Ryozo Tomita

Aim: Autonomy and professional identity are significant concepts in the nursing profession needing educational methods for development. Peer coaching is a collaborative activity between two or more colleagues through which nurses can experience transition into more spontaneous behaviors. This study explored the effects of peer coaching on nurses’ professional autonomy and professional identity during their initial career development. It was hypothesized that peer coaching would affect both professional autonomy and professional identity. Methods: This study surveyed a total of 328 nurses at 95 facilities across Japan. All participants were in their second or third year since graduation and affiliated with hospitals. Anonymous, self-administered questionnaires were distributed to approximately 10 nurses per facility. Nurses answered questions on their personal characteristics as well as on the Peer Coaching Scale for Nurses during the Initial Career-Development Period, the Scale for Professional Autonomy in Nursing, and the Nursing Professional Identity Scale. Multiple-index models were developed to explore the effects and analyzed using covariance structure analysis. Results: The analysis revealed that the path coefficient from “peer coaching” to “professional identity” was non-significant. Thus, a multiple-index model for “peer coaching” and “professional autonomy” was created and another analysis was conducted after referencing modification indices and degrees of improvement. The results revealed that all paths were significant. Conclusions: The effect of peer coaching on professional autonomy was demonstrated, suggesting that peer coaching can possibly be used as a developmental tool for professional autonomy among nurses.