Nurture Education Design

Transforming Feedback into Growth

Research

NEST Research & Pilot Study

Advancing structured bedside teaching and rapid-cycle coaching through evidence-informed design.

The NEST Framework (Nurturing Education & Structured Teaching) is being evaluated through a planned mixed-methods pilot study in the newborn nursery. This study examines how a simple, structured micro-tool can improve faculty feedback, enhance learner reflection, strengthen coaching behaviors, and support daily goal-setting during real clinical encounters.

Grounded in feedback literacy, coaching science, and competency-based medical education (CBME), the pilot is intentionally designed as a low-burden, high-impact intervention that fits naturally into the rhythm of clinical work.

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Study Purpose

The goal of this study is to determine whether the NEST Framework:

  • improves the quality, clarity, and specificity of faculty feedback
  • strengthens learner reflection and promotes clear daily goals
  • increases consistency in structured bedside teaching
  • enhances faculty confidence in performing real-time coaching
  • supports visible, daily learner growth in busy clinical environments

This study focuses on real-world usability, educational impact, and feasibility, with the aim of integrating structured teaching and micro-coaching into routine newborn nursery workflows.

Study Design

  • Setting: Newborn Nursery
  • Participants: 3–5 faculty preceptors and 8–10 third-year medical students
  • Design: Pre/post mixed-methods educational intervention
  • Duration: 8-10 weeks (February–June 2026)
  • IRB Status: Planned submission January 2026 for exempt review

Data Collected

  • QR coded pre/post faculty surveys
  • QR coded pre/post learner surveys
  • Quality of teaching structure and feedback
  • Learner reflection and daily goal setting data
  • Optional faculty/learner qualitative comments

All components are designed to be low–burden and seamlessly integrated into daily workflow.

The NEST Intervention

Faculty and learners will use NEST learning cards during real newborn nursery encounters. Each encounter follows the NEST flow:

  • shared learning objective
  • direct observation
  • learner reflection
  • educator feedback and micro-coaching
  • shared goal for improvement

This structure supports rapid-cycle learning and strengthens both teaching and coaching literacy.

Outcomes We Aim to Measure

Primary Outcomes

  • Improvement in feedback specificity
  • Increase in learner reflection depth
  • Daily use of structured goal-setting
  • Faculty satisfaction and usability

Secondary Outcomes

  • Perceived learning impact
  • Teaching consistency
  • Confidence in giving and receiving feedback
  • Scalability potential

Why the Newborn Nursery?

TThe newborn nursery is an ideal environment for studying structured bedside teaching and micro-coaching:

  • frequent, short, predictable clinical encounters
  • clear opportunities for observation
  • multi-sensory learning experiences
  • varied learner levels
  • consistent supervision patterns

These characteristics make the nursery a rich setting for examining how NEST impacts teaching, reflection, coaching, and daily learner development.

Future Directions

Findings from this pilot will inform:

  • multi-site studies across pediatric clerkships
  • expansion to additional undergraduate medical education settings
  • integration into faculty development and coaching programs
  • early planning for a digital companion
  • abstract submissions to PAS, AMA, and COMSEP 2027
  • a conceptual and innovation-focused manuscript for The Clinical Teacher

This research lays the foundation for scaling NEST as a national model for structured bedside teaching and rapid-cycle clinical coaching.

Join the NEST Collaboration Network