Coaching and Mentoring in Healthcare: Enhancing Capacity for Improved Patient Care

Introduction

Capacity building is the process of enhancing the capability of an organization or individuals to cope with emerging challenges that are brought about by change (Saeb et al., 2020). In healthcare, this entails increasing the qualification of healthcare personnel with a view of increasing efficiency in delivering healthcare services, adopting teamwork and promoting a culture of quality improvement (Laatikainen et al., 2021). Such strategies not only assist in sharing information and knowledge of clinical care but are also aimed at identifying and providing support with the paediatric cancer workers emotions and professional development. Thus, trustfully sharing detailed guidance, mentoring and coaching can boost job satisfaction, decrease burnout and consequently improve results for patients (Saeb et al., 2020). This essay shall look at these strategies based on their feasibility, drawbacks that are associated with them, and the environment in which they should be implemented in the healthcare environment.

Part 1: Coaching

1.Defining Coaching

In the area of healthcare sector coaching is defined as a purposeful, client-focused relationship ignited to maximize the efficacy of a healthcare worker, within a certain area or context, through the development of his/her knowledge, abilities, and skills aimed at achieving stated performance and patients care objectives (Singh et al., 2020). This definition is suitable for the healthcare environment because of accountability, where one can easily see that the achievement of the goals of this definition is highly relevant to the healthcare setting as healthcare practitioners are accountable for improving their performance and enhancing the safety of patients. Organizational behaviour theory is relevant because it focuses on leadership, and specifically, transformational leadership theory pertains to how leaders can help change their subordinates (Hu et al., 2022). For example, in a healthcare setting, the staff is more likely to respond positively toward a theory of transformational leadership whereby improvement and professional development can be promoted by a coach to promote healthcare change. This appears to be reflected in the coaching processes that are always teamwork and achievement-oriented and the coach being a professional guide.

Some ideas from Knowles Andragogy, which is a branch of the Adult Learning Theory, also inform this definition. This theory suggests that adults are responsible for their learning and come into the learning process with past experiences that may influence how they learn now and are interested in courses or subjects that could be used in their workplace or daily lives (Knapke et al., 2024). The Adult Learning Theory would be able to provide personalized development, with prior subject matter knowledge already understood and then coaching further on those aspects. This approach can be viewed as compatible with the goal-oriented and skill-building aspects of the coaching definition as it acknowledges that the process should be adjusted to meet the persons needs and the context of their professional environment (Ziegler & Hadders?Algra, 2020).

2.Critical Analysis of Coaching in Healthcare

Coaching as one of the professional development capacity-building strategies in the context of healthcare is intended both as a promising idea and as a rather challenging practice. It is built on the assumption of the program that review and individual attention in professional development will strengthen clinicians skills, increase the quality of services, and promote an organizational culture change process (Stephany et al., 2023). However, this approach also entails some assumptions, advantages, disadvantages, compliance issues, control measures, and challenges. The principles of coaching employ what might be considered a fundamental postulate for its application in healthcare, such that all workers, including clinicians, are likely to profit from reflective practice and targeted support. It is assumed that improvement in the practical activity of less experienced practitioners (coaches) is possible through the mastering of certain rules of management, support for practical training, motivation, and professional growth (Singh et al., 2020). This assumption relies upon the belief that professional development is a never-ending cycle that needs to be supplemented by frequent coaching (Allen et al., 2021). Coaching plays an important role in the outcomes of healthcare. Staff knowledge is increased, continuing education is valued, and patient care can be increased due to the transition in educational philosophy (Barr & Tsai, 2021). At the same time, by creating positive working relationships and effective communication, coaching can increase satisfaction with ones job and decrease the level of burnout among healthcare employees (Boet et al., 2023). Also, it can offer corrective interventions for behaviour problems, personalize solutions based on learners profiles, and facilitate successfully the application of research-supported solutions (Allen et al., 2021).

However, there are some probable dangers and limitations of coaching in healthcare are available. A drawback is that the process takes up a lot of time and resources from both the coach and the coachee often unable to afford such luxury because of competing pressures such as in the health sector (Stephany et al., 2023). There is also a potential for a good/coach and a poor/athlete match and where personalities contradict each other or the styles of coaching clash, then coaching can be less effective. Also, coaching might be seen as a corrective measure rather than a growth-oriented and therefore there is likely to be resistance from staff (Barr & Tsai, 2021). Some of the key barriers are time constraints, coaches not well trained enough, limited resources, and a lack of awareness and appreciation for the worth of coaching (Rushton et al., 2022). To overcome such challenges, proper training can ensure that there is consistency in the practice of coaching in the organisation (Jansen et al., 2024). Also, enforcing methods of coaching sessions within the school calendar can relieve the issue of time shortage (Jansen et al., 2024). Adopting a positive organizational culture, promoting professional growth and encouraging interaction with different stakeholders could help eliminate reluctance among educators and bring actual engagement (Rushton et al., 2022). Additionally, involving the administration in the process as well as getting their support and backing is vital in ensuring the success and continuance of coaching activities.

Part 2: Mentoring

1.Defining Mentoring

Mentoring in the healthcare workplace could be described as a constructive, developmental partnership with a senior healthcare worker as the designer and principal, and a junior colleague as the receiver and learner during career development and sharpening of competence (Keinnen et al., 2023). This definition is suitable for healthcare because it captures the nature of knowledge management and seeks to promote the development of professionalism and continued acquisition of skills in an area of distinct and steady growth. Tripp and Bowers attribute this definition of mentoring to the Social Learning theory put forward by Albert Bandura (Islam et al., 2023). According to Banduras theory, learning happens in a social context where people observe others, imitate them, and in the process, act as role models. In health care delegated, the mentor is more of a model who provides examples of how she/he expects the mentee to perform and expected ethical behaviour (Islam et al., 2023). This can be tied to the definition since the aspect mainly emphasizes the need for experienced practitioners to influence the behaviours of their novice counterparts

Another relevant theory that can be of help is Levinsons Adult Development Theory focuses on mentoring relationships in the grown-ups professional development. According to Levinson, the theory offers direction and support during critical phases of a working persons life, both on the career front and in the cognitive-emotional realm (Hill & Glisson, 2023). According to this theory, mentors are both professional and personal, which makes this type of support essential for the healthcare field which is characterized by high stress levels. Additionally, Krams Theory of Mentorship outlines two primary functions of mentoring, i.e. self-employment, career advancement, and job search, as well as psychosocial intervention. Career development comprises sponsorship, coaching, and assignment with challenges, while psychosocial support contains role modelling, confirmation, and acceptance (Ramani et al., 2023). This theory is also related to the definition of mentoring as practised in healthcare because it points to the fact that mentoring is not limited to the transmission of specific skills but includes the concept of role modelling.

2.Critical Analysis of Mentoring in Healthcare

An important assumption is that having a more experienced mentor helps less experienced staff deliver care and obtain more positive outcomes for patients. Such type of relationship leads to improved work experience and satisfaction, and better quality in the delivery of health care services (Hill & Glisson, 2023). These assumptions give a notion that mentoring is one of the most important tools in the process of workforce development that is aimed at producing better and more efficient qualified human capital. There are benefits involved in the usage of the concept of mentoring in learning because new healthcare professionals can be trained with practical overviews and advice from their trainers. This process also contributes to the growth of the mentees knowledge of clinical practice and enables them to manage any organizational challenge encountered in the healthcare setting for effective decision-making (Jongen et al., 2018). There are positive effects on employee motivation and turnover, along with participants feeling that their organisations value them and their professional experience (Andersen & Watkins, 2018). Mentoring is thus valuable to mentors as the process provides benefits and enjoyment that follow from the selflessly imparting knowledge and skills to those who follow him or her.

However, one of the limitations is the quality of mentoring can fluctuate from one project to another, and this is attributable to the differences in skill mix and motivation of the mentors (Martin et al., 2023). While many professionals are employees who have been in their respective fields for years, this does not necessarily mean that the individuals can efficiently be mentors to others, and a negative mentoring relationship may result in frustration for the employee-mentee. Also, in the process of mentoring, the two parties spend a lot of time together, and this is problematic because, in healthcare, time is always of the essence. There is also a risk of over-dependence on the mentor with a failure to notice other crucial professional development events (Winderbaum & Coventry, 2024). A persistent issue is that of time since not everyone has the luxury of time, whereby both the mentor as well as the mentee may have pretty rigid schedules. Another constraint is organizational culture, with a lack of support or stimuli for mentorship work (Baskin et al., 2023).

To mitigate challenges, mentors can be offered training since this makes their qualifications more standardized hence offering more quality mentoring (Winderbaum & Coventry, 2024). One of the common reasons for the lack of involvement in the process is that there is never enough time to do it right or there is always enough time to do it wrong. Healthcare organisations should set some time for mentoring activities and engagements so that the mentors and the mentees can fully commit (Baskin et al., 2020). Mentees and mentors should make the process of providing feedback and generating feedback on the mentoring process frequent and effective ways of reaching consensus can be developmental to the point of identifying the problems that may hinder the continuity of the mutually beneficial relationship (Baskin et al., 2020). Also, to achieve a high level of receptive organizational environment for graduate mentorship, it is important to establish an organizational culture that rewards and celebrates the efforts of mentors in the organization (Martin et al., 2023).

Reflection on Me as a Coach/Mentor

Due to my experience in clinical, I am capable of giving recommendations that are thorough and pertinent to the subject. Due to my excellent verbal and written communication, I can explain ideas concisely and effectively and empathy while listening to the concerns of the mentees. Furthermore, a high level of empathy allows me to build strong positive relationships with mentees, that make them appreciate and feel comfortable. Therefore, while managing teams, I have gained skills in addressing the different needs and approaches of students or employees within the different classes. However, a major concern is the conflict of interest on how to manage my time between the mentoring activities and my other major working engagements at the health facilities. Furthermore, I have to keep on enhancing my patience as well as refrain from dominating the meetings and thereby providing solutions instead of allowing the mentees to solve their problems on their own. Finally, I shall remain malleable for constructive criticism to enable me to change for the better in the manner I manage my mentoring and coaching.

Conclusion

Mentoring and coaching: two of the most important capacity development approaches in the healthcare sector development of professionals as well as in the acquisition of professional skills, development and in turn patient care. All these approaches rely on experts knowledge and enable junior personnel to work on improving their performance. Despite the advantages associated with such benefits as job satisfaction and reduced burnout, problems like time deficit and the requirement of a formal course must be solved. Even when an organization is using the best strategies, the effectiveness of implementation can only be determined when there is a commitment towards the task, acknowledgement by the administration and most importantly understanding by all stakeholders of a positive culture towards implementation.

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