Effect of Educational Program on Head Nurses' Coaching Skills to Manage Novice Nurses Role Ambiguity | ||||
| Tanta Scientific Nursing Journal | ||||
| Article 7, Volume 21, Issue 2, May 2021, Page 143-170 PDF (431.42 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/tsnj.2021.185220 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Naglaa Moustafa Ali EL-Housary1; Fouada Mohamed Shabaan2; Safaa Mohamed EL-Demerdash2; Maha Eid Shokier3 | ||||
| 1Master of Nursing Service Administration, Faculty of Nursing, Tanta University, clinical instructor in Tanta International Teaching Hospital | ||||
| 2Professor of Nursing Service Administration, Faculty of Nursing, Tanta University | ||||
| 3Assistant Professor of Nursing Service Administration, Faculty of Nursing, Tanta University | ||||
| Abstract | ||||
| Background: Coaching has been identified as a key managerial behavior that organizations must promote to develop novice nurses and achieve higher levels of performance. The transition process of novice nurse to the clinical environment is a critical phase in the professional life. Factors linked with transition process include head nurses coaching skills, insufficiency of practical training, lack of confidence, lack conflict management, unrealistic expectations, stress, lack of supervision or support and burnout. Aim: The aim of the study was to determine the effect of educational program on head nurses' coaching skills to manage novice nurses' role ambiguity. Subjects and Method: Setting of study Tanta International Teaching Hospital. Subjects: All (n=123), head nurses (50) and novice nurses (73). Tool: Three tools were used to collection data; (1) Head nurses coaching skills knowledge questionnaire (2) Head nurses coaching skills self-assessment questionnaire (3) Novice nurses’ role ambiguity questionnaire. Results: Preprogram about 82% of head nurses had poor level of knowledge and had either low or moderate level of total coaching skills, while (78.1%) of novice nurses showed high total level of role ambiguity. There was highly statistically significant difference between total knowledge and skills practice post than preprogram. There was also statistical significant positive correlation between head nurses total knowledge, total coaching skills practice and novice nurses total role ambiguity preprogram at (P = 0.001) and post program at (P = 0.001). As well as between head nurses total coaching skills and novice nurses total role ambiguity preprogram at (P = 0.044) and post program at (P = 0.001). Conclusion: Head nurses were demanding for educational program to develop their knowledge and coaching skills practice to manage novice nurses’ role ambiguity, Recommendations: Maintain periodical in-service program to head nurses about coaching skills and to novice nurses about their roles and responsibilities. Background: Coaching has been identified as a key managerial behavior that organizations must promote to develop novice nurses and achieve higher levels of performance. The transition process of novice nurse to the clinical environment is a critical phase in the professional life. Factors linked with transition process include head nurses coaching skills, insufficiency of practical training, lack of confidence, lack conflict management, unrealistic expectations, stress, lack of supervision or support and burnout. Aim: The aim of the study was to determine the effect of educational program on head nurses' coaching skills to manage novice nurses' role ambiguity. Subjects and Method: Setting of study Tanta International Teaching Hospital. Subjects: All (n=123), head nurses (50) and novice nurses (73). Tool: Three tools were used to collection data; (1) Head nurses coaching skills knowledge questionnaire (2) Head nurses coaching skills self-assessment questionnaire (3) Novice nurses’ role ambiguity questionnaire. Results: Preprogram about 82% of head nurses had poor level of knowledge and had either low or moderate level of total coaching skills, while (78.1%) of novice nurses showed high total level of role ambiguity. There was highly statistically significant difference between total knowledge and skills practice post than preprogram. There was also statistical significant positive correlation between head nurses total knowledge, total coaching skills practice and novice nurses total role ambiguity preprogram at (P = 0.001) and post program at (P = 0.001). As well as between head nurses total coaching skills and novice nurses total role ambiguity preprogram at (P = 0.044) and post program at (P = 0.001). Conclusion: Head nurses were demanding for educational program to develop their knowledge and coaching skills practice to manage novice nurses’ role ambiguity, Recommendations: Maintain periodical in-service program to head nurses about coaching skills and to novice nurses about their roles and responsibilities. | ||||
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