Class 1 Unit 3 COMMENT 1

The guidance and coaching from the RN role and advanced practice role are equally important and each have their advantages. For the RN role, the RN can teach the patient at the bedside and spend more time offering guidance and coaching. One of the most important things nurses can do to improve outcomes is to educate patients about their self-care needs before discharge (London, 2016). For the advanced practice role, there are two types of experiences that refine their coaching abilities. According to Spross and Babine (2014), these two experiences are continuous contact with patients over time that shows APNs to see how illnesses evolve over time, and one time episodic encounters that teach the APN how to communicate appropriately in certain situations, such as sad news situations. I believe it is the continuous contact with patients over time that makes the APN most competent because this gives the opportunity to observe trends in coaching and chronic illnesses to better coach the next patients. 

Teaching and coaching go hand in hand with the wellness model as the wellness model emphasizes maintaining health not only of the body; but also of the mind, soul, and context. For a care provider to maintain health of the mind, soul, and context of the individual, teaching and coaching are both necessary. The holistic approach of the wellness model depends on coaching and education to prevent the disease process in a patient before it occurs. The holistic approach of the wellness versus sickness model also depends on the APN adjusting guidance and coaching style to fit each individual patient, which is something that is not a focus in the medical model. “The learning style (e.g., visual), personalities (e.g., defensive) and educational needs (e.g., communication skills) require coaching flexibility” (LeBlanc & Sherbino, 2010). Coaching flexibility is a crucial factor in coaching and guidance to be successful, and APNs understand this and adjust accordingly. 

References

LeBlanc, C., & Sherbino, J. (2010). Coaching in emergency medicine. Canadian Journal of Emergency Medicine, 12(6), 520-524. accession number: 57163745.

London, F. (2016). No time to teach: The essence of patient and family education for health care providers (2nd ed). Atlanta, GA: Pritchett & Hull Associates

Spross, J., & Babine, R. (2014). Guidance and coaching. In A. B. Hamric, C.M. Hanson, M.F. Tracy & E.T. O'Grady (Ed.), Advanced Practice Nursing: An Integrative Approach (5th ed., p. 45). St. Louis, MO: Elsevier Saunders.