Theory and research on coaching practices

Executive Function Coaching: Assisting With Transitioning From Secondary to Postsecondary Education

OBJECTIVE

ADHD is defined as impairment to self-regulatory behavior and executive functioning (EF). Many students with other learning disabilities (LD) also experience EF impairments. With the rising number of students with ADHD and LD enrolling in higher education, it is important to recognize the challenges these students face and to provide effective support when transitioning from secondary to postsecondary school. This article examines the challenges of the transition from secondary to postsecondary environments, specifically with the student diagnosed with ADHD and/or other LD.

METHOD

Scholarly articles relating to the efficacy of EF coaching as well as students with ADHD and/or other LD transitioning from secondary to postsecondary school were examined and then considered for best practices in EF coaching.

RESULTS

Although the literature supports that EF coaching can improve EF skills, there is a paucity of empirical studies that examines the efficacy of EF coaching (Franklin & Franklin, 2012). The literature also supports the use of EF coaching for students with ADHD and/or LD when transitioning from highschool to college, however limited research has been published to date.

CONCLUSION

With the finite research available in the field of coaching, recommendations for future consideration and research is included to support the need for evidence-based programs. An EF coaching model at Lynn University's Institute for Achievement and Learning (IAL) is discussed and addresses how students are supported during their first year at the University.

Managerial coaching: a concept analysis

AIM

This article presents a report of a concept analysis of managerial coaching.

BACKGROUND

Managerial coaching has been identified as a means for managers to give support to staff nurses, however, no clear delineation of what behaviours and attributes constitute managerial coaching or differentiate it from other career development relationships is provided in the current nursing literature.

DATA SOURCES

The CINAHL, ProQuest, Business Source Complete and PscyhIFNO databases were searched for articles published between 1980-2009 using the keywords coaching, managerial coaching, nurse manager support, nursing leadership, self-efficacy, work environment and empowerment.

REVIEW METHODS

A hybrid approach was used, incorporating both Walker and Avant's method of concept analysis and King's conceptual system and Theory of Goal Attainment to explore the meaning of managerial coaching. Inclusive years of search ranged from 1980-2009.

FINDINGS

Managerial coaching is a specific dyadic relationship between the nurse manager and staff nurse intended to improve skills and knowledge as they relate to expected job performance. Antecedents and consequences are categorized at the individual and organizational level. Defining attributes, empirical referents and a model case are presented.

CONCLUSION

The theoretical definition for this concept helps to differentiate it from other types of career development relationships and will give a basis for nurse managers to understand what skills and attributes are necessary to establish an effective managerial coaching relationship with staff nurses. Conceptualization will also assist in developing empirical studies examining managerial coaching behaviours in the work environment.