Раннее групповое и самокоучинговое обучение повышает уверенность студентов медучреждений перед практикой

Nursing learners and trainees stepping into real‑world placements often face uncertainty, but early group and self-coaching gives them the clarity and resilience they need to grow. When confidence is nurtured from the start, they arrive ready to contribute, adapt and thrive. Moving from the classroom into real-world placements can feel overwhelming for many learners, and for some programmes of study, the movement between practice learning environment adds to this. “Learner confidence has a profound influence on placement experiences, mental wellbeing and programme retention” Noor Nixon and Anthony Hill Coaching that builds genuine confidence not only prepares them to thrive on placement but also strengthens the future workforce with people ready to tackle challenges and identify solutions when they’re needed most. Practice placements are a journey, and the confidence learners need, whether in communication, navigating new settings, or applying clinical skills, develops gradually. By introducing group coaching and self-coaching early, learners are given a stronger start, helping them step into placement with clarity, resilience and a sense of readiness that grows with every experience. Why is confidence among students a pressing issue for healthcare programme teams and practice education teams? Academic education institutions work hard to attract learners to their nursing programmes, efforts to attract diverse learners from low participation areas and disadvantaged communities result in a future workforce that reflects the diverse communities that healthcare services serve. This effort is wasted if learners are not supported to build their personal confidence both in academic setting and clinical practice settings, without which, attainment and completion is likely to be affected, may result in more fitness to practice cases and not least affecting learners’ mental health and wellbeing. Funke Adewoye, practice educator for the student support team at University Hospitals Dorset NHS Foundation Trust highlights: “Confident learners are more likely to become confident practitioners. “When learners feel supported and valued in practice, they are better able to contribute to patient care, engage with learning opportunities and progress successfully through their practice placements. Using coaching approaches to build learner confidence benefits not only the individual, but also the future workforce and the communities we serve.” Whether nursing learners are studying through a degree programme, apprenticeship or traineeship, the demands of practice-based learning can be considerable. Extended placement periods, frequent transitions between clinical settings, and the need to adapt to new teams, expectations and organisational cultures can leave some learners feeling anxious, isolated and lacking in confidence. These pressures can affect both academic achievement and performance in clinical practice, particularly when learners are already navigating the challenges of a new professional environment. The experiences of nursing students themselves highlight the importance of confidence and belonging during placements. In a November 2025 Nursing Times article “My first placement taught me that your attitude holds immense power”, nursing student Njideka E. Aniagolu reflected on her experience of entering an unfamiliar healthcare system, writing: “As a student new to the UK and unfamiliar with the healthcare system, I often worry about making mistakes or not meeting expectations.” Such concerns are common among learners. Fear of lacking knowledge, making mistakes, failing assessments, not fitting in with teams, experiencing negative interactions with supervisors, or feeling uncertain when communicating with patients and their families can all undermine confidence. When several of these concerns occur together, they can intensify feelings of self-doubt and increase the fear of failure. Supporting learners to develop confidence and personal leadership is, therefore, about far more than improving performance. Fostering positive wellbeing, self-belief and a strong sense of belonging across both academic and practice settings can ease the transition into the workforce and help learners fulfil their potential. The benefits extend beyond the individual learner: healthcare organisations gain access to a more confident and diverse talent pipeline, higher education institutions see improved learner attainment and retention, and learners are better equipped to achieve their career aspirations. Learner confidence has a profound influence on placement experiences, mental wellbeing and programme retention. Group coaching can provide a valuable space for shared learning, reflection and peer support, helping learners recognise that many of their challenges are not faced in isolation. At the same time, developing practical self-coaching skills empowers learners to manage setbacks, build resilience and navigate uncertainty with greater confidence. These are capabilities that not only enhance placement experiences but also support long-term success throughout their professional careers. At the University of the West of England Bristol, learners in the School of Health and Social Wellbeing are offered placement transition group coaching sessions supporting students with key areas such as managing workload during placement, maintaining motivation, goal setting, transitioning to placement, time management, and presentation. Delivered by student experience coaches, available to all learners across the university, the role sits within professional services and take a collaborative approach with schools and programme teams to develop and deliver sessions to meet need. These sessions were set up in response to the number of healthcare students presenting with low level placement anxiety. Group coaching differs from one-to-one coaching by bringing together students who share a common experience or area of interest, such as placements, being an international student, having a disability, or studying on the same programme. Facilitated by a trained coach, group coaching sessions are collaborative, supportive, and flexible. Coaches introduce practical tools, techniques, and strategies to help students succeed both academically and personally. Topics may include time management, overcoming procrastination, maintaining motivation, building resilience, and managing anxiety. A key strength of the approach is the opportunity for students to learn from and support one another, gaining reassurance from shared experiences and challenges. As a result, students often leave sessions feeling more confident, more connected to their peers, and better equipped to seek support when needed. This approach allows organisations to offer targeted support to more students. Placement transition group coaching sessions were delivered either before the first placement, or as a reflective piece between the first and second placement. Senior student experience coach at the University of the West of England Bristol, Anna Simmonds, states: “The group coaching sessions foster peer support, encourage self-care, and direct students to available assistance before, during, and after placement, which builds confidence, resilience and self-efficacy.” Educator confidence in delivering coaching sessions, and their capacity to provide sessions for all learners, can present a significant challenge. Within academic education institutions, professional services teams play a vital role in supporting learners to develop the skills, confidence and resilience not only to succeed in practice placements but also to thrive as the future workforce. By working alongside academic colleagues, these services help ensure that students are equipped with the capabilities required to navigate both the demands of their studies and the realities of practice placement settings. The impact of this learning could be enhanced through the integration of coaching into placement induction programmes delivered by practice placement teams. Embedding coaching approaches from the beginning of the placement experience can help as an introduction to, or to re-cap on, developing personal confidence, self-awareness and resilience needed to thrive in both clinical practice and their future careers. Noor Nixon, programme manager, and Antony Hill, dean of learning and teaching, College of Health Science and Society, University of the West of England Bristol Learn More Academic Education Institutions have the opportunity to embed self-coaching skills development and preparation for practice group coaching sessions into curricula. Practice learning providers could also consider this approach as part of placement induction. Review the Inclusive Training within Practice Learner Support in Practice – Best Practice Toolkit on NHS Learning Hub to learn more on group coaching and self-coaching. The toolkit is aligned with the Safe Learning Environment Charter and the Educator Workforce Strategy. Explore the Inclusive Training within Practice training and learning resource catalogue on NHS Learning Hub.