OBJECTIVES

This study aimed to develop and evaluate the effectiveness of a coaching program for enhancing leadership skills among selected personnel at Tondo Medical Center (TMC). Specifically, it sought to: (1) assess the current levels of self-awareness, knowledge, leadership behavior, and leadership skills among the coachees in the Department of Pathology and Laboratory; (2) design a relevant and transformative coaching program on leadership based on the results of the needs assessment; (3) measure the changes in self-awareness, knowledge, leadership behavior, and leadership skills of the coachees after the coaching intervention; and (4) determine the overall effectiveness of the coaching program formulated for the study. The program utilized the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, focusing on improving self-awareness, knowledge, behavior, and leadership skills.

A quasi-experimental design was employed, incorporating pre- and post-test assessments to measure changes in leadership skills. The study was conducted in the Department of Pathology, which was purposively selected as the study site. Participants were randomly assigned to either the experimental group (n = 34), which underwent a structured coaching intervention, or the control group (n = 24), which did not receive the intervention. Data were analyzed using descriptive statistics, normality tests, and the Wilcoxon Signed-Rank Test to determine the program’s impact on leadership development.

Post-test evaluations demonstrated significant improvements in leadership skills among participants in the experimental group. Self-awareness scores increased from 2.9 to 4.86 (Z = -4.88, p < 0.05), and leadership skills showed the most significant improvement, increasing from 2.9 to 4.96 (Z = -4.92, pCONCLUSION

The coaching program proved highly effective in enhancing participants' leadership skills, including self-awareness, confidence, and professional growth. Participants rated the program's structure and delivery positively, with an overall mean satisfaction score of 4.91 (SD = 0.27). These findings underscore the potential of structured coaching programs to enhance leadership competencies in healthcare settings. Recommendations include expanding the program to other institutions, incorporating advanced content, and conducting long-term evaluations to assess sustained impacts.

PURPOSE: Mentoring is an essential variable in the learning process of student nurses. This study aimed to identify effective mentoring practices in the clinical placement of student nurses. DESIGN AND METHODS: Systematic review and meta-analysis were conducted. The main databases used were PubMed, Cochrane Central Register of Controlled Trials, JBI Database of Systematic Reviews and Implementation Reports, CINAHL, and Medline. The risk of bias was assessed utilizing the JBI appraisal tool. The data were summarized and statistically analyzed using the Comprehensive Meta-Analysis version 3.0 software. RESULTS: Out of 17,946 records screened, six studies met the inclusion criteria. Peer and nurse-led mentoring practices were reported to have positive outcomes in the students' clinical placement. Meta-analysis revealed a statistically significant effect of mentoring in the students' clinical placement (SMD 0.357, 95% CI 0.038, 0.677, I2 = 69.26%, p = 0.028). A subgroup analysis resulted in a statistically significant effect of mentoring by nurses and peers in the improvement of students' knowledge and skills (SMD = 0.426, 95% CI, 0.202, 0.650, I2 = 0%, p = 0.000). CONCLUSIONS: Mentoring can positively influence the interaction between a conducive clinical learning environment and positive learning outcomes. Specifically, this meta-analysis suggests that student nurses can benefit from peer and nurse-led mentoring in improving knowledge and skills. It is suggested that effective mentoring practices be utilized to inform the development of a student mentoring program.
Mentoring ; Mentors ; Students

The imposition of community quarantine due to COVID-19 transformed nursing campuses from traditional teaching and learning to flexible learning and distance teaching. The shift in the approach is a big challenge because teaching caring behaviors often require face-to-face patient interactions. This research note presents teaching and learning strategies in cultivating caring behaviors in nursing academia during the COVID-19 pandemic. Journals articles were read to identify teaching and learning strategies in cultivating caring behaviors. Strategies identified include simulation-based learning, advocacy, professional mentoring, and service-learning. Nursing is caring; despite the limitations posed by this pandemic, there are available teaching and learning strategies to cultivate caring behaviors. Considering the current context, flexibility, sensibility, and equity in teaching and learning should be of prime concern.
Empathy ; Education, Nursing ; Mentoring ; COVID-19

PURPOSE: Deciding on a future career path or choosing a career specialty is an important academic decision for medical students. The purpose of this study is to develop a career coaching model for medical students. METHODS: This research was carried out in three steps. The first step was systematic review of previous studies. The second step was a need assessment of medical students. The third step was a career coaching model using the results acquired from the researched literature and the survey. RESULTS: The career coaching stages were defined as three big phases: The career coaching stages were defined as the "crystallization" period (Pre-medical year 1 and 2), "specification" period (medical year 1 and 2), and "implementation" period (medical year 3 and 4). CONCLUSION: The career coaching model for medical students can be used in programming career coaching contents and also in identifying the outcomes of career coaching programs at an institutional level.
*Career Choice ; *Education, Medical, Undergraduate ; Education, Premedical ; Female ; Humans ; Male ; Medicine ; *Mentoring ; *Program Development ; *Students, Medical

PURPOSE: The recent trend of switching from medical graduate school to medical school in Korea raises questions about the adjustments that students must make in medical education. We examined the perceptions of medical graduate students with regard to their adaptation in medical education. METHODS: Sixteen semistructured, in-depth interviews were administered to medical graduate students who received their first degrees in foreign countries. The interviews addressed their perceptions of their experience in medical graduate school and on how well they adjusted to medical education. RESULTS: Students perceived their adaptation to medical graduate school in two dimensions: academic achievement and cultural adjustment. In academic achievement, a limited student-teacher relationship was recognized by students. Students tended to be passive in the classroom due to an uncomfortable atmosphere. They also reported witnessing culture shock in relation to the paucity of information on entrance into medical graduate school. Freshmen voiced many difficulties in adjusting to the unique culture in medical graduate school, in contrast to upper classmen. However, only 32% of students experienced helpful mentoring for their problems. CONCLUSION: Students' perspectives should guide all decisions made about medical education in an altered educational system. Self-regulated learning and a good mentoring program can help prepare students for medical education and professional life.
*Acculturation ; Achievement ; *Attitude ; *Education, Medical ; Education, Medical, Graduate ; Education, Medical, Undergraduate ; Humans ; Learning ; Mentoring ; Republic of Korea ; *Schools, Medical ; *Students, Medical

Academic Medical Centers ; Faculty, Medical ; Humans ; Mentoring ; Mentors ; Teaching

The concept of mentoring is important in nursing. Mentoring allows opportunities for a mentor to transfer knowledge and expertise in both theory and practice and a mentee to improve performance. This concept analysis aims to clarify the meaning of 'mentoring'. Attributes, antecedents, consequences, and a model case are presented to clarify this concept further. Review of literatures was conducted by using databases which include EBSCO, MEDLINE, and Google scholar. Findings showed that mentoring allows personal and professional growth of mentees. Closing the gap between theory and practice is achieved through an expert supervision of a mentor to a mentee. Mentoring plays a central role in the development of novice nurses as they integrate theoretical concepts into their practice. The benefits of mentoring are illuminated in the increasing competency of nurses in performing their roles to be globally competitive.