Guidance and coaching in the advanced practice role differs from the RN role of teaching and coaching. According to Hamric (2014) guidance “is done by the nurse” (p.
185). Guidance by a registered nurse (RN) is defined as “the act of providing counsel by leading, directing, or advising”, also referred to as teaching (Hamric, 2014,
p. 186). The RN often teaches “during bedside conversations” and “by providing prepared pamphlets or handouts” (Hamric, 2014, p. 185).
Vann (2015) recommends giving
the patient a pre-test, then a pamphlet with information in regards to their health concerns, and then a post-test (p. 240). According to Vann (2015) the post-test is
significantly higher after the patient receives the information (p. 240). Guidance in the advanced practice nurse (APN) is a “style and form of communication informed
by assessments, experiences, and information that is used by APNs to help patients and families explore their own resources, motivations, and possibilities” (Hamric,
2014, p. 186). Guidance for the APN includes what the RN does, but it is also more advanced. The main purpose and most important part of guidance in APNs are to “raise
awareness, contemplate, implement, and sustain a behavior change, manage a health or illness situation, and prepare for transitions” (Hamric, 2014, p. 186).
Coaching is an act of “empowering patients to manage their care needs” (Hamric, 2014, p. 186). Coaching in the RN role is often referred to as patient education. It is
reffered to as “a central and well-documented function of all nurses in any setting” (Hamric, 2014, p. 161). According to Vann (2015) the RN can help the patient
“learn to problem solve, make decisions, and build confidence in self-care” (p. 241). APN coaching is an “interpersonal process aimed at supporting and facilitating
patients and families through health-related experiences and transitions” in order to “achieve health-related goals” (Hamric, 2014, p. 186). Coaching in APNs is often
called an “intervention” in order to distinct it from guidance (Hamric, 2014, p. 186). The most important part of coaching is to help the patient set goals and make
decisions that are best for their healthcare.
The teaching and coaching roles fit with the wellness model of care. One example is with The Women’s Wellness after Cancer and Younger Women’s Wellness after Cancer
Programs (Porter-Steele, 2015, p. 37). There are “nurse led behavioral interventions” in a “12 week health promotion program” (Porter-Steele, 2015, p. 37). This
program consists of an “interactive e-book, website and online health consultations delivered by community based cancer nurses” (Porter-Steele, 2015, p. 37). The
coaching aspect of the wellness model of care focuses on “exercise, healthy eating, sleep, and stress management” (Porter-Steele, 2015, p. 37). The teaching aspect of
the model focuses on “fatigue, menopausal symptoms, and sexual concerns” (Porter-Steele, 2015, p. 37).
The teaching and coaching roles fit with the sickness model of care. One example is with stroke patients. According to Puhr (2015) the teaching aspects involve
“lifestyle changes” and “stroke knowledge” (p. 232). The coaching aspect involves “planning together” in regards to discharge to a rehabilitation facility and “setting
goals” for the patient that both the nurse and patient agree upon (Puhr, 2015, p. 223). The goal may be for the patient to be able to have increased strength in the
affected extremities by the end of the week. Both the APN and RN play a key role in the teaching and coaching roles of stroke patients. Personally at my current job we
incorporate stroke education into daily education for our stroke patients. We have a protocol where all stroke patients receive a stroke handout, daily education,
physical therapy, occupational therapy, and speech therapy.
References
PLACE THIS ORDER OR A SIMILAR ORDER WITH NURSING TERM PAPERS TODAY AND GET AN AMAZING DISCOUNT
