Abstract
Background: Coaching has been identified as a key managerial behavior that organizations must promote to develop novice nurses and achieve higher levels of performance. The transition process of novice nurse to the clinical environment is a critical phase in the professional life. Factors linked with transition process include head nurses coaching skills, insufficiency of practical training, lack of confidence, lack conflict management, unrealistic expectations, stress, lack of supervision or support and burnout. Aim: The aim of the study was to determine the effect of educational program on head nurses' coaching skills to manage novice nurses' role ambiguity. Subjects and Method: Setting of study Tanta International Teaching Hospital. Subjects: All (n=123), head nurses (50) and novice nurses (73). Tool: Three tools were used to collection data; (1) Head nurses coaching skills knowledge questionnaire (2) Head nurses coaching skills self-assessment questionnaire (3) Novice nurses’ role ambiguity questionnaire. Results: Preprogram about 82% of head nurses had poor level of knowledge and had either low or moderate level of total coaching skills, while (78.1%) of novice nurses showed high total level of role ambiguity. There was highly statistically significant difference between total knowledge and skills practice post than preprogram. There was also statistical significant positive correlation between head nurses total knowledge, total coaching skills practice and novice nurses total role ambiguity preprogram at (P = 0.001) and post program at (P = 0.001). As well as between head nurses total coaching skills and novice nurses total role ambiguity preprogram at (P = 0.044) and post program at (P = 0.001). Conclusion: Head nurses were demanding for educational program to develop their knowledge and coaching skills practice to manage novice nurses’ role ambiguity, Recommendations: Maintain periodical in-service program to head nurses about coaching skills and to novice nurses about their roles and responsibilities. Background: Coaching has been identified as a key managerial behavior that organizations must promote to develop novice nurses and achieve higher levels of performance. The transition process of novice nurse to the clinical environment is a critical phase in the professional life. Factors linked with transition process include head nurses coaching skills, insufficiency of practical training, lack of confidence, lack conflict management, unrealistic expectations, stress, lack of supervision or support and burnout. Aim: The aim of the study was to determine the effect of educational program on head nurses' coaching skills to manage novice nurses' role ambiguity. Subjects and Method: Setting of study Tanta International Teaching Hospital. Subjects: All (n=123), head nurses (50) and novice nurses (73). Tool: Three tools were used to collection data; (1) Head nurses coaching skills knowledge questionnaire (2) Head nurses coaching skills self-assessment questionnaire (3) Novice nurses’ role ambiguity questionnaire. Results: Preprogram about 82% of head nurses had poor level of knowledge and had either low or moderate level of total coaching skills, while (78.1%) of novice nurses showed high total level of role ambiguity. There was highly statistically significant difference between total knowledge and skills practice post than preprogram. There was also statistical significant positive correlation between head nurses total knowledge, total coaching skills practice and novice nurses total role ambiguity preprogram at (P = 0.001) and post program at (P = 0.001). As well as between head nurses total coaching skills and novice nurses total role ambiguity preprogram at (P = 0.044) and post program at (P = 0.001). Conclusion: Head nurses were demanding for educational program to develop their knowledge and coaching skills practice to manage novice nurses’ role ambiguity, Recommendations: Maintain periodical in-service program to head nurses about coaching skills and to novice nurses about their roles and responsibilities.
Highlights
Teaching hospitals are increasing turning to coaching as one key strategy in responding to the growing uncertainty, change and complexity in today's world
Novice nurses are enter the work force and find that they have neither the practice expertise nor the confidence to navigate what has become a highly dynamic and intense clinical environment burdened by escalating levels of patient acuity and nursing workload, as well as role ambiguity
Ambiguity is the absence of satisfactory information which is required in order for novice to efficiently accomplish their role
Summary
Teaching hospitals are increasing turning to coaching as one key strategy in responding to the growing uncertainty, change and complexity in today's world. Coaching is partnership of equals whose aim to achieve speedy increased and sustainable effectiveness through focused learning in every aspect of the novice as (role responsibilities, behaviors, performance evaluation and the consequences to full fill the role responsibilities). It raises self awareness and identifies choices [7]. There was statistical significant positive correlation between head nurses total knowledge, total coaching skills practice and novice nurses total role ambiguity preprogram at (P = 0.001) and post program at (P = 0.001). Conclusion: Head nurses were demanding for educational program to develop their knowledge and coaching skills practice to manage novice nurses’ role ambiguity, Recommendations: Maintain periodical in-service program to head nurses about coaching skills and to novice nurses about their roles and responsibilities
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