This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE. This is the eighth of ten learning packages produced in the DigiCare project as support materials for implementing the DigiCare model and supporting teachers with ready-made materials. The learning packages are designed to be adaptable to the specific needs of each Higher Education Institution (HEI) and healthcare student group. While they provide essential information, they are not exhaustive in their coverage. Active pedagogical tools are incorporated into the packages, which can be employed during theory lessons. Each presentation includes a Notes section below the slides, offering ideas for teachers and recommendations for further reading. The learning packages can be translated, edited, and supplemented with additional content as desired. The packages can be used as a complete set or individually, based on the specific requirements of users. Each learning package is accompanied by an introductory slides and the final slide provides information about the subsequent package in the series.

1. 5A’s Coaching Model
DigiCare Learning Package, N:o 8.
“The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
Educating Students for Digitalized Health Care and Coaching of their Patients.
DigiCare project

2. • This is the 8th presentation of the complete DigiCare Learning Package,
which can also be used as an independent presentation. (All Learning
Packages in the slide 3)
• We recommend to present this 8th learning package by utilizing active
teaching methods, e.g., interactive lecture, flipped learning, individual and
small group discussions (See the ideas we’ve included in the slide notes).
• To get the most out of this package, please read the ideas and suggestions
for further reading material (See the slide notes).
• References and additional information can be found in the end of the
presentation and in the reference slide.
• You may translate any DigiCare presentation into your own teaching
language.
• The images used in the presentations are all licensed under a Creative
Commons license, which allows them to be freely distributed without editing.
Introduction to the DigiCare Model presentation
The DigiCare consortium: Tampere University of Applied Sciences (TAMK, Finland), Escola Superior de Enfermagem de Coimbra (ESEnfC, Portugal),
Vietnam: Hanoi Medical University (HMU), Nam Dinh University of Nursing (NDUN),
Bangladesh: Khulna City Medical College & Hospital (KCMCH), City Medical College & Hospital (CiMCH), and Universal Medical College & Hospital (UMCH).
Example of slide notes.

3. 2. DigiCare
Model
3. Professional
Communication
4. Motivating to
Life-style
Changes
5. Positive
Health
6. Self-
management
7. Coaching
8. 5A’s
Coaching Model
9. GROW
Coaching Model
10. Integrating
Digital Tools
into Coaching
1. Introduction to DigiCare Learning Packages
DigiCare
Learning
Packages

4. Introduction to DigiCare
Learning Packages
DigiCare Learning Package, N:o 8.

5. Learning Package
content
Learning goals
Students….
Preliminary tasks
Pedagogical
methods
Resources &
Materials
Duration (min) Additional tasks for
student’s own
development
Pre-
class
Class
8. 5A’s coaching
model
Know general principles
of 5A’s coaching model.
Read DigiNurse e-book, Chapter 5.7 Coaching models, pp.
161-173.
Watch videos of 5A’s Model e.g.:
The 5 A's and Tobacco Cessation,
https://www.youtube.com/watch?v=iYCMIuD6djc
The 5As of Obesity Management™,
https://www.youtube.com/watch?v=CDjnYTOkjaY
Write down 5 to 10 bullet points:
How the discussion and interaction between patient and
healthcare provider on the video differs from your own
experience?
Teacher will check students’ notes before the lesson
Flipped learning.
Interactive lecture.
Power Point
presentation no: 8
Flinga or some
other interactive
wall.
30
min
30 min DigiNurse
e-book permanent link:
http://urn.fi/URN:ISBN:9
78-952-7266-56-4
Learning Package 8. 5A’s Coaching Model
• It is recommended to use e.g., Flipped Learning when utilizing this
Learning Package.
• Combine this learning package with Practical Training Session and
Clinical Training (See the next slide)
• You can read more about Flipped Learning in the online publication:
DigiCare Model – Digitalized Healthcare and Coaching of Patients in
an Asian Context. A guide for teachers and students
• Read more about Flipped Learning
• FLIP Learning. (n.d.). A community resource brought to you
by the Flipped Learning Network. https://flippedlearning.org/
• AdvanceHe. (n.d.). Flipped Learning. https://www.advance-
he.ac.uk/knowledge-hub/flipped-learning-0
• Panopto. (2022). What Is Flipped Classroom?
https://www.panopto.com/blog/what-is-a-flipped-classroom/

6. The DigiCare Learning Packages. Content and Pedagogical Plan of Training Session and Clinical Training
Learning Package
content
Learning goals
Students….
Preliminary tasks
Pedagogical
methods
Resources &
Materials
Duration (min)
Additional tasks for student’s own
development
Pre-class Class
Training session:
Patient coaching and
professional
interaction skills
practice with peer
students
Learn to perform professional
communication skills.
Apply GROW and 5 A’s coaching
model in coaching practice.
Revise and watch the videos of Grow model and
5A’s model.
Write a short starting point story of yourself
acting as a coachee:
What is your imaginary or real health issue you
want to discuss about, problem caused by NCD?
Low fidelity
simulation
(1).
60-120
min
90 min
(2)
Clinical Training:
Patient coaching and
professional
interaction skills
practice with patient
Are able to perform professional
communication skills.
Are able to apply GROW coaching
model and 5 A’s coaching model
in coaching practice.
Revise and watch the videos of Grow model and
5A’s model.
Clinical
practice (3).
Instructions for
writing learning
diary. (4)
Instructions for peer
review (5)
30 min 60 min
• Please, see the explanations of the table (1-5) in the next slides.
• All DigiCare Learning Packages are available in the SlideShare
• You may translate any DigiCare presentation into your own teaching language.
• The images used in the presentations are all licensed under a Creative Commons license,
which allows them to be freely distributed without editing

7. 1. Three-participant groups: coach, coachee and observer; total 3 cycle of practice for 1 group. Each student practices the role of a patient/coachee, coach and observer. Reflection discussion in the
three-participant group after each cycle about coaching and professional communication, general reflection at the end of the session and wrap up with the teacher.
2. Instructions and orientation to the task 15minutes, group role plays and reflection 20 minutes per session, general reflection, and wrap-up 15 minutes.
3. Each student selects 3 patients or relatives with NCD and agrees separate coaching sessions with them. Student agrees a topic for coaching related to patient’s or relative’s NCD (not the whole
disease), e.g., weight management with diabetic patient, salt restrictions for cardiac insufficiency patients etc. Coaching sessions can vary in length. Patient’s real-life topic related to a NCD is the
starting point of coaching. Student chooses suitable coaching method, GROW or 5 A’s, and follows the structure and instructions of the chosen coaching method when coaching the patient or relative.
4. The aim of the learning diary is to make students own learning and reflective thinking process transparent. Students aim to combine their previous knowledge and experiences of coaching into the
coaching sessions. The learning diary is not a summary of actions. Students discuss and review the coaching process critically in their learning diary. They present their own thoughts, experiences, and
arguments. Anonymity must be considered in the learning diary so that the reader does not recognize the patient.
Questions and ideas to think and answer in learning diary:
• What did you learn during the coaching sessions?
• Was there something you didn’t understand?
• What was new or surprising?
• Do you want or need to find out more information on some areas related to coaching patients?
• How this coaching experience benefit you in your future work?
• How could coaching benefit you in your future work?
• What kind of feedback did you get from the patients - how the patients experienced coaching?
Writing:
• Start your learning diary already before the first coaching session and describe your preparations to the clinical session.
• After each coaching session:
 Ponder and reflect on your coaching session.
 Describe shortly the coaching sessions.
 Write your diary entry after each coaching session by utilizing the questions above.
• Finish your learning diary by reflecting your own learning process while participating clinical session.
Explanations of the table (1/2)

8. 5. Students will evaluate each other’s Learning Diaries. Each student review one learning diary.
Areas of assessment:
1. Reflection
• Has the student genuinely considered the issues covered in the coaching session.
• Has the student genuinely considered the issues covered in their significance in their future work.
• Reflection also includes expressing and narrating things that remain unclear even if they were later resolved.
• All elements of Grow/5A model are used in coaching session.
2. Criticism
• Critical attitude to the issues presented and justified by their own opinions.
3. Evaluation
• How does the student plan to act in the future to advance her/his skills in coaching long-term patients.
4. Extent
• It is natural that there are no entries for all the topics covered in coaching sessions. As a rule of thumb, about 3/4 or 75% of the topics discussed have been covered.
At least a few sentences on each topic mean about ½ A4 pages of text, making the length of the learning diary a minimum of four pages.
Explanations of the table (2/2)

9. 5A’s Coaching Model
Learning Package 8
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
“The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”
Educating Students for Digitalized Health Care and
Coaching of their Patients.
DigiCare project

10. Objective
Know general principals of
5A’s coaching model.

11. 5A’s
Coaching
Model
7/30/2023 11
Arrange
Set up an
implementation plan
( meeting health
workers , phone
calls, reminders by
mail)
Assist
Providing information,
teaching skills, problem
solving barriers to
achieving goals
Advise
Specific, personalized,
treatment options ,
symptom relief ,
activity, improved
quality of life/health
Agree
Coordinating selection of
goals based on patient interest
and motivation for change
Assess
Risk Factors , Behavior, Symptoms,
Attitudes, Preferences
Action plan
1. List behavioral goals
2. List strategies for behavior change
3. Establish an implementation plan
4. Share the plan with the practice group
(1, 2 modified)

12. ASSESS
• • Ask for permission to discuss about a concern
• • Assess the expectations about living with the condition
• • Ask about the experiences related to condition
• • Assess the knowledge about the condition
• • Ask about sharing of emotions
• • Ask about the motivation to take care of his/her
condition
• • Ask about the commitment on the self-management
• • Asses the patient's confidence about the self-care
abilities
• • Ask about abilities and preferences in care process
• • Asses the core values influencing patient's perception
of
• the condition (2, 3)

13. ADVISE
• What information the patient needs?
• Ask for permission to provide information and advice.
• Provide information and instruction e.g. about healthy lifestyle
appropriate for the condition.
• Inform and instruct the patient about the treatment choises of
the condition.
• Ask the patient to return the information you have given.
• Let the patient indicate which complaints need attention
• Assist the patient to formulate questions for conversations with
other care providers.
• Involve the family by giving information and instructions. (2, 3)

14. AGREE
• The nurse discusses with the patient about expected positive
outcomes of achieved goals
• The goals are defined together with the patient
• The patient sets priorities when defining the goals.
• A plan of working towards the goals is done together
• The goals and agreements are recorded in the patient file.
• The nurse recognizes the uncertainty of the patient and helps
on decision-making. (2, 3)

15. ASSIST
• Invites the patient to talk about the loss of health and the
changes in his life.
• Strengthen the patient's confidence in his ability to fit the
condition into his life.
• Assist the patient to monitor his own health and physical
reactions.
• Encourage the patient to do daily tasks as independently as
possible and to choose activities he can handle well
• Discusses with the patient how he can work in his daily life
using self-management tools.
• Discuss with the patient to whom he is going to tell about his
condition.
• Discuss about the possibilities/needs to receive daily support
• Support the relatives in dealing with the condition. (2, 3)

16. ARRANGE
• Ask about suitable time and way for follow-ups
• Refer the patient to the appropriate care provider, agency,
source of information
• Inform the other care providers and coordinates the care with
them.
• Guide the patient from a distance using supporting tools such
as eHealth.
• Offer the patient the possibility to contact in an accessible
way in between appointments if his/her condition requires.
• Examine together with the patient how the implementation of
the care plan is progressing. (2, 3)

17. Example: STAGES OF A USE 5AS in 30 MINUTES
- Introduction (1-2 mins)
- Identify/Clarify the problem of consultation (10-60
seconds)
- Conduct problem analysis (12-15 minutes)
- Summarize your understanding of the problem (1-2
mins)
ASSESS
•
• - List possible change plan options (1-2 mins)
ADVISE,
AGREE
• - Catch head next plan to replace change behavior ( 1-2
mins)
ASSIST,
ARRANGE

19. References
1. Glasgow, R. E., Davis, C. L., Funnell, M. M., & Beck, A. (2003).
Implementing practical interventions to support chronic illness self-
management. Joint Commission Journal on Quality and Safety, 29(11),
563–574. https://doi. org/10.1016/s1549-3741(03)29067-5
2. World Health Organization. 2014.Toolkit for delivering the 5A’s and 5R’s
brief tobacco interventions in primary care.
3. van Staa, A.L., Mies, L., & ter Maten-Speksnijder, A. (2018).
Verpleegkundige ondersteuning bij zelfmanagement in eigen regie.
Houten, Nederland: Bohn Stafleu van loghum

20. Read more
• Nevelsteen D. Coaching models. In DigiNurse Model : A New Approach to Digital
Coaching for Nursing Students. Tampereen ammattikorkeakoulu, 2021. Print, p.
161-173
• World Health Organization. (2014) Toolkit for delivering the 5A’s and 5R’s brief
tobacco interventions in primary care.
https://apps.who.int/iris/bitstream/10665/112835/1/9789241506953_eng.pdf
• Agency for Health research and Quality. (n.d.) Five Major Steps to Intervention
(The "5 A’s”) https://www.ahrq.gov/prevention/guidelines/tobacco/5steps.html

21. 2. DigiCare
Model
3. Professional
Communication
4. Motivating to
Life-style
Changes
5. Positive
Health
6. Self-
management
7. Coaching
8. 5A’s
Coaching Model
9. GROW
Coaching Model
10. Integrating
Digital Tools
into Coaching
1. Introduction to DigiCare Learning Packages
DigiCare
Learning
Packages
Thank you for your
attention.
The next DigiCare
Learning Package is
9. GROW Coaching
Model