Effects of Coaching and Reflective Learning on Competency and Satisfaction Towards the Teaching and Learning Process of Nursing Students

Abstract

The aim of this quasi-experimental research was to examine the of coaching and reflective learning on competency and satisfaction of nursing students studying clinical nursing management practicum.
     The sample was purposively selected and consisted of 16 fourth year students in a major teaching hospital under the Ministry of University Affairs. Data were collected using a set of research instrument developed by the researchers. The instruments include 3 parts : 1) competency assessment questionnaire ; 2) satisfaction questionnaire ; and 3) clinical log. Data were then analyzed using mean, standard deviation, and independent t - test.
     The findings revealed that the students who participated in the coaching and reflective learning activities had a high level of clinical competency and a high level of satisfaction with the teaching and learning process. Meanwhile, the student who participated in usual teaching and learning activities had a moderate level of clinical competency and a level of satisfaction. When comparing the two groups, the means scores of clinical competency of the student who participated in the coaching and reflective learning activities were significantly higher than those in the usual teaching and learning activities (P < 0.05), whereas the mean scores of satisfaction of both groups were not statistically different (P > 0.05).
     Based on these finding, nurse educators as well as clinical nurse might consider coaching and reflective learning activities as a strategy for fostering effective teaching process as well as improving competency of the nursing students.