A Peer Coaching Curriculum’s Influence on Medical Educator Effectiveness

[摘要] Faculty development is imperative for the enrichment of medical education. Nurse anesthesia educators can benefit from faculty development initiatives and various means, such as peer coaching, should be explored. Not only should the design of the faculty development curriculum be scientifically supported, validating its effectiveness is as imperative to achieve academic excellence. The goal of faculty development should be to make deliberate use of learning theories and educational principles when designing and implementing faculty development programs. The purpose of this study is to improve the faculty developmental process of nurse anesthetist faculty educators through a structured peer coaching curriculum. Effectiveness will be measured by the utilization of coaching strategies, goal attainment as well as improvements in confidence, satisfaction, and collegiality. Nine certified registered nurse anesthetist (CRNA) core faculty educators participated in a formal peer coaching staff development curriculum. Participants were introduced to the coaching concepts and skillsets during a day-long Power of Coaching class. Personal and group goals were identified at this time and served as the means in which to apply deliberate coaching practice. CRNA faculty participated in monthly preparatory on-line modules related to the coaching skillsets and engaged in monthly, one-hour, face-to-face coaching sessions. The sessions comprised of a brief review and application a particular skillset.Group coaching using a whipped coaching technique to address the group goal was utilized and the participants engaged in coaching practice on their individual goal through assigned coaching triads. Reflective journals were encouraged to promote reflection and encourage goal progression. Participants completed pre and post implementation surveys to address impacts related to collegiality, job satisfaction, confidence, and coaching skills. Reflective journal entries were qualitatively analyzed for themes. A post-intervention interview was conducted to gather additional qualitative information.Certified Registered Nurse Anesthetist (CRNA) faculty educators valued their experience as participants of an organized peer coaching curriculum. Participants gained tools and skills associated with awareness of mindset and relationships, communication and feedback, active listening and powerful questions, accountability, and the coaching process.Both individual and group goals progressed for all individuals. The most impactful experiences included having new ;;tools” to use personally and professionally, group goal progression, and improved communication and collegiality amongst the group.By using the Job Satisfaction Survey, participants showed improvements in overall job satisfaction.Results indicated improvements in coaching skill after completion of the Coach’s Evaluation Checklist. Quantitative analysis also verified individual and group goal progression. No statistical significance was discovered from quantitative assessments. Analysis of the data confirms the participants’ utilization of coaching strategies, goal attainment as well as improvements in confidence, satisfaction, and collegiality. As previously stated, faculty development is imperative for the enrichment of medical education. Nurse anesthesia educators can benefit from faculty development initiatives, specifically an organized peer coaching curriculum.

[发布机构] University of Michigan

[效力级别] coaching

[关键词] Anesthesia;coaching;faculty development;medical education;Nurse anesthesia;nursing;Adult education;Curriculum development;Organizational behavior;Doctor of Anesthesia Practice