Sezer, HaleŞahin, Hatice2023-03-222023-03-2220220250-46851303-829Xhttps://doi.org/10.1515/tjb-2019-0154https://hdl.handle.net/20.500.14034/625Objectives Skills training is carried out with coaching in nursing education and all stakeholders are important. The aim of study was to evaluate the views of different stakeholders on coaching practice and the costs. Methods Data was collected between October 2015 and December 2016. The student dimension was evaluated using the Coaching Process Evaluation Scale with sophomore (n=237) and junior (n=219). Data was collected from the faculty member (n=18) using Critical Incidents Technique and from the educational managers (n=7) through in-depth interviews. The 2015-2016 educational program was analyzed for cost analysis. Results Student evaluations of the Coaching Process Evaluation Scale demonstrated mean scores of 66.68 +/- 0.85 for the Observed Coaching Skills subscale. There were four headlines (use of coaching skills, benefiting from the Coaching Process, Emotions, and Reflection) which were also observed in the faculty members data which revealed a total of 60 codes from positive and negative incidents. The educational managers, on the other hand, stressed three categories and the emotions category, which emerged in the students and faculty was not found among the educational managers. The per student cost of practice education increase sixfold from the freshman year to the junior year. Conclusions The perception and views on coaching practices of educational managers, faculty members, and students are positive and support each other. This provides an important opportunity for the placement of coaching practices into education programs in nursing.eninfo:eu-repo/semantics/openAccesscoachingcost of educational programnursing educationProfessional-DevelopmentSkillsPsychomotorModelArticle10.1515/tjb-2019-0154471149155Q4WOS:0007400025000012-s2.0-85126331588Q4