Every year, thousands of newly registered nurses enter the nursing workforce full of hope and enthusiasm to practice their freshly acquired knowledge. However, research states that within their first year of practice, 30% of novice nurses resign, and by the second year, this number increases to 57% (Masters, 2009).
It is necessary for the institution to adopt a nurturing culture that promotes coaching to help “nurses with their growth and development, which serves to increase their confidence” (Szcesuil, 2016). Coaching using Reflecting and Interactive Coaching Huddle (RICH) form is being implemented in the Nursing Service Division of SJDEFI – Hospital with the aim of supporting the learning and development of nurses in line with their personal and organizational objectives. The coaching is being conducted as a corrective action (due to unfavorable behavior and variances) instead of preventive.
This study aims for novice nurses to evaluate RICH as a preventive coaching strategy used by unit preceptors in helping novice nurses develop their fullest potential to become competent nurses and effective leaders of their units.
This research is a quantitative study that focuses on the relationship between the demographic profile of the novice nurses and the effectiveness of RICH. Examining the type and strength of relationships can enhance the effectiveness of using RICH as a coaching approach among novice nurses.
The study was conducted in the various areas of the five (5) sections of the Nursing Service Division of San Juan de Dios Educational Foundation, Inc. – Hospital. The identified novice nurses were the 41 participants who underwent coaching sessions every after shift that were conducted by their respective unit preceptors.
Majority of novice nurses came from the 20-24 age group which comprised of 53.66% of the population. The population of novice nurses was predominantly female with 85.37%. Only 4.88% of the novice nurses attained a master’s degree in Nursing. Most of the novice nurses were assigned in the special areas of the institution. Majority of the novice nurses have less than 6 months of experience in the institution (41.46%). Evaluation of novice nurses on RICH as an effective strategy in improving their job performance in terms of: Dynamic involvement, Interdisciplinary communication, Individual task expectations and Acquired leadership roles attained a very high extent rating. The only relationship that was significant was between age and individual task expectations.
RICH as an effective coaching guide used by the unit preceptors and novice nurses in the transition through the five (5) stages of clinical competence