Solution-Focused Coaching to Support Clinicians' Professional Development: An Analysis of Relational Strategies and Co-constructed Outcomes.

IF 1.1 4区医学 Q4 CLINICAL NEUROLOGY

Developmental Neurorehabilitation Pub Date : 2022-04-01 Epub Date: 2021-12-03 DOI:10.1080/17518423.2021.2011458

Gillian King, Patricia Baldwin, Michelle Servais, Sheila Moodie

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引用次数: 2

Abstract

Purpose: To explore solution-focused coaching (SFC) as a means to enhance pediatric rehabilitation practitioners' development of listening skills.

Methods: Six clinicians each participated in two SFC sessions with an experienced coach who used a practice model developed for pediatric rehabilitation (SFC-peds). The transcribed interviews were analyzed by inductive content analysis to identify the coach's use of relational strategies and the nature of what was being co-constructed in the sessions.

Results: The coach used six relational strategies (e.g., supporting reflective and critical thinking). Through dialogue and reflection, the coach and clinician co-constructed four important outcomes, including shared meaning, awareness and discovery of strengths and values, discovery of strategies and opportunities, and forward movement.

Conclusions: The study informs our understanding of the relational processes and benefits of SFC conversations. These conversations appear to provide an optimal learning space to enhance professional development, by facilitating the co-creation of meaning, awareness, and intentionality.

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以解决方案为中心的指导以支持临床医生的专业发展:关系策略和共同构建结果的分析。

目的:探讨以解决方案为中心的指导(SFC)作为提高儿科康复医生听力技能发展的手段。方法:六名临床医生在一名经验丰富的教练的指导下，分别参加了两次SFC会议，教练使用了为儿童康复开发的实践模型(SFC-peds)。通过归纳内容分析来分析记录的访谈，以确定教练对关系策略的使用以及在会议中共同构建的内容的性质。结果:教练使用了六种关系策略(如支持反思和批判性思维)。通过对话和反思，教练和临床医生共同构建了四个重要成果，包括共享意义，意识和发现优势和价值观，发现战略和机会，以及前进。结论:该研究有助于我们理解SFC对话的关系过程和益处。通过促进意义、意识和意向性的共同创造，这些对话似乎为促进专业发展提供了一个最佳的学习空间。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Neurorehabilitation CLINICAL NEUROLOGY-PEDIATRICS

CiteScore

3.10

自引率

0.00%

发文量

审稿时长

6-12 weeks

期刊介绍： Developmental Neurorehabilitation aims to enhance recovery, rehabilitation and education of people with brain injury, neurological disorders, and other developmental, physical and intellectual disabilities. Although there is an emphasis on childhood, developmental disability can be considered from a lifespan perspective. This perspective acknowledges that development occurs throughout a person’s life and thus a range of impairments or diseases can cause a disability that can affect development at any stage of life.