Using coaching conversations and coaching models to promote effective supervision and assessment

According to NMC Standards for education and training, Part 2 (Standards for student supervision and Assessment) (2018b: 4): ?Students in practice or work-placed learning must be supported to learn. This may include being supernumerary, meaning that they are not counted as part of the staffing required for safe and effective care in that setting. The decision on the level of supervision provided for students should be based on the needs of the individual student. The level of supervision can decrease with the student?s increasing proficiency and confidence. Students must be provided with adjustments in accordance with relevant equalities and human rights legislation in all learning environments and for supervision and assessment.? Part 2 of the NMC standards can be accessed here: https://www.nmc.org.uk/globalassets/sitedocuments/education-standards/student-supervision-assessment.pdf In response to the Covid-19 pandemic the NMC in its Emergency Standards for Nursing and Midwifery Education (NMC, 2020: E1.2:5) acknowledged that, during the state of emergency and with the pressures on the health and care workforce, supernumerary status of students may not be possible. They therefore removed the supernumerary status for second- and third-year students who opted to continue with their programme of study while supporting the workforce. In this situation learning outcomes were still be met and appropriate supervision provided in order for students to be assessed as proficient (NMC, 2020). This chapter focuses on mechanisms that can be used in clinical practice by supervisors and assessors to support student learning through coaching. The new standards emphasise the need for students to be supported towards independent learning. The use of coaching as a mechanism to support learning can help practice supervisors from a range of disciplines and professions to fulfil the requirements of the role in terms of support and feedback. Coaching is an intervention that facilitates another person?s learning, development and performance. Applied to student learning in practice, coaching has the potential to promote effective supervision and assessment and to support clinical leadership development. Coaching is student-led, less focused on following the directions of a clinical supervisor and more focused on students taking responsibility for identifying their learning goals and objectives: hence working towards becoming independent learners and eventually independent nurses (Leigh, Littlewood and Lyons, 2019). This chapter defines and explores the nature of coaching as applied to supporting learning in practice. By the end of the chapter you will have a better practical understanding of the differences between coaching and mentoring. Through engaging in a series of activities, you will examine the core concepts of coaching conversations that when applied to supervision and assessment of students, effectively facilitate student learning. The qualities of the effective coach in clinical practice are explored and, through the use of a case study, you will apply a coaching model in clinical practice that sets out coach-student expectations and promotes student well-being. After reading this chapter you will be able to: ? Define coaching ? Explore the similarities and differences between coaching and mentoring ? Explore how coaching conversations can facilitate effective supervision and assessment in clinical practice and clinical leadership development ? Understand the qualities of the effective coach in clinical practice ? Using the Greater Manchester Synergy model (GM Synergy) as an example, apply a coaching model in clinical practice that sets out coach-student expectations and facilitates student learning, clinical leadership development and promotes well-being