Peer-reviewed article
Implementation of coaching and peer learning collaboratives to support home visiting practices.
McKelvey LM, Rau A, Olson TL, Zimmerman C, Fox LB et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study evaluated a professional development initiative for home visitors in the United States, combining coaching and peer learning to improve their practice. The program included training on quality assessment, self-recording equipment, four individual coaching sessions, and four peer learning sessions with 30 home visitors. Participants reported high satisfaction and improved reflective skills, with modest improvements in relationship-building practices.
Key points
- The initiative combined four components: training on validated assessment tools, self-recording equipment, individual performance-based coaching with goal setting, and peer learning collaboratives
- Home visitors reported high satisfaction with the coaching and peer learning experiences and felt their reflective practice skills improved
- Comparison of initial and final recorded visits showed marginally significant strengthening in the Relationship Building with Families scale
- Participants were diverse, with 54% White, 21% Black, 18% Hispanic, and 7% multiracial home visitors
- Home visitors implemented one of five different home visiting models in the program
Limitations
This was a one-group pre-post study with no comparison group, making it difficult to determine whether observed changes were due to the intervention or other factors. The study does not report on longer-term sustainability of improvements or impacts on child outcomes.
Abstract
Home visiting programs enhance parental capacities in fostering their children's development. Home visitors navigate the dual responsibilities of advancing program objectives and individual family needs, all while cultivating trusting relationships. Effective practice requires distinct competencies, which can be fostered through professional development activities. This study outlines an initiative designed to strengthen home visitors' self-awareness, reflective capacity, and practices. The initiative incorporated (1) training in a validated home visiting quality assessment tool; (2) equipment to record and observe oneself delivering home visits; (3) four one-on-one reflective, performance-based coaching sessions with individualized goal setting and feedback; and 4) four coach-facilitated peer learning sessions. Thirty home visitors in one state in the United States participated in the project. Home visitors implemented one of five home visiting models. The study used a one-group design. Home visitors were White (54%), Black (21%), Hispanic (18%), and multiracial (7%). Home visitor participants reported high levels satisfaction, citing strong collaborative relationships with their coaches and enhanced reflective practice skills. Analyses comparing participants' initial and final recorded visits indicated a marginally significant strengthening of the Relationship Building with Families scale. Findings contribute to the growing body of literature examining reflective, performance-based coaching in home visiting.