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

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Pugsley 1

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.

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Pugsley 2

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

• n student nurse stress reduction in clinical practice. International Nursing

Review, 58, 203‐210.

Teaching Strategy

• 4th semester students coached 3rd 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

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Pugsley 3

Coaching Activities

4th Semester Students:

• Coaching during simulation
• Processing after simulations
• 1‐on‐1 feedback
• Written feedback

Evaluation

3rd Semester Students:

• Reduced Anxiety
• Improved Self‐Confidence
• Enhanced Skills

4th Semester Students:

• Reinforced Mental Health
• Helped 3rd Semester
• Provided Peer Feedback

Comments from reflective journals, focus groups and survey

3rd 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.”

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Pugsley 4

3rd 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.”

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.”

4th 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.”

4th Semester Student Evaluations

APNA 29th Annual Conference Session 3014.2: October 30, 2015 Pugsley 5

Implementing this Teaching Strategy

Limitations:

• Schedule
• Actors
• Time – Students requested more opportunity to meet

Discussion / Questions: