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. 2024 Sep 25:1742271X241277127. Online ahead of print. doi: 10.1177/1742271X241277127

Table 2.

Themes and sub-themes with participant quotes and key ideas and concepts.

Themes Sub-themes Key Ideas/Concepts
1. Innovating the Path: Bespoke and Novel Training for Sonographers 1.1. Tailored approach to suit the needs and wants of the Sonographer The coaching enabled sonographer-led learning and application of new skills and knowledge:
Coaching informs preferences to styles of (i) communication and (ii) learning
Provides sonographers with collaborative freedom with the coach based on own expertise and lived experiences
Coach’s insights, expertise and recommendations were valuable and transferable
Self-directed learning and high degree of choice for context-based application of skills and knowledge
Provides objective framework to use as a baseline for structured and effective communication for all skill levels (experienced and newly qualified)
Transcripts, framework and leaflets were valuable and objective resources
1.2. A positive, supportive and reassuring learning process Learning process honours sonographer’s comfort and support
1.3. Flexible and structured approach with noticeable progression The coaching suits differences in working schedules and lifestyles, in a manner that is well-paced and enables recognisable progression:
The course of one-to-one sessions complimented working schedules and alleviated pressures with adequate time in between sessions to apply learning
Sonographers recognised learning, adoption of skills and improvement during and completing the coaching
1.4. Champions continuing professional development Focuses on the patient-centred approach
Recognised significance and benefit to clinical practice
1.5. Aligns with wider NHS values and goals Corresponds with NHS goals of compassionate and patient-focused care
2. Humanising Care: Honouring the self, patient and relevant others in the delivery of compassion-focused care 2.1. Reflection and perspective expansion The coaching and resources encourage reflective practice and opportunities to capitalise on own experiences and expertise in a collaborative manner with the coach that is relatable to sonographers:
Fosters the importance of the Self in delivering news (expression, esteem and confidence)
Recognising differences in the delivery of care between others including (i) Patients and (ii) Colleagues
Cultivates expansive thinking to consider other’s point of view in the delivery of unexpected news and across clinical scenarios
2.2. Recognising and responding to emotions Sonographers reported an increased ability to better recognise, name and respond to emotions during interactions with patients:
Cultivating a human response during difficult interactions
Receiving and providing clear, honest and empathic communication
The ASCKS framework makes it easier to navigate communicating and interacting with others during emotional scenarios
Dynamic use of skills to execute the clinical task and attend to patients needs
2.3. Meaningful connectivity with others Recognition of better interpersonal skillset and capacity
Newfound appreciation, understanding and recognition of and with others
Fosters connectivity between colleagues, patients and stakeholders
3. Making Space: Considerations for successfully delivering coaching 3.1. Expectations, Attitudes and People Managing negative/inaccurate expectations of coaching and improving unexpected news delivery
Champion the reality of positive experiences of coaching and making the delivery of unexpected news better
3.2. Capacity and Co-production Co-production to implement coaching and mitigate barriers between colleagues and departments
Team and Manager support are instrumental (organisational culture and climate)
Preferred Online Modality

NHS: National Health Service; ASCKS: Avoid assumptions; Set up the scan; Clear, honest information; Kindness; Self-care.