BibTex RIS Kaynak Göster

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Yıl 2015, Cilt: 14 Sayı: 42, 33 - 42, 14.10.2015

Hale Sezer Hatice Şahin

Öz

Coaching process that medicine and health science widespread use and is admitted as the instructional strategy that is defined people’s performance is considered the resources needed to be able to develop throughout with the target by which to realize that people itself. This process occur a cycle which is consist of analyzes, studying, setting theories, criticize and try. To management healthy for this cycle needed to be useful for coaching strategies, skills and models. When analyzed in terms of the coaching adaptation of medical and health sciences, “Coaching Skills”, “Clinical Coaching”, “Coaching in Patient Management”, “Instructional Technology and Coaching” is encountered concepts. Skill coaching is with purpose of supporting to student’s psychomotor and cognitive skills development, clinical coaching use in clinical education process. Coaching process can be carries out using instructional technology in graduate students and postgraduate specialist training. Also, coaching process which is configured by technology in patient management can be carried out for patient’s health and sickness behaviors. No matter what kind of coaching implemented are basic building blocks of coaching should be carried out during the coaching process. These basic building blocks, target is founded by coachee, be realistic, available resources are discovered by coachee, be positive and constructive feedback, to expose the person’s strengths, be ensured the self esteem in learning and each of coaching process from individually restructuring. With them together effectively the use of instructional technology in the coaching process helps the spread of the coaching practice. In this study, coaching, coaching process, type, skills, strategies and models, evaluation of the coach, coaching, and related concepts are examined. Also, examples of adaptation coaching in medical and health science are given

Anahtar Kelimeler

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Kaynakça

  • History of coaching. Performance Coaching International. http://www.performancecoachinginternational.com/resources/articles/historyofcoaching.php adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Türk Dil Kurumu. http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.548b2a5b412e47.70825153 adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Hayes E, Kalmakis AK. From the sidelines: Coaching as a nurse practitioner strategy for improving health outcomes. Journal of the American Academy of Nurse Practitioners 2007;19 :555–562.
  • Edelson M. The current evolution and revolution of coaching. Commonwealth Educational Seminars, Danvers, MA;2006 May
  • O’Conner J, Lages A. NLP ile Koçluk. Çeviren: M. Zaman. İstanbul: Hayat, 2004
  • Grealish L. The Skills of Coach Are An Essential Element In Clinical Learning. Journal of Nursing Education May 2000;39 (5): 231-233.
  • Truijen JPK, Woerkom, MV. The pitfalls of collegial coaching An analysis of collegial coaching in medical education and its influence on stimulating reflection and performance of novice clinical teachers.The University of Twente, Enschede, The Netherlands 2008;316-327.
  • Linder PS. Steps towards the Benchmarking of Coaches’ Skills. International Journal of Evidence Based Coaching and Mentoring 2014;12(1): 47-62.
  • Hom ME. Coaching and Mentoring New Graduates Entering Perinatal Nursing Practice. J Perinat Neonat Nurs 2003;17(1):35–49.
  • CIMA. Technical Briefing Mentoring and Coaching – An Overview. http://www.cimaglobal.com/Documents/ImportedDocuments/mentoringcoaching_techrpt_0102.pdf adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Byyny RL. Mentoring and coaching in medicine. The Pharos/Winter 2012;1-3.
  • Facilitator as Coach, Teacher, Trainer, and Mentor http://facilitatoru.com/training/facilitator-ascoach-teacher-trainer-and-mentor/ adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Bayraktaroğlu G. Yönetimde Koçluk ve Mentorluk, Eğitim Kitapçığı. İstanbul: Navitas Eğitim, Danışmanlık ve Koçluk Hizmetleri,2006.
  • Hutton D. Help for the CEOs. Health Forum Journal 2003;46, 21–24.
  • Carroll TL, Austin T. Career coaching. Reflections on Nursing Leadership 2004;30:31-44.
  • Biddle S. Current trends in sport and exercise research. Psychologist 1997;10:63-69.
  • Jowett, S, Ntoumanis N. The coachathlete relationship questionnaire (CART-Q): Development & initial validation. Scandinavian Journal of Medicine in Sports 2004;14,:245- 257.
  • Kowalski K, Casper C. The Coaching Process An Effective Tool for Professional Development. Nursıng admınıstratıon quarterly/ Aprıl–June 2007;31(2):171–179.
  • Kelton FM. Learning and teaching in clinical practice Clinical Coaching-An innovative role to improve marginal nursing students’ clinical practice. Nurse Education in Practice 2014, Article ın press 1e5
  • DeBourgh AG. Using Web Technology in a Clinical Nursing Course. Nurse Educator 2001;26(5):227–233.
  • Mott CM. Cognitive coaching for nurse educators. Journal of nursing education 1992;31(4):188-189.
  • LeBlanc C, Sherbino J. Key Questions for Training and Practice Coaching in emergency medicine. CJEM 2010;12(6):520-524.
  • Korthagen FAJ, Vasalos A. Levels in reflection: core reflection as a means to enhance professional growth. VELON Tijdschrift voor Lerarenopleiding 2002;23:29-38.
  • Moore M. Coaching the Multiplicity of Mind: A Strengths-based Model. Global Advances In Health And Medıcıne 2013;2(4):78-84.
  • Pelz LS. Steps towards the Benchmarking of Coaches’ Skills, International Journal of Evidence Based Coaching and Mentoring February 2014;12(1):47-62.
  • NHS Leadership Centre (2005) Literature review: coaching effectiveness – a summary. http://literacy.kent.edu/coaching/information/Research/NHS_CDWPCoachingEffectiveness.pdf adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Every new coach wants to know…what are THE questions? http://www.schoolofcoachingmastery.com/coaching-blog/bid/54576/101-IncredibleCoaching-Questions adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Nichols D, Kulaga A, Ross S. Coaching the coaches: targeted faculty development for teaching. Medıcal Educatıon 2013; 47: 513–535.
  • Hekelma F, Blase R. Excellence in clinical teaching: the core of the mission. Academic medicine 1996; 71(7): 738-742.
  • Go RP, Peterson R, Callaway L, Ward M, O’Brien C, Donald K. Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction. Medical Teacher 2009; 31: e586–e595 .
  • Downey M. From Healer to Coach - A paradigm shift for the 21st century, Coaching is the art of facilitating the performance , learning and development of another.1999. http://www.mommd.com/healer.shtml adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Sherpa. Seventh Sherpa Coaching Survey. http://www.sherpacoaching.com/executivecoaching-survey.html adresinden 23 Mayıs 2015 tarihinde ulaşılmıştır.
  • Geissler H, Hasenbein M, Kanatouri S, Wegener R. Conceptual and Empirical Findings of a Virtual Coaching Programme. International Journal of Evidence Based Coaching and Mentoring 2014;12(2):165-187.
  • Singh, P., Aggarwal, R., Tahir, M., Pucher H P. A Randomized Controlled Study to Evaluate the Role of Video-Based Coaching in Training Laparoscopic Skills. Annals of Surgery 2014;00(00):1-7.
  • Edelson, M, Newton, MA. Transform yourself into a personal and business coach: A guide for therapists and other helping professionals: On Track Coaching Publications. 2002.

Koçluk: Tıp Ve Sağlık Bi̇li̇mleri

Yıl 2015, Cilt: 14 Sayı: 42, 33 - 42, 14.10.2015

Hale Sezer Hatice Şahin

Öz

Tıp ve sağlık bilimlerinde günden güne kullanımı yaygınlaşan ve öğretim stratejisi olarak da kabul edilen koçluk süreci insanların performanslarını hedefleri doğrultusunda geliştirebilmeleri için gereken kaynağın, kişinin kendisi olduğunun farkına varmasını sağlayan bir süreç olarak tanımlanmaktadır. Bu süreç analiz, çalışma, hipotezleri kurma, eleştirme ve denemeden oluşan bir döngüden oluşmaktadır. Bu döngünün sağlıklı bir şekilde yönetilebilmesinde koçluk stratejisi, becerileri ve modellerinden yararlanılması gerekmektedir. Koçluğun tıp ve sağlık bilimlerine uyarlanışı açısından incelendiğinde, “Beceri Koçluğu”, “Klinik Eğitimde Koçluk”, “Hasta Yönetiminde Koçluk”, “Öğretim Teknolojileri ve Koçluk” kavramları karşımıza çıkmaktadır.
Öğrenci lerin psikomotor ve bilişsel becerilerini gelişimine yardım etmek amacı ile beceri koçluğu, klinik eğitim sürecinde ise klinik eğitim koçluğu kullanılmaktadır.
Lisans öğrencilerinin ve mezuniyet sonrası uzmanlık eğitimlerinde öğretim teknolojilerinden yararlanılarak koçluk süreci gerçekleştirilebilmektedir. Ayrıca hastaların sağlık ve hastalık davranışlarını yönetebilmek için de teknoloji kullanılarak yapılandırılan hasta yönetiminde koçluk süreci gerçekleştirilebilmektedir. Hangi tür koçluk uygulanıyor olursa olsun koçluk süreci boyunca gerçekleştirilmesi gereken koçluğun temel yapı taşları bulunmaktadır. Bu yapı taşları, koçluğu alan kişiye hedefleri buldurtma, gerçekçi olma, koçluğu alan kişinin var olan kaynaklarını keşfettirme, olumlu ve yapıcı geribildirimde bulunma, kişinin güçlü yanlarını ortaya çıkarma, öğrenmede kişinin kendi sorumluluğunu almasını sağlama ve her bir koçluk sürecinin kişiye özgü yapılandırılmasıdır. Bunlarla birlikte öğretim teknolojilerinin de koçluk sürecinde etkili bir şekilde kullanılması koçluk uygulamalarının yaygınlaşmasına yardımcı olmaktadır.
Bu çalışmada, koçluk, koçluk süreci, tipi, becerileri, stratejileri ve modelleri, koçun değerlendirilmesi, koçluk ve ilişkili kavramlar irdelenmektedir. Ayrıca tıp ve sağlık bilimlerinde koçluğun uyarlanışı ile ilgili örnekler verilmektedir.

Anahtar Kelimeler

Koçluk; Koçluk Modelleri; Hemşirelik Öğrencisi; Tıp Öğrencisi

Kaynakça

  • History of coaching. Performance Coaching International. http://www.performancecoachinginternational.com/resources/articles/historyofcoaching.php adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Türk Dil Kurumu. http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.548b2a5b412e47.70825153 adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Hayes E, Kalmakis AK. From the sidelines: Coaching as a nurse practitioner strategy for improving health outcomes. Journal of the American Academy of Nurse Practitioners 2007;19 :555–562.
  • Edelson M. The current evolution and revolution of coaching. Commonwealth Educational Seminars, Danvers, MA;2006 May
  • O’Conner J, Lages A. NLP ile Koçluk. Çeviren: M. Zaman. İstanbul: Hayat, 2004
  • Grealish L. The Skills of Coach Are An Essential Element In Clinical Learning. Journal of Nursing Education May 2000;39 (5): 231-233.
  • Truijen JPK, Woerkom, MV. The pitfalls of collegial coaching An analysis of collegial coaching in medical education and its influence on stimulating reflection and performance of novice clinical teachers.The University of Twente, Enschede, The Netherlands 2008;316-327.
  • Linder PS. Steps towards the Benchmarking of Coaches’ Skills. International Journal of Evidence Based Coaching and Mentoring 2014;12(1): 47-62.
  • Hom ME. Coaching and Mentoring New Graduates Entering Perinatal Nursing Practice. J Perinat Neonat Nurs 2003;17(1):35–49.
  • CIMA. Technical Briefing Mentoring and Coaching – An Overview. http://www.cimaglobal.com/Documents/ImportedDocuments/mentoringcoaching_techrpt_0102.pdf adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Byyny RL. Mentoring and coaching in medicine. The Pharos/Winter 2012;1-3.
  • Facilitator as Coach, Teacher, Trainer, and Mentor http://facilitatoru.com/training/facilitator-ascoach-teacher-trainer-and-mentor/ adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Bayraktaroğlu G. Yönetimde Koçluk ve Mentorluk, Eğitim Kitapçığı. İstanbul: Navitas Eğitim, Danışmanlık ve Koçluk Hizmetleri,2006.
  • Hutton D. Help for the CEOs. Health Forum Journal 2003;46, 21–24.
  • Carroll TL, Austin T. Career coaching. Reflections on Nursing Leadership 2004;30:31-44.
  • Biddle S. Current trends in sport and exercise research. Psychologist 1997;10:63-69.
  • Jowett, S, Ntoumanis N. The coachathlete relationship questionnaire (CART-Q): Development & initial validation. Scandinavian Journal of Medicine in Sports 2004;14,:245- 257.
  • Kowalski K, Casper C. The Coaching Process An Effective Tool for Professional Development. Nursıng admınıstratıon quarterly/ Aprıl–June 2007;31(2):171–179.
  • Kelton FM. Learning and teaching in clinical practice Clinical Coaching-An innovative role to improve marginal nursing students’ clinical practice. Nurse Education in Practice 2014, Article ın press 1e5
  • DeBourgh AG. Using Web Technology in a Clinical Nursing Course. Nurse Educator 2001;26(5):227–233.
  • Mott CM. Cognitive coaching for nurse educators. Journal of nursing education 1992;31(4):188-189.
  • LeBlanc C, Sherbino J. Key Questions for Training and Practice Coaching in emergency medicine. CJEM 2010;12(6):520-524.
  • Korthagen FAJ, Vasalos A. Levels in reflection: core reflection as a means to enhance professional growth. VELON Tijdschrift voor Lerarenopleiding 2002;23:29-38.
  • Moore M. Coaching the Multiplicity of Mind: A Strengths-based Model. Global Advances In Health And Medıcıne 2013;2(4):78-84.
  • Pelz LS. Steps towards the Benchmarking of Coaches’ Skills, International Journal of Evidence Based Coaching and Mentoring February 2014;12(1):47-62.
  • NHS Leadership Centre (2005) Literature review: coaching effectiveness – a summary. http://literacy.kent.edu/coaching/information/Research/NHS_CDWPCoachingEffectiveness.pdf adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Every new coach wants to know…what are THE questions? http://www.schoolofcoachingmastery.com/coaching-blog/bid/54576/101-IncredibleCoaching-Questions adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Nichols D, Kulaga A, Ross S. Coaching the coaches: targeted faculty development for teaching. Medıcal Educatıon 2013; 47: 513–535.
  • Hekelma F, Blase R. Excellence in clinical teaching: the core of the mission. Academic medicine 1996; 71(7): 738-742.
  • Go RP, Peterson R, Callaway L, Ward M, O’Brien C, Donald K. Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction. Medical Teacher 2009; 31: e586–e595 .
  • Downey M. From Healer to Coach - A paradigm shift for the 21st century, Coaching is the art of facilitating the performance , learning and development of another.1999. http://www.mommd.com/healer.shtml adresinden 3 Şubat 2015 tarihinde ulaşılmıştır.
  • Sherpa. Seventh Sherpa Coaching Survey. http://www.sherpacoaching.com/executivecoaching-survey.html adresinden 23 Mayıs 2015 tarihinde ulaşılmıştır.
  • Geissler H, Hasenbein M, Kanatouri S, Wegener R. Conceptual and Empirical Findings of a Virtual Coaching Programme. International Journal of Evidence Based Coaching and Mentoring 2014;12(2):165-187.
  • Singh, P., Aggarwal, R., Tahir, M., Pucher H P. A Randomized Controlled Study to Evaluate the Role of Video-Based Coaching in Training Laparoscopic Skills. Annals of Surgery 2014;00(00):1-7.
  • Edelson, M, Newton, MA. Transform yourself into a personal and business coach: A guide for therapists and other helping professionals: On Track Coaching Publications. 2002.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Derleme
Yazarlar

Hale Sezer Bu kişi benim

Hatice Şahin Bu kişi benim

Yayımlanma Tarihi 14 Ekim 2015
Gönderilme Tarihi 13 Ekim 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 14 Sayı: 42

Kaynak Göster

Vancouver Sezer H, Şahin H. Koçluk: Tıp Ve Sağlık Bi̇li̇mleri. TED. 2015;14(42):33-42.
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