Coaching Tools: Process Evaluation Scale

Coaching Tools: Process Evaluation Scale

Process Evaluation Scale (PES) is an assessment tool used by coaches to analyze the goal accomplishment of their clients. Coaches can use PES to help their clients reach their goals. A coach can ask a client to rate their current state of achievement and aim for fulfillment on a scale of 1 to 10, 10 being the highest. If your client has already made a lot of progress on their goals, then your client will have a higher rating on the scale.

On the other hand, if your client is having difficulty achieving their goals, then your client will have a lower rating on the scale. Your client should be honest with you when you ask him/her to complete PES. You should also help your client to evaluate himself/herself on a regular basis.

This scale was designed to measure the process evaluation of coaching programs. We are going to talk about coaching tools, why they are important for coaches, and how to use them.

What is the Process Evaluation Scale coaching tool?

The Process Evaluation Scale is a very useful tool that coaches and therapists can use to evaluate their clients' progress. This tool helps coaches and therapists to know the progress of their clients. It is based on a scale of 1 to 10, with 10 being the highest. This tool helps measure how successfully a person achieves his goals. It is important to note that a higher score does not necessarily mean that the client has reached the highest possible level of success. A high score may indicate that the client is enjoying the goal achievement benefits.

A score of 10 means that the person has achieved the highest possible level of success. This score indicates that the client has reached their goal. The client's performance should be constantly evaluated.

What is the purpose of a Process Evaluation Scale?

The Process Evaluation Scale (PES) is a tool used to measure the quality of the coaching process students experience while learning a new skill. The researchers developed it to evaluate the quality of the coaching process students receive when they are learning in a professional skills laboratory. A professional skills laboratory is a place where students receive skills training. For example, a professional skills laboratory may be a nursing skills laboratory, a dental skills laboratory, a medical laboratory skills laboratory, etc. The researchers wanted to know how much students learn in a professional skills laboratory. To answer this question, the researchers conducted a study to develop a scale that could be used to evaluate the quality of the coaching process that students receive in a professional skills laboratory.

The Process Evaluation Scale is composed of four subscales: the feeling subscale, the expectations subscale, the observation subscale, and the coaching subscale. The researchers found the Process Evaluation Scale a valid and reliable tool.

This study aimed to develop a valid and reliable scale to evaluate the coaching process during nursing students' skill practice. The exploratory factor analysis was used to analyze the data collected from the study. The Kaiser-Meyer-Olkin (KMO) coefficient of the scale was 0.96. According to the Barlett test, the p-value was 0.000. For reliability, the lowest and highest item-total correlation values were 0.493 and 0.769, respectively, and the Cronbach Alpha score was 0.962. It was found that the validity and reliability of the scale were high. The scale can be used in future studies to evaluate the coaching process during skill practice.

How to use the Process Evaluation Scale in coaching?

Evaluating the coaching process is important to assess the quality of coaching and its effectiveness. The coaching process is continuous, including several activities and steps. These include pre-coaching preparation, actual coaching, evaluation of the coaching process, and post-coaching follow-up. Coaching is one of the most effective ways of learning and improving skills. However, it requires specific skills and methods. The coach needs to be qualified to provide appropriate feedback and encouragement. A qualified coach can motivate and guide students to learn new skills and behaviors. In addition, the coach can evaluate the student's progress in achieving the learning outcomes. Process of using evaluation scale in coaching:

Introduction

Professional skills are important in health professions. Demonstration and skill lists are used to get skills. Real clinic scenarios, role-playing, video displays, simulations, and standardized patients are also used. Student experiences and the type of support received from the trainer are important in gaining skills. A coach is needed in order to carry out skill learning.

Coaching focuses on learning and development. It is defined as creating and increasing the coachee's personal awareness of strengths and resources and encouraging lifelong learning and development by focusing on the future. A coach is a person who focuses on the student along with personal development in laboratory settings and who provides a safe environment for learning. A coach facilitates, encourages, and supports learning. The coachee can improve and shine, developing a sense of responsibility for learning objectives.

A study conducted with nursing students and lecturers providing skills training reported that training in professional skills laboratories became mechanical for both the students and lecturers because of psychomotor aspects. Students did not use critical thinking, and problem-solving skills in skills laboratories, did not want to spend time at the laboratory, and needed help transferring learned skills to practice. Coaches must be involved to encourage nursing students to gain critical thinking skills and follow the latest developments.

To educate students aware of personal development, they need to receive training in a safe learning environment, adequate support, and immediate feedback. Ensuring that every student receives support for their coaching skills should be evaluated. Measures related to coaching types, models, and areas where coaching is used exist, but there needs to be a measure for evaluating the coaching process during skill learning.

This study was to develop a valid and reliable scale for evaluating the coaching process that students receive during skill learning in nursing.

Method 

The current research was planned as both a cross-sectional and methodological study. Multiple steps were taken to generate the evaluation scale for the coaching process.

Step 1: Item generation and expert opinions

The literature about coaching practices for medical and nursing students can be found in item generation and expert opinions. An item pool consisting of 52 items was generated. There were questions for evaluating the coaching process listed using the item pool. 32 items were scored by a 5-point Likert-type scale and included in the preliminary scale. Expert opinions were taken to determine if the items in the preliminary scale were adequate for measuring the target behavior. A panel of 10 experts (one linguistic scientist and nine medical faculty members) reported their opinions on the preliminary scale's wording, content, and suitability. Two items were removed from the scale, and a 30-item version was produced based on expert opinions.

Step 2: Pilot testing

30 nursing students were tested on the preliminary scale. Student opinions on the scale items, response time, and applicability were taken. Significant modifications were not necessary as a result of the pilot testing.

Step 3: Scale administration 

During October and December of 2015, the scale was administered. Skills training begins in the second year of nursing education, while in the second and third years of study, lecturers provide training using the demonstration method in a one-on-one or small-group format. The students in the second and third years of study were accepted as the study universe. The goal was to get a sample size at least ten times greater than the number of items. The students were invited to participate in the study after they were informed of the study. The students who volunteered to participate in the study were from the second and third years. A sample size of 15.2 times larger than the number of items was reached. Before data collection took place, oral informed consent was obtained from the participants. The students in each class were given a question form and allowed to answer it. The Ege University Faculty of Nursing Ethics Committee granted ethical permission to conduct the study.

Step 4: Psychometric analyses 

A large group of students completed the scale. Exploratory factor analysis was conducted for the validity of the test, and Cronbach alpha analysis was done for the scale's reliability in psychometric analyses. The software that was used for statistical analysis was called SPSS.

Results 

Data on validity and reliability was obtained after administering the 30-item Coaching Process Evaluation Scale, which was generated according to expert opinions and pilot test results.

Step 1: Eigenvalue scree plot results

Eigenvalue coefficients are used to determine the number of important factors and calculate the amount of variance explained by factors. Factors with an eigenvalue equal to or greater than 1 are considered to be important in factor analysis. If scale items can be grouped under different dimensions, factor analysis is a procedure that can be conducted. In factor analysis, the goal is to represent a large number of items as a smaller number of factors. Some items are closely associated with each other that constitute factors, and each of these factors represents a theoretical construct underlying measurement. The first change in the eigenvalue plot slope happened in the 4th factor. It was decided that the scale could be made up of 4 factors. The choice of factors should be based on more than just the slope of the plot, as indicated by Tekin & Yaman. For accurate factor choice, principal components analysis using varimax rotation was conducted.

Step 2: Exploratory factor analysis