Creating a More Collaborative Tomorrow: Development of a Patient Engagement Curriculum for a School of Nursing and Health Professions

Background: Healthcare has been moving steadily toward a patient-centered paradigm that seeks to involve patients more in their own care. Teaching communication skills to future health professionals can increase such patient participation. Despite the shift to patient-centered care, there is almost no training in patient engagement techniques provided to students at the University of San Francisco School of Nursing and Health Professions. Purpose: This project aimed to design and develop a sustainable patient engagement curriculum that meets the unique needs of faculty and students at the University. Methods: Interviews were conducted with eight faculty members to understand the best format, timing, and content for the curriculum. A course with modules covering patient engagement techniques was created in a learning management system (LMS), which allows faculty to modify and import modules into their own existing courses. The modules cover the concepts of patient engagement, shared decision making, health coaching, decision aids, common communication barriers, and cultural competence. Results: Faculty who reviewed the course were overwhelmingly positive, because the modules meet their need for a combination of online didactics and in-person simulations that are easily accessed, modified, and merged with existing courses. Students who attended two pilot in-person workshops wanted greater variety in simulation scenarios but reported a better understanding of patient engagement and comfort with sharing decisions with patients. Conclusions: Using an LMS to distribute learning modules about patient engagement techniques may help faculty build student knowledge over time and create opportunities for interprofessional training

Trauma‐informed health coaching: A practical guide for COVID‐19 and other disease intervention interviews

Abstract For people who have experienced psychological trauma, distressing experiences like being notified of exposure to an infectious disease, may trigger a trauma response, a natural, often unconscious, emotional reaction. Disease investigation specialists (DIS), including contact tracers and case investigators, may encounter clients who exhibit trauma responses during outreach calls. In this paper, we describe a novel approach to these calls that combines two evidence‐based approaches: trauma‐informed care and health coaching. These two approaches are put into practice using the HEAR technique, which uses the four steps of Hear, Express Gratitude, Ask, and Respond, to engage with emotionally triggered clients. We provide a series of case vignettes and practical examples of how disease investigation specialists can use the HEAR technique to support clients who may be experiencing trauma. Equipped with this approach, DIS can better engage with the public around existing and emerging infectious diseases, thereby improving both individual health outcomes and public health more broadly

California's COVID-19 Virtual Training Academy: Rapid Scale-Up of a Statewide Contact Tracing and Case Investigation Workforce Training Program

Case investigation (CI) and contact tracing (CT) are key to containing the COVID-19 pandemic. Widespread community transmission necessitates a large, diverse workforce with specialized knowledge and skills. The University of California, San Francisco and Los Angeles partnered with the California Department of Public Health to rapidly mobilize and train a CI/CT workforce. In April through August 2020, a team of public health practitioners and health educators constructed a training program to enable learners from diverse backgrounds to quickly acquire the competencies necessary to function effectively as CIs and CTs. Between April 27 and May 5, the team undertook a curriculum design sprint by performing a needs assessment, determining relevant goals and objectives, and developing content. The initial four-day curriculum consisted of 13 hours of synchronous live web meetings and 7 hours of asynchronous, self-directed study. Educational content emphasized the principles of COVID-19 exposure, infectious period, isolation and quarantine guidelines and the importance of prevention and control interventions. A priority was equipping learners with skills in rapport building and health coaching through facilitated web-based small group skill development sessions. The training was piloted among 31 learners and subsequently expanded to an average weekly audience of 520 persons statewide starting May 7, reaching 7,499 unique enrollees by August 31. Capacity to scale and sustain the training program was afforded by the UCLA Extension Canvas learning management system. Repeated iteration of content and format was undertaken based on feedback from learners, facilitators, and public health and community-based partners. It is feasible to rapidly train and deploy a large workforce to perform CI and CT. Interactive skills-based training with opportunity for practice and feedback are essential to develop independent, high-performing CIs and CTs. Rigorous evaluation will continue to monitor quality measures to improve the training experience and outcomes