Effective Coaching in Nursing


This paper uses the principles of effective coaching proposed by Dessler (2015) to develop a plan that addresses the needs of the new registered nurse from the perspective of a nurse manager. These principles include

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  1. talking in terms of objective work data,
  2. avoiding getting personal,
  3. encouraging the individual to talk, and
  4. getting an agreement.

Job Analysis

Job analysis provides managers, supervisors, and employees with a structured approach that “allows the capture of critical information about a person’s work and the relationship of the person to the job as a whole” (Busi, 2012, p. 8). The coaching principle of talking in terms of objective work data is used to capture critical information about the roles and responsibilities of the new nurse in the healthcare organization (Dessler, 2015). These roles and responsibilities are outlined in the PowerPoint presentation.

Issues and Expected Outcomes

The principles of encouraging a person to talk and using objective work data are used to evaluate the nurse’s current performance and relate it to the expectations set by the organization. Using these principles, it is clear that the nurse is facing performance and interpersonal relationship issues. Additionally, the principle of getting an agreement is used to design mutually agreeable strategies to reinforce the commitment to change.

Some of the strategies include providing corrective and positive feedback, facilitating skills acquisition, using team meetings to build interpersonal relationships, and using coaching skills to facilitate courage, motivation, and commitment (Jones & Mumford, 2015; Rafferty & Fairbrother, 2015). Lastly, the principle of objectiveness is used to design and implement an effective follow-up plan with the capacity to illuminate the progress made by the nurse is changing the noted performance and interpersonal relationship deficiencies.

Alignment of Action Plan with Organizational Mission, Vision, and Goals

Here, the principle of talking in terms of objective work data is used to align the action plan with the organizational mission, vision, and goals. The organization’s mission and vision underscore the need for employees to show outstanding performance in order to enhance patient satisfaction with services. An objective analysis of the organizational goals and values shows that employees must be able to demonstrate the principles of caring, safety, excellence, integrity, and teamwork. Owing to the fact that deficiencies have been noted in the core areas of performance and interpersonal relationships, it is important for the action plan to reinforce the values of safety, excellence, and teamwork.

Mentoring and Education Plan

All the four principles of the coaching model are useful in developing an effective mentoring and education plan for the nurse. The principle of talking in terms of objective data is used to develop an evidence-based preceptorship and skills acquisition program to address the noted medical errors. The principle of objectiveness is used to develop and implement routine seminars aimed at building confidence as well as improving clinical and organizational skills (Souder, Beverly, Kitch, & Lubin, 2012).

The nurse is encouraged to talk about her fears and challenges with the view to not only foster inclusion and acceptance into the social network but also to build a supportive work environment (Myler, Buch, Hagerty, Ferrari, & Murphy, 2014). Lastly, the principle of getting an agreement is useful in ensuring that the one-on-one engagement with the nurse manager will bear fruits in terms of reinforcing the nurse’s performance behaviors and encouraging effective interpersonal relationships (Jones & Mumford, 2015).

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The paper has used the coaching model to develop a plan that addresses the performance and interpersonal needs of the registered nurse. The paper has been effective in demonstrating how the mentoring and education plan for the nurse can be designed around the principles of coaching.


Busi, D. (2012). Creating value through simple structured job analysis. Supervision, 73, 8-13. Web.

Dessler, G. (2015). Human resource management (14th ed.). Upper Saddle River, NJ: Prentice Hall.

Jones, J., & Mumford, M. (2015). Nurturing new hires to safe practices. MEDSURG Nursing, 24(2), 1-15. Web.

Myler, L.A., Buch, C.L., Hagerty, B.M., Ferrari, M., & Murphy, S.L. (2014). Mentor satisfaction using a new model of clinical education. Nursing Education Perspectives, 35, 367-371. Web.

Rafferty, R., & Fairbrother, G. (2015). Factors influencing how senior nurses and midwives acquire and integrate coaching skills into practice. Journal of Advanced Nursing, 71, 1249-1259. Web.

Souder, E., Beverly, C.J., Kitch, S., & Lubin, S.A. (2012). Early exposure to geriatric nursing through an externship program. Nursing Education Perspectives, 33, 166-169. Web.

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