Keywords
Estudantes de Enfermagem
Educação em Enfermagem
How to Cite
Abstract
Introduction: The coaching process incorporates principles that align with the theoretical foundations of nursing, including client empowerment and client involvement in decision-making. Nursing seeks to transform the way individuals or groups manage their own health by using tools such as motivation and recognition of resistance to change to achieve quality of life. Objective: To analyze the use of coaching-type interventions in undergraduate and graduate nursing education. Material and Method: This is a scoping review, guided by the steps suggested in the Joanna Briggs Institute Reviewer's Evidence Synthesis Manual, with the guiding question: What coaching-type interventions are being implemented in nursing education by or for undergraduate students? A search will be conducted in the following databases: National Library of Medicine, National Institutes of Health (PubMed), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Embase, Scopus, Scielo, and Google Scholar, using the descriptors: Coaching, Nursing Students, Nursing Education. Results: Most studies involved nursing faculty as coaches and nursing students (undergraduate and graduate) as coachees. Among the interventions, the following stood out: academic exam coaching—combining emotional support with study and test-taking strategies; clinical coaching—aimed at developing practical skills and integrating theory with practice; well-being and ontological coaching—aimed at improving students' self-efficacy and resilience; and peer coaching—which strengthens adaptation to the academic environment and leadership development. The coaching process was found to be beneficial for nursing students' autonomy, resilience, empowerment, and well-being. Conclusion: Therefore, it can be concluded that the coaching process allows for the application of a wide variety of strategies, implemented cross-sectionally or longitudinally, which provide support and guidance throughout undergraduate and postgraduate studies, favoring a future qualified professional performance.
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Copyright (c) 2025 Karenine Maria Holanda Cavalcante, Tainah Oliveira Nascimento, Iane Lynda Costa Santos, Laura Dayane Gois Bispo
