Disclosure The speaker has no conflicts of interest to disclose - PDF document

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Inter ‐ collaborative Coaching between third and fourth semester Nursing Students to foster Mental Health Nursing Competencies Karen Pugsley, MN, RN Blue Ridge Community & Technical College Martinsburg, WV Disclosure • The speaker has no conflicts of interest to disclose Learning Outcomes By the end of this session the participant will be able to: 1. Describe two simulations that can be used to teach nursing students. 2. Identify one coaching activity that could be used in an inter ‐ collaborative teaching strategy. 3. List three benefits from using this teaching strategy. Pugsley 1

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Summary of Evidence • Nursing students report high levels of stress • Peer ‐ mentoring may – reduce anxiety – improve self ‐ confidence – enhance skills – increase critical thinking Fontaine, K. (2014). Effects of a retention intervention program for associate degree nursing students. Nursing Education Perspectives, 35 (2), 94 ‐ 99. Glass, N. Walter, R. (2000). An experience of peer mentoring with student nurses: Enhancement of personal and professional growth. Journal of Nursing Education, 3 (4), 155 ‐ 160. Li, H ‐ C., Wang, L.S., Lin, Y ‐ H, & Lee, I. (2010). The effect of a peer ‐ mentoring strategy on student nurse stress reduction in clinical practice. International Nursing Review, 58, 203 ‐ 210. Teaching Strategy • 4 th semester students coached 3 rd semester • Focus – Provide peer feedback – Reduce anxiety – Therapeutic communication (Handoff SBAR & IPR) – Nursing process (Micro Map) Teaching Strategy Three Simulations: each had an actor, a coach, a person filming with a smart phone • First day in clinical • Aggression / de ‐ escalation • Suicidal Pugsley 2

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Coaching Activities 4 th Semester Students: • Coaching during simulation • Processing after simulations • 1 ‐ on ‐ 1 feedback • Written feedback Evaluation Comments from reflective journals, focus groups and survey 3 rd Semester Students: 4 th Semester Students: • Reduced Anxiety • Reinforced Mental Health • Helped 3 rd Semester • Improved Self ‐ Confidence • Enhanced Skills • Provided Peer Feedback 3 rd Semester Student Evaluations Reduced Anxiety: • “I was really nervous about going and this helped me.” • “I was really more relaxed and excited about going, because I knew what to expect from fellow student's perspective.” Improved Self ‐ Confidence: • “It gave me the confidence to interact with my patients.” Pugsley 3

APNA 29th Annual Conference Session 3014.2: October 30, 2015 3 rd Semester Student Evaluations Enhanced Skills: • “It really broke it down for me when the 4th semester student explained what I could've said to make the response more therapeutic.” • “Their feedback on my concept map helped me to see where I made mistakes and could improve next time.” 4 th Semester Student Evaluations Reinforced concepts learned in Mental Health: • “I refined skills learned last semester.” • “I feel I relearned a bit of mental health and it stuck with me.” Helped 3rd semester students: • “The opportunity to lend a hand to third semester students.” 4 th Semester Student Evaluations Practice providing peer feedback: • “I developed confidence in providing constructive criticism.” • “I was able to offer honest feedback and reevaluate my own interpersonal skills.” • “Being comfortable to share my knowledge with other students and encouraging the students.” Pugsley 4

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Implementing this Teaching Strategy Limitations: • Schedule • Actors • Time – Students requested more opportunity to meet Discussion / Questions: Pugsley 5