice (87.9% versus 58.8%, P < .001), (2) report that athletic trainers were responsible for medical care at practices (31.2% versus 8.8%, P < .001) and competitions (57.9% versus 31.2%, P < .001), and (3) be required to have cardiopulmonary resuscitation, AED, or first-aid training (P < .001). CONCLUSIONS: High school coaches displayed much greater levels of emergency preparedness and training than coaches of high school-aged club teams. Significant attention and effort may be needed to address the lack of emergency preparedness and training observed in club coaches.


Assuntos
Traumatismos em Atletas/terapia , Reanimação Cardiopulmonar , Desfibriladores/provisão & distribução , Tratamento de Emergência , Tutoria , Esportes Juvenis/lesões , Adulto , Reanimação Cardiopulmonar/instrumentação , Reanimação Cardiopulmonar/métodos , Estudos Transversais , Tratamento de Emergência/métodos , Tratamento de Emergência/normas , Feminino , Humanos , Masculino , Tutoria/métodos , Tutoria/organização & administração , Tutoria/normas , Competência Profissional , Inquéritos e Questionários , Estados Unidos , Universidades
6.
Br J Nurs ; 28(17): 1124-1128, 2019 Sep 26.
Artigo em Inglês | MEDLINE | ID: mdl-31556740

RESUMO

Coaching is an intervention that facilitates another person's learning, development and performance. Applied to student nurse practice placement learning, coaching has the potential to boost leadership learning that is student led, less focused on following the directions of a mentor and more focused on students taking responsibility for identifying their learning goals and objectives. This article gives personal perspectives about how a collaboration between four Greater Manchester (GM) universities and their partner practice organisations developed, implemented and evaluated a coaching approach to student nurse clinical leadership development and peer learning, while increasing practice placement capacity-the GM Synergy model. Perspectives are given on setting up a project team, testing the model before implementation and developing a robust evaluation framework. Coaching as a model for student support and clinical leadership development is in line with the Nursing and Midwifery Council's Future Nurse: Standards of Proficiency for Registered Nurses document, with the practice supervisor role complementing the role of the coach in clinical practice.


Assuntos
Bacharelado em Enfermagem/organização & administração , Liderança , Aprendizagem , Tutoria/organização & administração , Estudantes de Enfermagem/psicologia , Inglaterra , Humanos , Relações Interinstitucionais , Modelos Educacionais , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Universidades/organização & administração
7.
Nurs Outlook ; 67(6): 776-788, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31421860

RESUMO

BACKGROUND: Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. PURPOSE: This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. METHOD: A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. FINDINGS: 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. CONCLUSIONS: Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.


Assuntos
Dissertações Acadêmicas como Assunto , Pesquisa Biomédica , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/psicologia , Tutoria/organização & administração , Mentores/psicologia , Estudantes de Enfermagem/psicologia , Adulto , Feminino , Humanos , Masculino , Inquéritos e Questionários , Estados Unidos , Adulto Jovem
8.
Am J Surg ; 218(4): 767-771, 2019 10.
Artigo em Inglês | MEDLINE | ID: mdl-31383348

RESUMO

BACKGROUND: This qualitative study examines the roles of mentoring and gender in choosing and continuing in a surgical career for women across the continuum. METHODS: Semi-structured interviews were held with a purposive sample of 24 female surgical faculty, residents, and aspiring medical students from one institution between November 2018 and January 2019. Interview transcripts were analyzed using traditional thematic analysis methods aided by computerized software. RESULTS: The use of a mosaic approach in seeking mentoring to match one's personal and career-relevant support needs was described frequently. Same-gender role models were more important for early career women, while leadership mentoring and coaching were more desired by later career women. Gender differences in mentoring were identified but some of these differences may apply equally to women and men. CONCLUSIONS: Study findings contribute mentoring insights relevant to both women and men interested in pursuing and thriving in surgical careers.


Assuntos
Escolha da Profissão , Docentes de Medicina/psicologia , Cirurgia Geral/educação , Internato e Residência , Tutoria/organização & administração , Estudantes de Medicina/psicologia , Adulto , Feminino , Humanos , Fatores Sexuais
9.
Neonatal Netw ; 38(3): 151-159, 2019 May 01.
Artigo em Inglês | MEDLINE | ID: mdl-31470382

RESUMO

There is a critical shortage of neonatal nurse practitioners (NNPs) in the United States. The NNP shortage increases workload and negatively affects job satisfaction, which ultimately impacts patient safety. Therefore, it is imperative to identify strategies to improve job satisfaction and retention. Authors of current evidence supported the connection between mentoring and role transition, job satisfaction, and intent to stay. Mentorship is key to the success of new graduate nurse practitioners as they develop confidence in the nurse practitioner (NP) role. The aim of this integrative review is to examine the existing evidence regarding mentoring of advanced practice nurses and the potential impact on the NNP workforce.


Assuntos
Satisfação no Emprego , Tutoria/organização & administração , Mentores/psicologia , Enfermagem Neonatal/educação , Profissionais de Enfermagem/educação , Profissionais de Enfermagem/psicologia , Papel do Profissional de Enfermagem/psicologia , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos
10.
J Natl Black Nurses Assoc ; 30(1): 34-39, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31465683

RESUMO

This article discusses the Provost Scholars, a novel University five-year Mentoring Program for middle and high school students in an inner-city school district. The Provost Scholars is an innovative enrichment Program in which a partnership was formed between an under-resourced inner city school district and a private research university in Cleveland, Ohio. The Program was formed to help students graduate from high school. As these students experience success and empowerment, their willingness and ability to give back to the health of the community is enhanced. The primary goal of the Provost Scholars Mentoring Program is to prepare students for entry into and graduation from colleges/universities, technical/vocational schools, or to find a successful place in the workforce. This article describes a number of initiatives established to ensure the success of the Scholars. One key aspect of the Programs' success is a strong personal interest, caring, engagement, and partnership between the administrative staffs of the following two educational institutions: Case Western Reserve University and the East Cleveland School District, as well as the committed relationships of the university Mentors and the Scholars. Students who participate in the Program are expected to demonstrate improved grades, higher ACT/SAT scores, and to meet the requirements for admission to the colleges and universities of their choice, or to develop skills for meaningful employment in industry.


Assuntos
Tutoria/organização & administração , Estudantes/psicologia , Adolescente , Criança , Cidades , Humanos , Ohio , Avaliação de Programas e Projetos de Saúde , Instituições Acadêmicas/organização & administração , Instituições Acadêmicas/estatística & dados numéricos , Estudantes/estatística & dados numéricos , Universidades/organização & administração
11.
J Allied Health ; 48(2): 108-113, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31167012

RESUMO

INTRODUCTION: Students in doctoral physical therapy (DPT) education must develop professional skills including mentoring. The purpose of this study was to investigate student perceptions of developing mentoring skills within a post-baccalaureate DPT curriculum. SUBJECTS: Forty students from a physical therapy program participated and completed a survey tool. Five students from the same cohort completed the focus group. METHODS: A mixed-methods study design was used with students completing the Mentoring Culture Assessment (MCA). A focus group was used to provide further explanation. Coding of the focus group transcript was conducted with four themes emerging to support the survey results. RESULTS: Part 1 of the MCA examined characteristics of a good mentor, Part 2 examined a person's ability to mentor, and Part 3 examined what facilitates a mentoring culture. Results were in agreement with the descriptors in Part 1 and 3. Responses were mixed for Part 2. CONCLUSION: Results support that this peer mentoring model reinforces the development of mentoring skills, confidence with clinical teaching, and the building of positive relationships. Collaborative learning continues throughout professional careers, and this mentoring model could be useful in other health fields where clinical practice and preparation for future clinical instruction are expected.


Assuntos
Educação de Pós-Graduação/organização & administração , Tutoria/organização & administração , Grupo Associado , Fisioterapia/educação , Comportamento Cooperativo , Currículo , Educação de Pós-Graduação/normas , Grupos Focais , Humanos , Relações Interpessoais , Tutoria/normas , Cultura Organizacional , Desenvolvimento de Programas , Autoeficácia
12.
J Allied Health ; 48(2): 134-139, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31167016

RESUMO

Mentorship is an important career development resource for junior faculty and one that may be particularly important for those who begin their career as allied health clinicians before transitioning to academia. To support junior faculty at an allied health school, a formal mentoring program was established within a rehabilitation and counseling department. The program was started in response to a school-wide effort to promote faculty development and increase scholarly productivity. A committee was convened and tasked with matching junior faculty members with experienced mentors. After the mentoring relationships had time to mature, mentors and protégés were surveyed to determine successes as well as drawbacks of the mentoring initiative. Thematic analysis of survey responses indicated that most protégés and mentors had a positive response to the mentoring initiative. Protégés benefitted from receiving support and structure that promoted accountability. They also identified skill development related to teaching and scholarship as a valuable outcome. Mentors described contributing to the growth of protégés as a rewarding experience. While very few negative aspects of the mentoring initiative were identified, lack of time and difficulty coordinating schedules were cited by some respondents. Suggestions for how to improve the mentoring experience were also shared.


Assuntos
Docentes/organização & administração , Tutoria/organização & administração , Escolas para Profissionais de Saúde/organização & administração , Desenvolvimento de Pessoal/organização & administração , Adulto , Docentes/normas , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Desenvolvimento de Programas
13.
J Surg Res ; 243: 64-70, 2019 11.
Artigo em Inglês | MEDLINE | ID: mdl-31154135

RESUMO

BACKGROUND: Mentorship is a key component in preventing burnout and attrition in surgical training, yet many residencies lack a formal program, one method used to establish successful mentor relationships. We aimed to measure the difference in resident perceptions and experience after the implementation of a mentorship program. METHODS: An anonymous survey was distributed to all general surgery residents at a single academic institution before and after implementation of a year-long mentorship program that involved assigned mentors, two social events, and recommended mentorship meetings. Responses were recorded on a five-point Likert scale. RESULTS: Half of respondents (n = 17, 53%) attended at least one event, and 66% (n = 21) had at least one mentor meeting. The proportion of residents who identified a faculty mentor increased from 59% to 75%. Residents with two or more mentor meetings (n = 12, 38%) were more likely to report faculty were interested in mentoring and cared about their development (3.5 versus 4.6, 3.6 versus 4.6, P < 0.001). They were more likely to identify faculty approachable for resident performance (3.8 versus 4.6, P < 0.02) and outside of work concerns (3.2 versus 4.3, P < 0.01) and were more likely to be satisfied with the amount of mentorship received (2.8 versus 4.0 P < 0.001). CONCLUSIONS: Implementation of a formal mentorship program resulted in an improvement in resident perception of faculty involvement and support. Meeting with a mentor resulted in a significant improvement in resident perception. Implementation of a mentorship program can improve resident experience, and few interactions are needed to affect the change.


Assuntos
Docentes de Medicina , Cirurgia Geral/educação , Internato e Residência , Tutoria , Modelos Educacionais , Estudantes de Medicina/psicologia , Adulto , Esgotamento Profissional/prevenção & controle , Esgotamento Profissional/psicologia , Docentes de Medicina/organização & administração , Feminino , Humanos , Internato e Residência/métodos , Internato e Residência/organização & administração , Internato e Residência/estatística & dados numéricos , Relações Interpessoais , Masculino , Tutoria/métodos , Tutoria/organização & administração , Tutoria/estatística & dados numéricos , Pessoa de Meia-Idade , Ohio , Apoio Social
14.
BMC Public Health ; 19(1): 803, 2019 Jun 24.
Artigo em Inglês | MEDLINE | ID: mdl-31234804

RESUMO

BACKGROUND: The RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework is a useful tool for evaluating the impact of programs in community settings. RE-AIM has been applied to evaluate individual programs but seldom used to evaluate the collective impact of community-based, public health programming developed and delivered by multiple autonomous organizations. The purposes of this paper were to (a) demonstrate how RE-AIM can be operationalized and applied to evaluate the collective impact of similar autonomous programs that promote health and well-being and (b) provide preliminary data on the collective impact of Canadian spinal cord injury (SCI) peer mentorship programs on the delivery of peer mentorship services. METHODS: Criteria from all five RE-AIM dimensions were operationalized to evaluate multiple similar community-based programs. For this study, nine provincial organizations that serve people with SCI were recruited from across Canada. Organizations completed a structured self-report questionnaire and participated in a qualitative telephone interview to examine different elements of their peer mentorship program. Data were analyzed using summary statistics. RESULTS: Having multiple indicators to assess RE-AIM dimensions provided a broad evaluation of the impact of Canadian SCI peer mentorship programs. Peer mentorship programs reached 1.63% of the estimated Canadian SCI population. The majority (67%) of organizations tracked the effectiveness of peer mentorship through testimonials and reports. Setting-level adoption rates were high with 100% of organizations offering peer mentorship in community and hospital settings. On average, organizations allocated 10.4% of their operating budget and 9.8% of their staff to implement peer mentorship and 89% had maintained their programming for over 10 years. Full interpretation of the collective impact of peer mentorship programs was limited as complete data were only collected for 52% of survey questions. CONCLUSIONS: The lack of available organizational data highlights a significant challenge when using RE-AIM to evaluate the collective impact of multiple programs that promote health and well-being. Although researchers are encouraged to use RE-AIM to evaluate the collective impact of programs delivered by different organizations, documenting limitations and providing recommendations should be done to further the understanding of how best to operationalize RE-AIM in these contexts.


Assuntos
Serviços de Saúde Comunitária/organização & administração , Implementação de Plano de Saúde/métodos , Tutoria/organização & administração , Avaliação de Programas e Projetos de Saúde/métodos , Canadá , Serviços de Saúde Comunitária/métodos , Humanos , Tutoria/métodos , Grupo Associado , Traumatismos da Medula Espinal/psicologia , Traumatismos da Medula Espinal/reabilitação , Inquéritos e Questionários
15.
Am J Orthopsychiatry ; 89(3): 329-336, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31070418

RESUMO

Despite efforts to increase the diversity of academia, minority scholars continue to face significant barriers (e.g., higher financial burden, lack of institutional support for research interests, social isolation) that undermine their representation in the field and overall professional success. Researchers have suggested increased mentorship as a means of mitigating these challenges. In 2015, with the support of the Robert Wood Johnson Foundation, a panel of senior investigators met via WebEx to discuss strategies to improve the mentorship of underrepresented scholars. The topics covered by this panel included factors that optimize or challenge mentorship based on personal experience, what is special about mentorship in the context of race/ethnicity, relational dynamics, work-life balance, discrimination, and how to address challenges to the mentoring relationship. The current article provides an overview of the convening and synthesizes the lessons learned by panelists' first-hand experiences of mentoring trainees and junior faculty of color. Authors conclude with recommendations and a description of the social and institutional implications of bolstering the professional support of minority scholars. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Assuntos
Grupos Étnicos , Relações Interprofissionais , Tutoria/métodos , Racismo/etnologia , Pesquisadores/organização & administração , Humanos , Tutoria/organização & administração , Universidades , Equilíbrio Trabalho-Vida
18.
Am J Pharm Educ ; 83(1): 6976, 2019 02.
Artigo em Inglês | MEDLINE | ID: mdl-30894774

RESUMO

Objective. To identify programmatic components and structural features associated with success of mentoring programs within the health sciences. Findings. Thirty-eight manuscripts representing 34 individual programs were reviewed. Of the institutions represented, 68% were public. Sixty-eight percent of programs included single disciplines only, with four focused in pharmacy, 13 in medicine, and six in nursing. Of the 34 individual programs, all programs reporting participant confidence and self-efficacy reported success in that domain. Eighteen programs reported outcomes related to scholarly activity that included publications or funding/grantsmanship; 16 reported success. Eleven of 16 programs reporting promotion/tenure and/or faculty retention rates reported success. Program components associated with successful programs included frequent meetings (at least monthly) and delivering content within formal curricula. Content categories common within programs reporting success were content related to research, funding/grantsmanship and networking/collaboration. In addition, specific for the promotion/retention domain, content related to curriculum/teaching was commonly found within successful programs. Summary. Although somewhat dependent on the program's specific goals, curriculum most commonly associated with success contained content on research, grantsmanship/funding, curriculum/teaching, and networking/collaboration. Among many programs, the reporting lacked objective, standardized metrics and often included only generalized descriptions/categorization of course content. The incomplete and inconsistent reporting limited our ability to draw conclusions regarding individual topics important for each program component. Proper planning, execution, and assessment of faculty mentoring programs is critical to the identification of additional program characteristics for optimal faculty success.


Assuntos
Docentes de Medicina/educação , Tutoria/estatística & dados numéricos , Desenvolvimento de Pessoal , Currículo , Educação em Farmácia , Humanos , Tutoria/organização & administração , Mentores , Avaliação de Programas e Projetos de Saúde
19.
Med Educ Online ; 24(1): 1591256, 2019 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-30924404

RESUMO

BACKGROUND: Resident physicians' achievement of professional competencies requires reflective practice skills and faculty coaching. Graduate medical education programs, however, struggle to operationalize these activities. OBJECTIVE: To (1) describe the process and strategies for implementing an Internal Medicine (IM) resident coaching program that evolved in response to challenges, (2) characterize residents' professional learning plans (PLPs) and their alignment with EPAs, and, (3) examine key lessons learned. DESIGN: The program began in 2013 and involved all postgraduate years (PGY) residents (n = 60, 100%), and 20 faculty coaches who were all IM trained and practicing in an IM-related specialty. One coach was linked with 3-4 residents for three years. Through 1:1 meetings, resident-coach pairs identified professional challenges ('disorienting dilemmas' or 'worst days'), reviewed successes ('best days'), and co-created professional learning plans. Typed summaries were requested following meetings. Coaches met monthly for professional development and to discuss program challenges/successes, which informed programmatic improvements; additionally, a survey was distributed after three program years. Data were analyzed using quantitative and qualitative methodologies. RESULTS: Disorienting dilemmas and professional learning plans mapped to all 16 EPAs and four additional themes: work-life balance, career planning, teaching skills, and research/scholarship. The most-frequently mapped topics included: PGY1 - leading and working within interprofessional care teams (EPA 10), research and scholarship, and work-life balance; PGY2 - improving quality of care (EPA 13), demonstrating personal habits of lifelong learning (EPA15), and research and scholarship; PGY3 - lifelong learning (EPA15); career planning was common across all years. CONCLUSIONS: Lessons learned included challenges in coordination of observations, identifying disorienting dilemmas, and creating a shared mental model between residents, faculty, and program leadership. The coaching program resulted in professional learning plans aligned with IM EPAs, in addition to other professional development topics. Operationalization of aspects of these results can inform the development of similar programs in residency education.


Assuntos
Medicina Interna/educação , Internato e Residência/organização & administração , Tutoria/organização & administração , Competência Clínica , Humanos , Liderança , Avaliação de Programas e Projetos de Saúde , Inquéritos e Questionários
20.
J Nurs Adm ; 49(2): 105-109, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30664582

RESUMO

OBJECTIVE: The purpose of this study was to explore professional coaches' perceptions of nurse managers (NMs) and the NM role. BACKGROUND: Nurse Managers are often inadequately prepared, developed, and supported in their roles. Professional coaching is a strategy that may prove beneficial to help prepare NMs for their roles. METHODS: A qualitative design using researcher-participant interviews of 11 professional coaches provided data regarding coaches' perceptions of NMs and the role development needs. RESULTS: Coaches reported why they made the decision to coach NMs, why NMs sought coaching services, how the NM experience differed from that of higher level leaders, and what the coaches believed was their most valuable contribution when working with NMs. CONCLUSION: Findings suggest that coaches can provide needed support to NMs to maximize their role effectiveness and preparedness.


Assuntos
Liderança , Tutoria/organização & administração , Enfermeiras Administradoras/organização & administração , Papel do Profissional de Enfermagem , Supervisão de Enfermagem/organização & administração , Papel Profissional , Adulto , Feminino , Humanos , Relações Interpessoais , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa
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