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.
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.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the sixth 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.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the seenth 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.
The document provides information on educating healthcare providers including guiding principles, provider roles, core competencies, and challenges.
The guiding principles state that education of healthcare providers must address priority health needs within a society, identify relevant national policies and standards, and define the expected role of providers. Provider roles include caregiver, decision-maker, communicator, community leader, and manager. Core competencies encompass essential knowledge, skills, values and behaviors that are common to all students in an academic program. Challenges in educating providers include information overload, limited opportunities for skills practice, poor monitoring of student progress, and lack of incentives for teachers to improve.
The document provides guidance for trainers on designing training courses about nutrition of older people in emergencies. It outlines tips for trainers, including preparing for the training by reading materials and understanding the audience. It provides examples of learning objectives and classroom exercises that can be used, including a quiz to test participants' knowledge, exercises matching guiding principles to activities, and considering assessment and vulnerability information. Case studies are also outlined that can be used to reinforce learning. The trainer's guide is meant to help experienced trainers develop courses that meet the needs of specific audiences on this topic.
This document discusses concepts related to designing training programs. It begins by defining training and development as activities aimed at transferring or modifying knowledge, skills, and attitudes through learning experiences. When designing training programs, the objectives must be considered as well as learner readiness, learning principles, and trainer characteristics. The document then outlines an 8-step process for designing training programs, including defining the purpose and audience, determining participant needs, setting goals and objectives, outlining content, developing activities, preparing evaluations, and planning for follow-up. Finally, it discusses design theories like elaboration theory and Gagne and Briggs theory that can be applied when choosing training methods.
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.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the sixth 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.
This presentation is produced in the DigiCare project go-funded by Erasmus+ Capacity Building for Higher Education, CBHE.
This is the seenth 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.
The document provides information on educating healthcare providers including guiding principles, provider roles, core competencies, and challenges.
The guiding principles state that education of healthcare providers must address priority health needs within a society, identify relevant national policies and standards, and define the expected role of providers. Provider roles include caregiver, decision-maker, communicator, community leader, and manager. Core competencies encompass essential knowledge, skills, values and behaviors that are common to all students in an academic program. Challenges in educating providers include information overload, limited opportunities for skills practice, poor monitoring of student progress, and lack of incentives for teachers to improve.
The document provides guidance for trainers on designing training courses about nutrition of older people in emergencies. It outlines tips for trainers, including preparing for the training by reading materials and understanding the audience. It provides examples of learning objectives and classroom exercises that can be used, including a quiz to test participants' knowledge, exercises matching guiding principles to activities, and considering assessment and vulnerability information. Case studies are also outlined that can be used to reinforce learning. The trainer's guide is meant to help experienced trainers develop courses that meet the needs of specific audiences on this topic.
This document discusses concepts related to designing training programs. It begins by defining training and development as activities aimed at transferring or modifying knowledge, skills, and attitudes through learning experiences. When designing training programs, the objectives must be considered as well as learner readiness, learning principles, and trainer characteristics. The document then outlines an 8-step process for designing training programs, including defining the purpose and audience, determining participant needs, setting goals and objectives, outlining content, developing activities, preparing evaluations, and planning for follow-up. Finally, it discusses design theories like elaboration theory and Gagne and Briggs theory that can be applied when choosing training methods.
Challenges in Design of Training final.pptxjnBaliya2
This document discusses strategies for designing effective training programs. It addresses determining training needs, identifying learning objectives, developing content and sequencing, selecting appropriate delivery methods, allocating resources, and evaluating training impact. The key points covered are: conducting a needs assessment; framing specific, measurable, achievable, relevant, and time-bound objectives; developing content across cognitive, affective, and psychomotor domains; choosing methods related to trainee needs; allocating time and budgets; and measuring performance change and application of skills. Attention is given to making abstract concepts concrete through active learning techniques and facilitating social learning.
This document discusses different approaches to incorporating teamwork in higher education courses to support students' professional development. It begins with an introduction from Peter Hartley and Chris Dearnley about their careers and interests. They then pose questions about how course teams incorporate student teamwork and what the ideal mix of teamwork looks like.
The document outlines several educational approaches that differ in who sets the problem/task and manages the group process, including team-based learning (TBL), problem-based learning (PBL), and project groups. Examples of implementing TBL at various universities are provided. Scaling Up, a HEFCE project, and an example of cybersecurity PBL are also summarized. Overall, the document explores how to
The document outlines the 10 step process for curriculum design: 1) Needs assessment, 2) Rational statement, 3) Determining content, 4) Defining goals for topics, 5) Writing learning objectives, 6) Choosing instructional strategies, 7) Evaluation, 8) Constructing instructional units, 9) Implementation, and 10) Sharing the curriculum. It provides examples and descriptions for each step, emphasizing the importance of aligning objectives, content, instructional methods, and evaluation. The overall goal is to design an educational program that meets learners' needs and produces the intended outcomes.
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This document is a cover sheet for a submission to a Learning Theories module. It includes information such as the participant's name and student number, date of submission, type of submission, and module tutor name. It also lists the programme learning outcomes related to knowledge, know-how and skill, and competence for the MSc Applied eLearning programme. The submission checklist declares that the assignment has been proofread and meets formatting requirements.
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Connecting the dot with the Nursing Process and Critical thinki.docxdonnajames55
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
This document provides an overview of a trainer's module for conducting shared decision making trainings. It outlines:
- How to prepare for trainings, including creating an agenda, compiling materials, and contacting trainees.
- Elements to include when planning trainings such as format, timing, location, and marketing strategies.
- Additional resources available to support trainings including an online learning network, webinars, and technical assistance.
- Information on acquiring continuing education credits for the trainer's workshop and future trainings conducted by trainees.
This document provides an overview of a trainer's module for teaching the SHARE Approach, which involves shared decision making. It outlines the topics that will be addressed in the training, including how to prepare for and conduct trainings, compile materials, market the training, and help participants obtain continuing education credits. The goal of the train-the-trainer program is to enable participants to train colleagues in shared decision making and engage leadership at their organizations. The training will cover planning workshops, available resources, and ongoing support through an online learning network and webinars.
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- As a trainer, it is important to stimulate discussion and sharing between learners through topics, challenges, and responding to questions in a timely manner. Virtual classroom sessions should last 1-1.5 hours with 10-12 learners and focus on 1-2 course themes.
- Trainers should connect regularly, such as every other day for 30 minutes, to observe discussions, answer outstanding questions within 48 hours, and moderate exchanges to ensure accurate information. Preparation is key for successful virtual classroom sessions
1. The document outlines the key elements that should be included in a lesson plan for training, such as course information, objectives, materials, assessment strategies, and a training outline.
2. It explains that a lesson plan helps the teacher/trainer deliver content in an organized way to ensure learning objectives are met. It provides an agenda to guide the teacher/trainer through setting goals and activities.
3. The training outline is the core of the lesson plan and describes what will be done during the training, including introducing content, engaging participants, and assessing learning. It divides content into sections and indicates when activities and assessments will occur.
The document discusses the key aspects of human resource development (HRD) programs in organizations. It notes that the primary functions of HRD are training and development, organizational development, and career development. It also outlines the typical phases of designing and implementing an HRD program, including assessment of needs, design, implementation, and evaluation. Kirkpatrick's model is discussed as a framework for evaluating HRD programs at different levels, from reaction to learning to job behavior and results.
This document provides an instructional plan for a course on budgeting and finance for young adults. The plan includes an assessment of needs, instructional goals and objectives, assessments, learner characteristics, delivery methods, resources, implementation timeline, and evaluation strategies. The course aims to teach students how to manage a household budget, open and use a bank account, and understand basic banking and financial concepts.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
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This document provides an overview and additional learning resources for a British Council online course on teaching speaking skills. It includes introductions and learning materials for three modules which cover understanding key terms, maximizing interaction, and language practice activities. The workbook encourages participants to reflect on their learning goals, note ideas from the course materials, and develop an action plan to apply what they learned.
The document provides guidance on planning a training session by outlining the key elements that should be included. It discusses assessing needs, setting learning objectives and outcomes, selecting learning experiences and materials, implementing engaging training, providing feedback, and evaluating the training. Elements like objectives, structure, activities, resources, and assessment should be included in a training plan. Formative and summative evaluation allows training to be improved and effectiveness to be measured.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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This document discusses strategies for designing effective training programs. It addresses determining training needs, identifying learning objectives, developing content and sequencing, selecting appropriate delivery methods, allocating resources, and evaluating training impact. The key points covered are: conducting a needs assessment; framing specific, measurable, achievable, relevant, and time-bound objectives; developing content across cognitive, affective, and psychomotor domains; choosing methods related to trainee needs; allocating time and budgets; and measuring performance change and application of skills. Attention is given to making abstract concepts concrete through active learning techniques and facilitating social learning.
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Connecting the dot with the Nursing Process and Critical thinki.docxdonnajames55
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
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The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
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- How to prepare for trainings, including creating an agenda, compiling materials, and contacting trainees.
- Elements to include when planning trainings such as format, timing, location, and marketing strategies.
- Additional resources available to support trainings including an online learning network, webinars, and technical assistance.
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- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
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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
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.
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
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
| 15
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
| 16
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
| 21
22. This Photo by
Unknown Author is
licensed under CC BY
SUCCESS
SUCCESS
Plan
Reality
DigiCare Project team. 2023
| 22
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
Editor's Notes
Ideas for teachers or presenters
Please, note that the first 8 slides are for the teachers’ information prior to using this Learning Package and implementing this into the course or curriculum.
Ideas for teachers or presenters
Please, use the presentation starting from this slide.
Ideas for teachers or presenters
Communication skills are a fundamental part of using the Grow model. A skillful coach has an ability to let go of one’s own framework and avoid being biased. The coach can tolerate the situation and finds no need to fill in for the coachee. Using in-depth questions, triggering the discussion by suitable questions and the ability to stay focused on the agreed outcome are the necessary coach’s skills in each phase of the Grow model. Open questions have been developed for each stage to help the coach support the coachee
Ideas for teachers or presenters:
The steps in the GROW Model
1. Goal: What do you want?
2. Reality: Where are you now?
3. Options: What could you do?
4. Will /Way forward/Wrap up: What will you do?
Each stage contains questions for the discussion with the patient
Ideas for teachers or presenters
- A good way of thinking about the GROW Model is to think about how you'd plan a journey
- You decide where you are going to (the goal) and establish where you currently are (your current reality)
-You explore various routes (the options) to your destination
- In the final step you ensure that you're committed to making the journey (establishing the will) and are prepared for the obstacles that you could meet on the way
Ideas for teachers or presenters:
1. Flipped learning:
Based on the video students have watched before class have group discussions:
Use Flinga wall or some other interactive wall
o Make a Flinga wall
o Ask students to discuss in groups of 3-4 about the possibilities to use each coaching model
What you like about each model?
What seems difficult?
What advantages it brings to the patient if a model is used in self-management support?
What advantages it brings to the health care providers if a model is used in self-management support?
o Ask students to write their keypoints to the flinga walls
o Discuss the results together with the whole group
2.
- The main content in the Goal phase is to find out what the patient wants to achieve.
- In this phase a coach looks for short- or long-term goals.
- Guide your patients to discuss their goals by asking open questions.
- Ask the patients which health-related goal they define for themselves.
What kind of care do they need?
How can patients be helped meaningfully in their process.
- A coach needs to possess good communication skills and distance themselves from their own thoughts, beliefs and frame of references to succeed in in-depth questions.
- The coach triggers the patient by asking the right questions and by avoiding filling in for the patient.
- The goal defined by the patient is an ultimate motivation factor. (1)
Ideas for teachers or presenters
Clear communication is required to establish a distinct description of the goal. The ‘SMART’ method (Specific, Measurable, Attainable, Realistic, Timely) for formulating the goal is a useful aid (2). It is important that the goals are well-formulated. The goal should be described in positive terms, specifically linked to a context and achievable under own management. Also, they should be ecologically sustainable and verifiable.
Give an example to set the goals
Ideas for teachers or presenters
At the Reality phase, the focus is on the patient’s present health.
A coach should be able to screen the reality by thoroughly assessing the current health situation and its impact on the patient.
In this phase, the aim is to explore the reality of patients’ health topics and encourage patients to express their thoughts.
By using the in-depth questions, a coach will obtain a comprehensive picture of the challenges experienced by patients in their everyday lives.
Furthermore, this discussion will assess the barriers restricting the change of patients’ behaviour. (4.)
Ideas for teachers or presenters
In each step of the process, it’s important to be aware of the motivation of the patient.
One can work with the motivation scale.
It is not enough to just accept a positive response from the patient when asking them about motivation. Try to dig deeper.
By using the motivation scale, one can get a better view on the motivation level of the patient.
The motivation scale is numbered from 0 to 10, where 0 is a lack of motivation and 10 represents the highest degree of motivation.
What does the patient need to increase their motivation by one point? This information will help you fine-tune the formulated goal.
When we work with the motivation of the patient, we also gain more insight into the level of resistance that is present.
Join the resistance. Explore the resistance. What is the meaning of the resistance? Exploring resistance opens up a treasure room of limiting beliefs.
This can help you as a coach to better understand why the process is difficult, what is holding the patient back and what is preventing progress. (4.)
Ideas for teachers or presenters
In the Options phase, the main issue is to explore together what the patient could do to achieve the agreed goal.
This can include discussions regarding the patient’s various opportunities, potential solutions, alternative strategies, ways of changing behavioural patterns or other actions.
In the Options phase the patients are challenged to recognise and reflect upon their behaviour and the available options.
The potential change of perspective and patients’ individual preferences should remain the focus. Finally, the agreed goal will be refined. (4.)
Ideas for teachers or presenters
In the Will phase of the Grow Model, a tailored action plan will be created together with a coach and a patient.
The patient takes responsibility.
The action plan is based on collaborative goal setting and shared decision-making.
The shared decision-making ensures the minimal steps that the patient can commit to the plan in order to overcome obstacles and provide the patient with the necessary support.
At this phase the coaching process has achieved the point of a concrete next step. (4.)
Ideas for teachers or presenters
Shared decision-making (SDM) would seem highly compatible with taking a goal-oriented approach to care.
SDM is restricted to the essential elements such as different clinical contexts, types of decisions and levels of involvement. (5.)
Ideas for teachers or presenters
Give an example for each content
Ideas for teachers or presenters
The top are our plans, along with our hopes and dreams that we get to where we want to, in a basically smooth, straight line–no troubles, no fuss–whoola success!
The bottom is our reality, where we work our way towards our target goals (which we may, or more likely not, ever fully achieve) and that along the way, we encounter all sort of life’s tests and challenges–it’s an uphill climb, but with tangible achievements and milestones, as we progress.
If it was as easy as the top–it probably wouldn’t be worth doing.
The challenges test our mettle–and what doesn’t kill us, makes us stronger.