Collaborative learning in practice : coaching to support student learners in healthcare / Charlene Lobo, Rachel Paul, Kenda Crozier.

ABOUT THE AUTHOR
Charlene Lobo, BSc, MA RN, RHV, is a Consultant in Practice Education; formerly a Senior Lecturer at the University of East Anglia, where she served as the Academic Lead for Practice Learning and the Collaborative Learning in Practice (CLiP) project.

Rachel Paul, BA, MA, is the Director of ConsultEast, a management and leadership consultancy that integrates coaching with learning, embedding both into practice and performance. She was previously Lecturer in Education Studies at the City College of Norwich, UK.

Kenda Crozier, PhD, MSc, BSc, RM, RN, SFHEA, is Professor of Midwifery at the University of East Anglia, UK, where she has held several senior leadership roles including Faculty Associate Dean for PGR and Lead Midwife for Education.

Includes bibliographical references and index.

TABLE OF CONTENTS
Collaborator Biographies xiii

Foreword xix

Acknowledgements xxiii

Abbreviations xxv

About the Companion Website xxvii

Introduction 1
Kenda Crozier, Charlene Lobo and Rachel Paul

References 4

Glossary 5

Part I Evolution of CLiPTM 7

1 Changes in Practice Learning 9
Kenda Crozier and Charlene Lobo

Regulation of Nurse and Midwifery Education 9

The Return of the Apprentice 13

Clinical Practice Education 13

Establishing a Quality Learning Environment 15

References 17

2 Models of Practice Learning 20
Kenda Crozier

Practice Education 20

Practice Educator Roles 22

Faculty and Clinical Educators in Practice Settings 23

UK Mentorship Model 25

Hub and Spoke Models 28

The Student Perspective 29

Dedicated Education Units and Clinical Clusters 31

Real-Life Learning Wards 33

References 34

3 The CLiPTM Model 39
Charlene Lobo and Jonty Kenward

Domains of CLiP 43

Organisation of Learning 43

Coaching Philosophy 46

Principles of CLiP 47

Collaboration 47

Real-Life Learning 50

Time to Teach and Time to Learn 53

Stepping up and Stepping Back 55

Feedback and Assessment 57

References 61

4 System-Wide Approaches to CLiPTM 64

4.1 The South West CLiPTM Community Cluster Project 65
Jane Bunce

Background and Drivers 65

Why CLiP? 65

Project Overview 66

How Was CLiP Implemented in the Pilot Sites? 66

What Worked Well in the Pilot? 67

What Were the Main Challenges? 68

What Did We Decide we Would Do Differently Following the Pilot? 68

References 69

4.2 Lancashire Teaching Hospitals NHS Foundation Trust Implementation of the CLiPTM Model of Supervision 70
Jonty Kenward

Background and Drivers 70

Key Aims 71

Implementation 71

What Worked Well on Implementation 73

What Were the Main Challenges? 73

Top Tips 74

References 74

4.3 James Paget University NHS Foundation Trust Implementing the CLiPTM Model in Maternity Care 75
Kenda Crozier, Jodie Yerrell and Kirsty Tweedie

Introduction 75

How Was CLiP Implemented? 75

Timeline 79

Top Tips 79

References 80

5 Coaching Theory and Models 81
Rachel Paul

Coaching Theory 82

The Psychodynamic Coaching Approach 84

Cognitive Behavioural Coaching 86

Thinking errors to be aware of as a coach, educator, or student 89

Solutions Focused Coaching 90

Person-Centred Coaching 92

Gestalt and Coaching 93

Narrative Coaching 94

Psychological Development in Adulthood and Coaching 94

Positive Psychology 95

Being resilient…bouncebackability 96

Transactional Analysis 96

Some Conclusions 98

Key coaching skills and templates to experiment with 99

References 101

6 Evaluation 103
6.1 Plymouth University 104
Graham Williamson, Adele Kane and Jane Bunce

Background 104

Study 1: Collaborative Learning in Practice: A Systematic Review and Narrative Synthesis of the Research Evidence in Nurse Education 105

Study 2: ‘Thinking like a Nurse’. Changing the Culture of Nursing Students’ Clinical Learning: Implementing Collaborative Learning in Practice 107

Study 3: Investigating the Implementation of a Collaborative Learning in a Practice Model of Nurse Education in a Community Placement Cluster: A Qualitative Study 109

Study 4: Student Nurses, Increasing Placement Capacity and Patient Safety. A Retrospective Cohort Study 111

Summary and Key Messages 112

References 113

6.2 University of East Anglia 115
Antony Arthur, Rebekah Hill and Michael Woodward

Is it Better Than What We Did Before? The Challenge of Evaluating New Models of Practice Learning 115

References 116

Part II Coaching Application 117

7 Introduction to Coaching in Practice 119
Rachel Paul and Charlene Lobo

Language of Coaching 120

Thinking Errors 124

‘Clean’ Language 124

Re-Phrasing 128

The Learning Journey 129

Having Difficult Conversations 131

References 134

8 ‘A Coaching Day’ 135
Rachel Paul, Charlene Lobo and Jonty Kenward

Scenario 1: Beginning the Shift, Managing and Negotiating Student-Led Learning 137

Scenario 2: One-to-One Supervision – Using a Coaching Approach to Assess/Make Judgements About Student Competence/the Level of Supervision Needed 143

Scenario 3: Checking in Midway Conversation 146

Scenario 4: End of a Shift – Using Coaching Approaches to Giving Feedback 150

9 Acute Adult Care – Orthopaedic and Trauma Ward 154
Rachel Paul, Charlene Lobo and Helen Bell

Scenario 1: A Positive Perspective of the ‘Failing Student’: Helping Students Understand Their Development Needs and Action Planning to Meet Them 156

Scenario 2: ‘There is no such thing as a failing student’ 161

Scenario 3: Solution-Focused Conversations and Supporting the Student’s Emotional Intelligence to Help Turn a Negative Situation into Positive Learning 164

10 Community Nursing Case Study 169
Rachel Paul, Charlene Lobo and Theresa Walker

Community Nursing – City Team A 170

Scenario 1: Unconfident Student, Overcoming Obstacles to Learning 171

How the Situation Was Resolved 176

Scenario 2: Team Discord, Facilitating Teamworking 177

Scenario 3: Using Coaching Approaches in a Crisis 181

What Made This Incident Important to Learn From? 185

Clear Acknowledgement of Their Own Life Experiences as a Basis for Learning 185

11 Maternity Case Study 187
Kenda Crozier, Rachel Paul and Charlene Lobo

Scenario 1: Balancing Student-Led Learning and Client Care Needs 188

Timeline for the Student Journey 193

Scenario 2: Increasing Confidence 194

Scenario 3: Supporting Development and Action Planning 198

References 201

12 Mental Health 202
Rachel Paul, Charlene Lobo, Ronald Simpson and Helen Bell

Scenario 1: Managing a Disgruntled Student 204

Scenario 2: Managing Resistance to Learning 207

Scenario 3: Developing Team Support in an Unfair World 210

Scenario 4: Who Cares for the Supervisors? 214

References 218

Conclusion 220
Kenda Crozier, David Huggins, Charlene Lobo and Rachel Paul

The Importance of Sustainable Systems of Student Support 220

Increasing Student Numbers 221

Preparation for Coaching 223

Clinical Educator and Link Lecturer Support 224

New NMC Standards 224

Partly Applying the Model 225

Lessons Learned 226

Recommendations 227

References 228

Index 230

"The World Health Organisation declared 2020 the year of the Nurse and Midwife and in December 2019 the Nursing and Midwifery Council acknowledged 100 years of nursing registration in the United Kingdom. The model of hospital based 'training' of nursing and the instigation of a register for qualified nurses in the 1919 Nurses Act, may have been the beginning of the professionalisation of nurses but according to Davies (1977) was also responsible for nursing shortages by restricting training places. In the century that followed we have seen changes to the nurses and midwives act, the 'training' evolving from hospital control into higher education and the registration of nurses moving from the responsibility of the General Nursing Council to the United Kingdom Central Council (with four country boards) to the current Nursing and Midwifery Council. The 1902 Midwives Act (England and Wales) established the Central Midwives Board to oversee the education and practice of midwives, thus beginning the route to professionalisation of midwifery. Today nurses and midwives in UK practice under rules laid down in government legislation in The Health Act 1999 (UK) and Nursing and Midwifery Order 2001 (UK) and subsequent amendments as statutory instruments. The need to educate more nurses to replace an ageing workforce and the requirement for clinical practice experience to support this poses a difficult problem for educators to reconcile"-- Provided by publisher.

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