Facilitating learning in practice
Facilitating learning in practice

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Facilitating learning in practice

5.2 Using a coaching tool

To help build confidence and a sense of professional identity, the GROW model (Passmore, 2006) is a useful coaching tool that can be adapted to structure practice learning. The confidence of students can increase when they feel they are part of a team, belong to the profession and gain positive feedback from staff, allowing them to ‘fit in’ (Chesser-Smyth and Long, 2013).

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Figure 3 Adaptation of the GROW coaching model (Passmore, 2006)

However, it is important to acknowledge that the student must also be a ‘proactive agent’ in their transition from ‘newcomer’ to feeling part of the team (Hatmaker et al., 2011; Houghton, 2013), and this can be facilitated through effective preparation prior to commencing the placement area. As a mentor, it may be possible to liaise with the education provider or practice link staff to forward information about the placement and offer a short orientation visit prior to the official starting date. The student can then be proactive in establishing their understanding of the clinical area and role clarity, and start thinking about goals to be achieved.

Mentorship programme

If you are completing these learning materials as part of an NMC mentor preparation programme, use the protected learning time allocated to discuss with your mentor assessor how you would use the adapted GROW model in Figure 3, to plan and facilitate learning for a day with a student in your practice area.


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