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Coaching Strategies for Clinical Learning: A Strengths-Based Approach to Student Development

Evaluating clinical learning can be both challenging and frustrating, filled with questions such as: Am I being fair? What are reasonable expectations for novice nurses? How do I provide feedback that is both compassionate and constructive? One way to address these questions is from a coaching perspective in which student learning is addressed from a strengths-based approach and not one that focuses on identifying and analyzing problem areas. A strengths-based approach creates a partnership where the clinical instructor and student focus on exploring the student’s skills, initiative, and capabilities. The clinical instructor serves as a coach who guides students during their journey toward professional transformation. Coaching uses information exchange, modeling, and regular meetings to review performance, rehearse challenging new skills, or enhance decision making. Over time, the clinical instructor will address each aspect of a competency and the knowledge/skills needed to achieve it. Through this process, the student realizes the complexity of the topic at hand and receives encouragement to sustain the commitment needed to reach a successful outcome. The coaching process relies on the regular provision of clear feedback on student performance, noticing which parts are adequate or exemplary and which need strengthening. Four strengths-based coaching strategies with simple examples for using them follow.