CNE ARTICLE
Career Coaching: Innovative Academic–Practice Partnership for Professional Development Debra L. Fowler, PhD, MBA, RN, CNE
HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.1 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learnerbased activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at https:// villanova.gosignmeup.com/dev_students.asp?action=browse& main=Nursing+Journals&misc=564. In order to obtain contact hours you must: 1. Read the article, “Career Coaching: Innovative Academic– Practice Partnership for Professional Development,” found on pages 205–209, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until April 30, 2016. Contact Hours This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. Objectives • Discuss the application of career coaching as a process to achieve the Institute of Medicine’s imperative to increase the level of nurses’ education. • Identify the three phases of the coaching process and the major components of each. • Describe the benefits of the career coach practice for school of nursing faculty. Disclosure Statement Neither the planners nor the author have any conflicts of interest to disclose.
The Journal of Continuing Education in Nursing · Vol 45, No 5, 2014
abstract This article describes an academic–practice partnership that uses career coaching to support the health care system’s strategic plans to increase nurses’ educational level. Nurses and other employees seek coaching to explore their career path and create an educational plan to accomplish their goal. Career coaching by nursing faculty provides a unique service as they have expert knowledge of various educational programs as well as methods for achieving academic success. The academic–practice partnership is a win-win-win; the health care system achieves advancement of professional nursing practice, employees are supported to advance their education and professional nursing practice, and faculty benefit from immersion in current professional concerns and issues. J Contin Educ Nurs. 2014;45(5):205-209.
T
he 2010 Institute of Medicine (IOM) report, The Future of Nursing: Leading Change, Advancing Health, has propelled nursing beyond dialogue about the profession’s role in the United States health care system to determined action. Many states have formed regional action coalitions that are leading communitybased initiatives to accomplish the various recommendations of the report.
Dr. Fowler is Assistant Professor, Nursing Systems; Track Director, MSN in Nursing Leadership and Administration; and Division Head, Division of Management and Education, University of Texas Health Science Center Houston, School of Nursing, Houston, Texas. The author discloses that she has no significant potential financial interests in any product or class of products discussed directly or indirectly in this activity, including research support. Address correspondence to Debra L. Fowler, PhD, MBA, RN, CNE, Assistant Professor and Track Director, MSN in Nursing Leadership and Administration, University of Texas Health Science Center Houston, School of Nursing, 6901 Bertner, SON-741, Houston, TX 77030; e-mail: [email protected]. Received: August 8, 2013; Accepted: January 22, 2014; Posted Online: April 17, 2014 doi:10.3928/00220124-20140417-02 205
CNE ARTICLE
Coaching is a developmental strategy used for a variety of purposes with all levels of personnel and individuals. According to Loehr and Emerson (2008), a coach helps a person “reach higher effectiveness by creating a dialogue that leads to awareness and action” (p. 2). Recently, the role of nurse coaches to support individual health and wellness behaviors has been explicated (Bark, 2011; Dossey, 2013; Schaub, Luck, & Dossey, 2012). Managerial coaching to improve job performance is a common practice (Batson & Yoder, 2012), and executive coaching often is used for nurses aspiring to or already holding upper-level management positions (Thompson, Wolf, & Sabatine, 2012). Peer coaching offers an opportunity for new and experienced nurses to learn from one another (Donner & Wheeler, 2009). Regardless of the specific coaching purposes, successful coaching practice is grounded in a supportive interpersonal relationship and is purpose-driven to assist the coachee in identifying and achieving stated goals. In nursing, professional development of nurses at the bedside and those in leadership positions is key to improved patient outcomes, and career coaching is a tool that supports continuing professional and personal growth. This article describes the use of career coaching through a community-owned health care system and school of nursing partnership to support nurses’ professional development and assist non-nursing employees who are interested in a nursing career. The academic– practice partnership is one strategy to accomplish the IOM (2010) imperative that nurses achieve higher levels of education. OVERVIEW A large community-owned health care system located in a metropolitan city in the southwestern United States comprises three hospitals, multiple health centers, homeless shelter clinics, school-based clinics, and mobile health units. The health care system is working toward achieving the IOM (2010) recommendation of an 80% RN workforce with a baccalaureate degree in nursing (BSN) by 2020; the health care system has increased the percentage of RNs prepared at the baccalaureate level or higher from 64% in 2008 to 73% in 2012. In addition to the partnership described in this article, the health care system has affiliations with several area schools of nursing. These include clinical placements for undergraduate students, graduate student preceptorships, joint research endeavors, and participation in advisory councils; in addition, several nurse leaders guest lecture at the schools of nursing. As part of the comprehensive system-wide strategic plan to enhance professional nursing practice, in 2008, 206
the system and one school of nursing formed an innovative academic–practice partnership in which the school’s faculty served as career coaches for the nursing department. Prior to this partnership, no organized effort to advance nursing professional development existed. Although the system provided tuition reimbursement, program administration was not in alignment with the newly revised nursing strategic plan. Executive nursing leadership envisioned the academic–practice partnership as an opportunity to leverage limited resources to accomplish nursing’s strategic mission. Their vision initially focused on increasing the level of education of the nursing staff, especially among early and mid-career nurses. More recently, the goal has expanded to reach out to employees who aspire to a career in nursing. Career coaching focuses on advancing the individual employee’s potential to be successful in consideration of health care system and nursing strategic goals. The career coach practice embodies the school of nursing’s and the health care system’s shared commitment to lifelong learning and the advancement of professional nursing education and practice. The university acknowledges the career coach role as an important scholarly endeavor. The practice constitutes 30% of the faculty’s workload and is an essential consideration in the performance review and promotion processes. CAREER COACHING PRACTICE Kowalski and Casper (2007) developed a coaching model that identified three major components: ● Establishing the “foundation” for coaching. ● The “learning process,” which happens during coaching. ● The “taking action” phase in which the coachee makes behavioral changes. The authors identify coaching competencies for each of the phases of the process. Underpinning the successful coaching process is the selection of an appropriate coach (Kowalski & Casper, 2007). The health care system’s executive nursing leadership sought to secure external expertise to support individual coaching as well as provide leadership development expertise. The two faculty members who have served as career coach also teach undergraduate leadership concepts and graduate leadership and administration courses. The Foundation In the author’s career coach practice, individual coaching is brief and often limited to three or four interactions; therefore, it is essential to establish a positive relationship with the initial contact, which usually occurs via e-mail. E-mails are friendly and open, Copyright © SLACK Incorporated
CNE ARTICLE
arrangements for meetings are flexible, and all encounters focus on employees and their perceived professional development goals. Employees demonstrate openness to coaching by making the initial contact with the career coach. The Learning Process Career coaching sessions with nurses and other employees are typically face-to-face but may be by telephone or e-mail. Although the career coach is available for a variety of professional development issues, the majority of employees seek coaching to help with decisions related to furthering their education. Admission requirements, including prerequisite courses, are discussed with employees considering prelicensure BSN and RN-to-BSN programs. The health care system’s minimal employment eligibility standards for new graduate nurses (BSN degree, a grade point average of 3.2, and a score of 900 on the exit Health Education Systems Inc. [HESI] examination) are reviewed with all employees interested in entry-level nursing education to ensure eligibility for employment following graduation. Methods to support academic success are explored as well. Many nurses who are considering graduate school are uncertain about their career trajectory and want to discuss options. Conversations frequently include details of required educational preparation and practice models for various advanced practice roles including nurse practitioner, nurse leader, nurse educator, and others. Nurses contemplating doctoral education are sometimes unsure whether to pursue a Doctor of Philosophy (PhD) or Doctor of Nursing Practice (DNP) degree. The most successful and rewarding aspects of the nurse’s career are identified using an appreciative inquiry approach (Cooperrider, Whitney, & Stavros, 2008). Bark’s (2011) orienting tool also is used to explore specific aspects of each option. These methods help nurses gain insight about the type of graduate program that best suits their career goals. As nurses are often anxious about the university application process, the career coach discusses application requirements such as a professional essay and success strategies on admission examinations such as the Graduate Record Exam (GRE) or Miller Analogies Test (MAT). Affirming the importance of career-life balance, the coaching session considers various personal factors to identify an educational path that is most likely to be successful. Coaching with all employees interested in going to school includes discussion of available financial resources. These include tuition reimbursement funded by the health care system as well as paid time off for The Journal of Continuing Education in Nursing · Vol 45, No 5, 2014
nursing courses and additional monetary support provided by a philanthropic foundation. The health care system nursing department strategic plan underpins each coaching encounter. For example, as revised new nurse graduate employment standards require a BSN, the career coach assists employees who express interest in an associate degree in nursing (ADN) program to develop a plan to pursue a BSN instead. Nursing’s current strategic direction calls for graduate nursing leadership education to prepare nurse leaders for full participation in departmental and organizational efforts to improve patient outcomes. Although many nurse leaders obtained a master’s in business administration (MBA) before revision of the nursing strategic plan, the career coach guides nurses interested in leadership roles to consider graduate nursing leadership programs. Taking Action As Thompson et al. (2012) suggest, the career coach listens, asks probing and reflective questions, and empowers the coachee to take action. At the conclusion of the primary coaching session, employees often have a clear vision for moving forward. Whether their immediate goal is completing prerequisites for a BSN program, taking the MAT, or writing the application letter for a PhD program, employees typically are committed to taking action. As appropriate, the career coach expresses support and confidence in their potential for success and invites them to remain in contact as they progress toward goal achievement. For those employees who have undetermined goals, the career coach encourages them to return for further coaching. The career coach maintains confidential records of all coaching encounters. These records include the reason for the contact, topics discussed, and agreed-on goals or actions. Employees who have engaged in career coaching have been queried via SurveyMonkey™ to determine individual progress toward educational goals. The career coach reaches out to individuals, typically by e-mail, who do not respond to the online survey. Additional Support Roles The career coach reviews tuition reimbursement applications and contacts employees as necessary to be certain they are on an appropriate educational path. For instance, when employees apply for reimbursement for nursing prerequisite courses, the career coach e-mails them to ascertain their educational plan and ensure they are taking the appropriate prenursing courses for a BSN. Although the primary focus is on individual educational and career development, the career coach also serves as 207
CNE ARTICLE
TABLE 1
TABLE 2
TOPICS DISCUSSED WITH CAREER COACH
ACTIONS TAKEN FOLLOWING PROFESSIONAL DEVELOPMENT DISCUSSION WITH CAREER COACH
Topic ADN education
%a
No. Respondentsb
20.2
7
BSN education
34.3
12
MSN education
37.1
13
Updated resume
%a
No. Respondentsb
50
4
Secured a new position
62.5
5
Doctoral education
5.7
2
Tuition reimbursement
20
7
Achieved specialty certification or recertification
62.5
5
Work-school program
28.6
10
Published or submitted an article
12.5
1
Specialty certification
5.7
2
1
14.3
5
Gave a podium or poster presentation
12.5
Professional development
Elected to serve in a professional nursing organization
12.5
1
Note. ADN = associate degree in nursing, BSN = baccalaureate nursing degree, MSN = Master of Science in Nursing degree. a Percentages do not equal 100%, as respondents could choose multiple topics. b Thirty total respondents.
a resource for leadership curriculum development and implementation, frequently gives career development presentations, and conducts emotional intelligence seminars for nursing staff and managers. EVALUATION To evaluate the career coach service, a brief anonymous questionnaire was developed using SurveyMonkey. An executive nurse leader e-mailed employees who had one-on-one interaction with the career coach during the previous calendar year (n = 117) and asked them to participate in evaluation of the service; the e-mail contained a link to the online survey. The response rate was 29.9% (n = 35). Findings indicate that of those respondents who discussed educational plans with the career coach, 66% had either started school or graduated, 24% were planning to go to school, and 10% had decided to delay or forego plans for school. Respondents met with the career coach regarding undergraduate (55%) and graduate education (43%); Table 1 displays the various topics respondents discussed with the career coach. Of those respondents who discussed professional development topics with the career coach, all reported having taken specific professional development actions (Table 2). Using a Likert scale ranging from extremely satisfied to not satisfied with their career coaching experience, 80% of respondents were satisfied, very satisfied, or extremely satisfied. The vast majority (93%) indicated they would recommend the career coach to their colleagues. 208
Action
a
Percentages do not equal 100%, as respondents could choose multiple topics. b Nine total respondents.
Nursing executive leadership takes an active role in ongoing evaluation of the career coach program. Quarterly, the nurse executive team reviews career coach reports. One indication of the program’s success is the increased tuition reimbursement for MSN and BSN education compared to previous expenditures for ADN education. In addition, the percentage of diploma- and ADN-prepared nurses has fallen from 36% in 2008 to 26.8% in 2012, while the percentage of BSN-prepared nurses has risen from 53% to 65% in the same period. These changes are a result of several organization-wide strategic initiatives including the career coach program. Nursing executive leaders are highly supportive of the program and intend to maintain the academic–practice partnership. CONCLUSION The career coaching program is evolving to meet identified nursing and health care system goals to improve patient outcomes. Kowalski and Casper’s (2007) foundation, learning, and action phases ground ongoing program development to meet individual and organization objectives. Career coaching practice recognizes the significance of the relationship between the coach and the coachee, the imperative for purposeful engagement, and the developmental movement that occurs subsequent to coaching. The academic–practice partnership is a win-winwin for the health care system’s nursing department, employees, and school of nursing faculty. The partnership supports the achievement of health care system and nursing strategic goals for advancement of professional Copyright © SLACK Incorporated
CNE ARTICLE
nursing practice. The career coach’s leadership experience and academic perspective helps employees navigate the higher education system and successfully earn their desired degree. The career coach’s close interaction with nurses and nurse leaders provides an essential context for current professional concerns and issues, which enhances teaching effectiveness. The career coach practice is integral to the advancement of professional nursing practice in the health care system, which recognizes it as an exemplar of innovative professional development service.
Career Coaching Fowler, D.L. (2014). Career Coaching: Innovative Academic– Practice Partnership for Professional Development. The Journal of Continuing Education in Nursing, 45(5), 205-209.
1
Coaching is a developmental strategy used for a variety of purposes with all levels of personnel, including patients, in which the coach helps a person reach higher effectiveness that leads to awareness and action.
2
Career coaching is a useful tool to advance nurses’ professional development, including achievement of higher levels of education.
3
Career coaching is a successful organizational strategy to achieve the Institute of Medicine’s imperative to increase the level of nurses’ education.
4
Academic–practice career coaching model benefits nurses, the organization, and faculty members who serve as coaches.
REFERENCES Bark, L. (2011). The wisdom of the whole: Coaching for joy, health, and success. San Francisco, CA: Create Space Press. Batson, V.D., & Yoder, L.H. (2012). Managerial coaching: A concept analysis. Journal of Advanced Nursing, 68, 1658-1669. doi:10.1111/ j.1365-2648.2011.05840.x Cooperrider, D.L., Whitney, D., & Stavros, J.M. (2008). Appreciative inquiry handbook: For leaders of change. San Francisco, CA: Berrett-Koehler. Donner, G., & Wheeler, M.M. (2009). Coaching in nursing: An introduction. Retrieved from http://www.icn.ch/pillarsprograms/ coaching-in-nursing-an-introduction/ Dossey, B.M. (2013). The art and science of nurse coaching: The provider’s guide to coaching scope and competencies. St. Louis, MO: American Nurses Association. Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press. Kowalski, K., & Casper, C. (2007). The coaching process: An effective tool for professional development. Nursing Administration Quarterly, 31, 171-179. doi:10.1097/01.NAQ.0000264867.73873.1a
The Journal of Continuing Education in Nursing · Vol 45, No 5, 2014
Loehr, A., & Emerson, B. (2008). A manager’s guide to coaching: Simple and effective ways to get the best out of your employees. New York, NY: AMACOM. Schaub, B.G., Luck, S., & Dossey, B. (2012). Integrative nurse coaching for health and wellness. Alternative and Complementary Therapies, 18, 14-20. doi:10.1089/act.2012.18110 Thompson, R., Wolf, D.M., & Sabatine, J.M. (2012). Mentoring and coaching: A model guiding professional nurses to executive success. Journal of Nursing Administration, 42, 536-541. doi:10.1097/ NNA.0b013e31827144ea
209
Career Coaching: Innovative Academic–Practice Partnership for Professional Development Debra L. Fowler, PhD, MBA, RN, CNE
HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.1 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learnerbased activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at https:// villanova.gosignmeup.com/dev_students.asp?action=browse& main=Nursing+Journals&misc=564. In order to obtain contact hours you must: 1. Read the article, “Career Coaching: Innovative Academic– Practice Partnership for Professional Development,” found on pages 205–209, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until April 30, 2016. Contact Hours This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. Objectives • Discuss the application of career coaching as a process to achieve the Institute of Medicine’s imperative to increase the level of nurses’ education. • Identify the three phases of the coaching process and the major components of each. • Describe the benefits of the career coach practice for school of nursing faculty. Disclosure Statement Neither the planners nor the author have any conflicts of interest to disclose.
The Journal of Continuing Education in Nursing · Vol 45, No 5, 2014
abstract This article describes an academic–practice partnership that uses career coaching to support the health care system’s strategic plans to increase nurses’ educational level. Nurses and other employees seek coaching to explore their career path and create an educational plan to accomplish their goal. Career coaching by nursing faculty provides a unique service as they have expert knowledge of various educational programs as well as methods for achieving academic success. The academic–practice partnership is a win-win-win; the health care system achieves advancement of professional nursing practice, employees are supported to advance their education and professional nursing practice, and faculty benefit from immersion in current professional concerns and issues. J Contin Educ Nurs. 2014;45(5):205-209.
T
he 2010 Institute of Medicine (IOM) report, The Future of Nursing: Leading Change, Advancing Health, has propelled nursing beyond dialogue about the profession’s role in the United States health care system to determined action. Many states have formed regional action coalitions that are leading communitybased initiatives to accomplish the various recommendations of the report.
Dr. Fowler is Assistant Professor, Nursing Systems; Track Director, MSN in Nursing Leadership and Administration; and Division Head, Division of Management and Education, University of Texas Health Science Center Houston, School of Nursing, Houston, Texas. The author discloses that she has no significant potential financial interests in any product or class of products discussed directly or indirectly in this activity, including research support. Address correspondence to Debra L. Fowler, PhD, MBA, RN, CNE, Assistant Professor and Track Director, MSN in Nursing Leadership and Administration, University of Texas Health Science Center Houston, School of Nursing, 6901 Bertner, SON-741, Houston, TX 77030; e-mail: [email protected]. Received: August 8, 2013; Accepted: January 22, 2014; Posted Online: April 17, 2014 doi:10.3928/00220124-20140417-02 205
CNE ARTICLE
Coaching is a developmental strategy used for a variety of purposes with all levels of personnel and individuals. According to Loehr and Emerson (2008), a coach helps a person “reach higher effectiveness by creating a dialogue that leads to awareness and action” (p. 2). Recently, the role of nurse coaches to support individual health and wellness behaviors has been explicated (Bark, 2011; Dossey, 2013; Schaub, Luck, & Dossey, 2012). Managerial coaching to improve job performance is a common practice (Batson & Yoder, 2012), and executive coaching often is used for nurses aspiring to or already holding upper-level management positions (Thompson, Wolf, & Sabatine, 2012). Peer coaching offers an opportunity for new and experienced nurses to learn from one another (Donner & Wheeler, 2009). Regardless of the specific coaching purposes, successful coaching practice is grounded in a supportive interpersonal relationship and is purpose-driven to assist the coachee in identifying and achieving stated goals. In nursing, professional development of nurses at the bedside and those in leadership positions is key to improved patient outcomes, and career coaching is a tool that supports continuing professional and personal growth. This article describes the use of career coaching through a community-owned health care system and school of nursing partnership to support nurses’ professional development and assist non-nursing employees who are interested in a nursing career. The academic– practice partnership is one strategy to accomplish the IOM (2010) imperative that nurses achieve higher levels of education. OVERVIEW A large community-owned health care system located in a metropolitan city in the southwestern United States comprises three hospitals, multiple health centers, homeless shelter clinics, school-based clinics, and mobile health units. The health care system is working toward achieving the IOM (2010) recommendation of an 80% RN workforce with a baccalaureate degree in nursing (BSN) by 2020; the health care system has increased the percentage of RNs prepared at the baccalaureate level or higher from 64% in 2008 to 73% in 2012. In addition to the partnership described in this article, the health care system has affiliations with several area schools of nursing. These include clinical placements for undergraduate students, graduate student preceptorships, joint research endeavors, and participation in advisory councils; in addition, several nurse leaders guest lecture at the schools of nursing. As part of the comprehensive system-wide strategic plan to enhance professional nursing practice, in 2008, 206
the system and one school of nursing formed an innovative academic–practice partnership in which the school’s faculty served as career coaches for the nursing department. Prior to this partnership, no organized effort to advance nursing professional development existed. Although the system provided tuition reimbursement, program administration was not in alignment with the newly revised nursing strategic plan. Executive nursing leadership envisioned the academic–practice partnership as an opportunity to leverage limited resources to accomplish nursing’s strategic mission. Their vision initially focused on increasing the level of education of the nursing staff, especially among early and mid-career nurses. More recently, the goal has expanded to reach out to employees who aspire to a career in nursing. Career coaching focuses on advancing the individual employee’s potential to be successful in consideration of health care system and nursing strategic goals. The career coach practice embodies the school of nursing’s and the health care system’s shared commitment to lifelong learning and the advancement of professional nursing education and practice. The university acknowledges the career coach role as an important scholarly endeavor. The practice constitutes 30% of the faculty’s workload and is an essential consideration in the performance review and promotion processes. CAREER COACHING PRACTICE Kowalski and Casper (2007) developed a coaching model that identified three major components: ● Establishing the “foundation” for coaching. ● The “learning process,” which happens during coaching. ● The “taking action” phase in which the coachee makes behavioral changes. The authors identify coaching competencies for each of the phases of the process. Underpinning the successful coaching process is the selection of an appropriate coach (Kowalski & Casper, 2007). The health care system’s executive nursing leadership sought to secure external expertise to support individual coaching as well as provide leadership development expertise. The two faculty members who have served as career coach also teach undergraduate leadership concepts and graduate leadership and administration courses. The Foundation In the author’s career coach practice, individual coaching is brief and often limited to three or four interactions; therefore, it is essential to establish a positive relationship with the initial contact, which usually occurs via e-mail. E-mails are friendly and open, Copyright © SLACK Incorporated
CNE ARTICLE
arrangements for meetings are flexible, and all encounters focus on employees and their perceived professional development goals. Employees demonstrate openness to coaching by making the initial contact with the career coach. The Learning Process Career coaching sessions with nurses and other employees are typically face-to-face but may be by telephone or e-mail. Although the career coach is available for a variety of professional development issues, the majority of employees seek coaching to help with decisions related to furthering their education. Admission requirements, including prerequisite courses, are discussed with employees considering prelicensure BSN and RN-to-BSN programs. The health care system’s minimal employment eligibility standards for new graduate nurses (BSN degree, a grade point average of 3.2, and a score of 900 on the exit Health Education Systems Inc. [HESI] examination) are reviewed with all employees interested in entry-level nursing education to ensure eligibility for employment following graduation. Methods to support academic success are explored as well. Many nurses who are considering graduate school are uncertain about their career trajectory and want to discuss options. Conversations frequently include details of required educational preparation and practice models for various advanced practice roles including nurse practitioner, nurse leader, nurse educator, and others. Nurses contemplating doctoral education are sometimes unsure whether to pursue a Doctor of Philosophy (PhD) or Doctor of Nursing Practice (DNP) degree. The most successful and rewarding aspects of the nurse’s career are identified using an appreciative inquiry approach (Cooperrider, Whitney, & Stavros, 2008). Bark’s (2011) orienting tool also is used to explore specific aspects of each option. These methods help nurses gain insight about the type of graduate program that best suits their career goals. As nurses are often anxious about the university application process, the career coach discusses application requirements such as a professional essay and success strategies on admission examinations such as the Graduate Record Exam (GRE) or Miller Analogies Test (MAT). Affirming the importance of career-life balance, the coaching session considers various personal factors to identify an educational path that is most likely to be successful. Coaching with all employees interested in going to school includes discussion of available financial resources. These include tuition reimbursement funded by the health care system as well as paid time off for The Journal of Continuing Education in Nursing · Vol 45, No 5, 2014
nursing courses and additional monetary support provided by a philanthropic foundation. The health care system nursing department strategic plan underpins each coaching encounter. For example, as revised new nurse graduate employment standards require a BSN, the career coach assists employees who express interest in an associate degree in nursing (ADN) program to develop a plan to pursue a BSN instead. Nursing’s current strategic direction calls for graduate nursing leadership education to prepare nurse leaders for full participation in departmental and organizational efforts to improve patient outcomes. Although many nurse leaders obtained a master’s in business administration (MBA) before revision of the nursing strategic plan, the career coach guides nurses interested in leadership roles to consider graduate nursing leadership programs. Taking Action As Thompson et al. (2012) suggest, the career coach listens, asks probing and reflective questions, and empowers the coachee to take action. At the conclusion of the primary coaching session, employees often have a clear vision for moving forward. Whether their immediate goal is completing prerequisites for a BSN program, taking the MAT, or writing the application letter for a PhD program, employees typically are committed to taking action. As appropriate, the career coach expresses support and confidence in their potential for success and invites them to remain in contact as they progress toward goal achievement. For those employees who have undetermined goals, the career coach encourages them to return for further coaching. The career coach maintains confidential records of all coaching encounters. These records include the reason for the contact, topics discussed, and agreed-on goals or actions. Employees who have engaged in career coaching have been queried via SurveyMonkey™ to determine individual progress toward educational goals. The career coach reaches out to individuals, typically by e-mail, who do not respond to the online survey. Additional Support Roles The career coach reviews tuition reimbursement applications and contacts employees as necessary to be certain they are on an appropriate educational path. For instance, when employees apply for reimbursement for nursing prerequisite courses, the career coach e-mails them to ascertain their educational plan and ensure they are taking the appropriate prenursing courses for a BSN. Although the primary focus is on individual educational and career development, the career coach also serves as 207
CNE ARTICLE
TABLE 1
TABLE 2
TOPICS DISCUSSED WITH CAREER COACH
ACTIONS TAKEN FOLLOWING PROFESSIONAL DEVELOPMENT DISCUSSION WITH CAREER COACH
Topic ADN education
%a
No. Respondentsb
20.2
7
BSN education
34.3
12
MSN education
37.1
13
Updated resume
%a
No. Respondentsb
50
4
Secured a new position
62.5
5
Doctoral education
5.7
2
Tuition reimbursement
20
7
Achieved specialty certification or recertification
62.5
5
Work-school program
28.6
10
Published or submitted an article
12.5
1
Specialty certification
5.7
2
1
14.3
5
Gave a podium or poster presentation
12.5
Professional development
Elected to serve in a professional nursing organization
12.5
1
Note. ADN = associate degree in nursing, BSN = baccalaureate nursing degree, MSN = Master of Science in Nursing degree. a Percentages do not equal 100%, as respondents could choose multiple topics. b Thirty total respondents.
a resource for leadership curriculum development and implementation, frequently gives career development presentations, and conducts emotional intelligence seminars for nursing staff and managers. EVALUATION To evaluate the career coach service, a brief anonymous questionnaire was developed using SurveyMonkey. An executive nurse leader e-mailed employees who had one-on-one interaction with the career coach during the previous calendar year (n = 117) and asked them to participate in evaluation of the service; the e-mail contained a link to the online survey. The response rate was 29.9% (n = 35). Findings indicate that of those respondents who discussed educational plans with the career coach, 66% had either started school or graduated, 24% were planning to go to school, and 10% had decided to delay or forego plans for school. Respondents met with the career coach regarding undergraduate (55%) and graduate education (43%); Table 1 displays the various topics respondents discussed with the career coach. Of those respondents who discussed professional development topics with the career coach, all reported having taken specific professional development actions (Table 2). Using a Likert scale ranging from extremely satisfied to not satisfied with their career coaching experience, 80% of respondents were satisfied, very satisfied, or extremely satisfied. The vast majority (93%) indicated they would recommend the career coach to their colleagues. 208
Action
a
Percentages do not equal 100%, as respondents could choose multiple topics. b Nine total respondents.
Nursing executive leadership takes an active role in ongoing evaluation of the career coach program. Quarterly, the nurse executive team reviews career coach reports. One indication of the program’s success is the increased tuition reimbursement for MSN and BSN education compared to previous expenditures for ADN education. In addition, the percentage of diploma- and ADN-prepared nurses has fallen from 36% in 2008 to 26.8% in 2012, while the percentage of BSN-prepared nurses has risen from 53% to 65% in the same period. These changes are a result of several organization-wide strategic initiatives including the career coach program. Nursing executive leaders are highly supportive of the program and intend to maintain the academic–practice partnership. CONCLUSION The career coaching program is evolving to meet identified nursing and health care system goals to improve patient outcomes. Kowalski and Casper’s (2007) foundation, learning, and action phases ground ongoing program development to meet individual and organization objectives. Career coaching practice recognizes the significance of the relationship between the coach and the coachee, the imperative for purposeful engagement, and the developmental movement that occurs subsequent to coaching. The academic–practice partnership is a win-winwin for the health care system’s nursing department, employees, and school of nursing faculty. The partnership supports the achievement of health care system and nursing strategic goals for advancement of professional Copyright © SLACK Incorporated
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nursing practice. The career coach’s leadership experience and academic perspective helps employees navigate the higher education system and successfully earn their desired degree. The career coach’s close interaction with nurses and nurse leaders provides an essential context for current professional concerns and issues, which enhances teaching effectiveness. The career coach practice is integral to the advancement of professional nursing practice in the health care system, which recognizes it as an exemplar of innovative professional development service.
Career Coaching Fowler, D.L. (2014). Career Coaching: Innovative Academic– Practice Partnership for Professional Development. The Journal of Continuing Education in Nursing, 45(5), 205-209.
1
Coaching is a developmental strategy used for a variety of purposes with all levels of personnel, including patients, in which the coach helps a person reach higher effectiveness that leads to awareness and action.
2
Career coaching is a useful tool to advance nurses’ professional development, including achievement of higher levels of education.
3
Career coaching is a successful organizational strategy to achieve the Institute of Medicine’s imperative to increase the level of nurses’ education.
4
Academic–practice career coaching model benefits nurses, the organization, and faculty members who serve as coaches.
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Loehr, A., & Emerson, B. (2008). A manager’s guide to coaching: Simple and effective ways to get the best out of your employees. New York, NY: AMACOM. Schaub, B.G., Luck, S., & Dossey, B. (2012). Integrative nurse coaching for health and wellness. Alternative and Complementary Therapies, 18, 14-20. doi:10.1089/act.2012.18110 Thompson, R., Wolf, D.M., & Sabatine, J.M. (2012). Mentoring and coaching: A model guiding professional nurses to executive success. Journal of Nursing Administration, 42, 536-541. doi:10.1097/ NNA.0b013e31827144ea
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