Nursing and Health Care

Statement of the Problem:

Occasionally a student might work in a way that is professionally undesirable or that constitutes unacceptable professional conduct. When this impacts upon practice assessment and the student is clearly failing, there is usually an established process to help manage this. However sometimes the student might have behaviours we find professionally difficult, yet are still able to progress through their assessments. This sort of behaviour usually accounts for a student who is 'in difficulty'. Both students in difficulty and students who are failing present a complex and challenging situation for those in supervisory roles.

Traditional approaches to mentoring, coaching and supervision position the 'helper' as the expert who identifies what the 'problem' is and any subsequent solutions. The student then receives instruction about what to do, with the underpinning philosophy being that knowledge will lead to a change in behaviour. However, this locates the student in a passive position, does not take into account other factors that influence behaviour and rarely results in change. Models are used in other types of helping relationships to support an individual to a positive outcome. However, the use of these to support students in difficulty has not been well researched.

The study will describe the experience of participants following completion of an educational module which includes the application of a number of helping models. These include: Egan's Skilled Helper; Motivational Interviewing; Cognitive Behavioural Coaching.

Methodology & Theoretical Orientation: the study is a mixed methods design using quantitative analysis of confidence pre and post module, qualitative analysis of practice reflections and focus group data. Study findings will be reported in May 2019. Conclusion & Significance: The results will help inform future application of helping modules in this context.