Nurse education today · 2026
From clinician to coach: Immediate learning and experiences of mental health nurses following a coaching for clinical nurses (C4CN) workshop.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Richardson Corianne, Langtree Tanya, Biedermann Narelle, McAuliffe Marie, Wicking Kristin
Аннотация
BACKGROUND: Coaching is increasingly used to strengthen nursing leadership and reflective practice, yet limited evidence describes how workplace coaches are prepared or how coaching education supports capability and role clarity in healthcare environments.
AIM: To explore mental health nurses' experiences of a Coaching for Clinical Nurses (C4CN) workshop and examine immediate learning in developing workplace coaching capability and emerging coach role.
DESIGN: Exploratory qualitative analysis of a preparatory workshop within a constructivist embedded case study.
METHODS: The two-day workshop was delivered to 13 clinical leaders working in a single adult inpatient mental health unit in Queensland, Australia, in preparation for a six-month workplace coaching intervention. Workshop material included written reflections and group discussions, anonymous real-time responses and facilitator reflective session notes. Inductive reflexive thematic analysis was used to examine immediate learning and understandings of workplace coaching.
RESULTS: Four themes captured participants' learning: personal and leadership commitment to coaching; integration of coaching into daily routines; practical application of coaching; and self-development and confidence building. Subthemes reflected an emerging coaching mindset, coaching in the moment, structured coaching processes, developing coach identity and role clarity, and self-reflection and self-management. Participants described clearer coaching purpose and boundaries and growing confidence in coaching conversations. Experiential practice, peer dialogue and structured frameworks supported movement from technique towards a developmental leadership approach.
IMPLICATIONS FOR NURSE EDUCATION: Workplace coach preparation should combine experiential skills development, reflective learning, role-boundary clarification and opportunities to practise coaching. Continuing development and organisational support are important for translation into practice.
CONCLUSIONS: The C4CN workshop showed how experienced mental health nurses began developing workplace coaching capability and making sense of their coach role alongside other nursing and leadership responsibilities. The findings support workplace coach preparation as an experiential, reflective developmental process and provide a foundation for subsequent examination within the broader case study.
AIM: To explore mental health nurses' experiences of a Coaching for Clinical Nurses (C4CN) workshop and examine immediate learning in developing workplace coaching capability and emerging coach role.
DESIGN: Exploratory qualitative analysis of a preparatory workshop within a constructivist embedded case study.
METHODS: The two-day workshop was delivered to 13 clinical leaders working in a single adult inpatient mental health unit in Queensland, Australia, in preparation for a six-month workplace coaching intervention. Workshop material included written reflections and group discussions, anonymous real-time responses and facilitator reflective session notes. Inductive reflexive thematic analysis was used to examine immediate learning and understandings of workplace coaching.
RESULTS: Four themes captured participants' learning: personal and leadership commitment to coaching; integration of coaching into daily routines; practical application of coaching; and self-development and confidence building. Subthemes reflected an emerging coaching mindset, coaching in the moment, structured coaching processes, developing coach identity and role clarity, and self-reflection and self-management. Participants described clearer coaching purpose and boundaries and growing confidence in coaching conversations. Experiential practice, peer dialogue and structured frameworks supported movement from technique towards a developmental leadership approach.
IMPLICATIONS FOR NURSE EDUCATION: Workplace coach preparation should combine experiential skills development, reflective learning, role-boundary clarification and opportunities to practise coaching. Continuing development and organisational support are important for translation into practice.
CONCLUSIONS: The C4CN workshop showed how experienced mental health nurses began developing workplace coaching capability and making sense of their coach role alongside other nursing and leadership responsibilities. The findings support workplace coach preparation as an experiential, reflective developmental process and provide a foundation for subsequent examination within the broader case study.