This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE. This is the ninth 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. GROW Coaching Model
DigiCare Learning Package, N:o 9.
Educating Students for Digitalized Health Care and Coaching of their Patients.
DigiCare project
“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.

2. • This is the 9th 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 9th 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 9.

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
9. GROW coaching
model
- know general principals
of GROW coaching model
Read DigiNurse e-book, Chapter 5.7 Coaching models, pp.
161-173.
Watch videos of GROW Model e.g.:
The GROW Coaching Model,
https://www.youtube.com/watch?v=hskye-vDNzM
The GROW Model,
https://www.youtube.com/watch?v=1fbooiSh_bA
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
Learning Package 9. GROW Coaching Model
• It is recommended to use e.g., Flipped Learning when utilizing this
Learning Package.
• Combine this learning package with Practical Training Session (See
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. GROW Coaching Model
Learning Package 9
Educating Students for Digitalized Health Care and
Coaching of their Patients.
DigiCare project
“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.

10. Know general principles of
GROW coaching model

11. •The GROW model is the most widely used
coaching model (1)
•Originally developed in the 1980s by business
coaches Alexander, Fine and Whitmore (1)
•The model strengthens the self-confidence of the
client/patient and supports their ability to make
choices on their own development - with help of
reflection
GROW
Coaching
Model
DigiCare Project team. 2023 11

12. THE STEPS IN THE GROW MODEL
1. Goal
2. Reality
3. Options
4. Will /Way forward/Wrap up
Each stage contains questions for the discussion with the
patient
GROW
Coaching
Model

13. GROW Coaching Model
DigiCare Project team. 2023
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14. GOAL
• FIND OUT WHAT PATIENT WANT TO ACHIEVE:
• What problem are you trying to solve?
• What can we do to make a difference?
• What do you want to gain from this conversation? (1)
Step 1: Set Goals
DigiCare Project team. 2023
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15. Step 1: Set Goals
S (Specific)
• What is the
goal
M (Measurable)
• How will I
measurable
my progress
A (Attainable)
• Do I have
skills and
resources for
it
R (Realistic)
• Why is this
goal
important
T (Timely)
• When will I
achieve the
goal I have
set
(2,3)
DigiCare Project team. 2023
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16. Step 2 : Identify the status
REALITY
•So, what is happening now?
•What have you done about it so far?
•How is this impacting you, others?
•How does this make you feel?
•If things don’t change, what is likely to happen?
•What are the key barriers to improving this situation? (4)
DigiCare Project team. 2023
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17. Step 2 : Identify the status
PATIENTS SCORE THEIR MOTIVATION
0= no motivation 10= TOP- motivation
DigiCare Project team. 2023
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18. Step 3 : Choose the Solution
0PTIONS
• What would the ideal outcome look like?
• What difference would this make?
• What ideas do you have to achieve this?
What else could you try?
• Who else could give you another
perspective?
• What actions have you taken in similar
situations?
• What are the pros/cons of these options?
What option are you most drawn to?
• If the preferred option isn’t possible, what
would be the next best thing (4)
DigiCare Project team. 2023
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19. Step 4 : Create a Plan
WILL
• BUILD ACTION PLAN
• What do you think is the next step?
• What is the smallest thing you could do to move forward?
• What are you going to do? When?
• What obstacles might you face?
• How can you overcome the obstacles?
• Who needs to know?
• What support might you need?
• What is the best way for us to follow up on this? (4)
DigiCare Project team. 2023
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20. Plan is built based on cooperation in goal
setting and shared decision making (5)
Step 4 :
Create a Plan
DigiCare Project team. 2023 20
This Photo by Unknown Author
is licensed under CC BY

21. Notes
•The plan serves to achieve the goal
•Identify barriers to implementation of the plan
•The choices made should help the patient overcome barriers to achieving
the goal
•If you need help, talk to your healthcare team
•Monitor the implementation of the plan through follow-up appointments
DigiCare Project team. 2023
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22. This Photo by
Unknown Author is
licensed under CC BY
SUCCESS
SUCCESS
Plan
Reality
DigiCare Project team. 2023
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23. Assist the patient to step
out of the comfort zone
This Photo by Unknown Author is licensed under CC BY-NC
DigiCare Project team. 2023
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24. References
1. Withmore, J. 1996. Coaching for performance. London: Nicholas Brealy. ISBN 13:
9781857881707
2. Revello, K., & Fields, W. 2015. Eliciting Patient Daily Goal. Rehabilitation
Nursing, 40, 320–326.
3. Doran, G.T. (1981) There’s a SMART Way to Write Management’s Goals and
Objectives. Journal of Management Review, 70, 35-
36. https://community.mis.temple.edu/mis0855002fall2015/files/2015/10/S.M.A.R.
T-Way-Management-Review.pdf
4. Clement, J. 2017. Inspirerend coachen, De kunst van dynamisch en uitdagend
communiceren (19e dru).Tielt,België: Lannoo. ISBN 978 014 2
5. Schulman-Green, D. J., Naik, A. D., Bradley, E. H., McCorkle, R., & Bogardus, S.
T. 2006. Goal setting as a shared decision-making strategy among clinicians and
their older patients. Patient education and counseling, 63(1-2), 145–151.
https://doi.org/10.1016/j.pec.2005.09.010
DigiCare Project team. 2023
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25. 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
DigiCare Project team. 2023
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26. 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
10. Integrating Digital
Tools into Coaching