UNIVERSITY FACULTY SENATE FORMS

 

Academic Program Approval

 

This form is a routing document for the approval of new and revised academic programs.Proposing department should complete this form.  For more information, call the Faculty Senate Office at 831-2921.

 

 

Submitted by: _Michael Peterson___________ __________phone number_831-1014______

                               

Department:_Behavioral Health &Nutrition___________email address_pmpeter@udel.edu__

 

Date:   ______9/22/11______________________________________

 

Action:__________ADDGraduate Certificate program______________________________

(Example:  add major/minor/concentration, delete major/minor/concentration,  revise major/minor/concentration,  academic unit name change, request for permanent status, policy change, etc.)

 

Effective term____________12F___________________________________________________________________________

                                                (use format 04F, 05W)

 

Current degree__________________N/A___________________________________________

                                    (Example:  BA, BACH, BACJ, HBA, EDD, MA, MBA, etc.)

 

Proposed change leads to the degree of: __Graduate Certificate_______

                                                                                (Example:  BA, BACH, BACJ, HBA, EDD, MA, MBA, etc.)

 

 

Proposed name:___Graduate Certificate in HEALTH COACHING ____

                                Proposed new name for revised or new major / minor / concentration / academic unit

                                                                                (if applicable)

 

Revising or Deleting:

 

Undergraduate major / Concentration:______________________________________

                                                                                    (Example:  Applied Music – Instrumental  degree BMAS)

 

Undergraduate minor:____________________________________________________

                        (Example:  African Studies,  Business Administration,  English, Leadership, etc.)                       

 

Graduate Program Policy statement change:_________________________________

(Must attach your Graduate Program Policy Statement)

 

            Graduate Program of Study:______________________________________________

                        (Example:  Animal Science: MS  Animal Science:  PHD  Economics: MA Economics: PHD)

 

 

                Graduate minor / concentration:___Certificate in Health Coaching ______________

 

 

Note: all graduate studies proposals must include an electronic copy of the Graduate Program Policy Document, highlighting the changes made to the original policy document.

 

 

 

List new courses required for the new or revised curriculum. How do they support the overall program objectives of the major/minor/concentrations)?

 (Be aware that approval of the curriculum is dependent upon these courses successfully passing through the Course Challenge list. If there are no new courses enter “None”)

 

Five (5) new courses will be created for the Certificate curriculum. All of these courses will be required.  Each of these courses helps build the skills and competencies for a health and wellness coach as determined by the International Coaching Federation (ICF), and extensive input of several UD faculty in Behavioral Health and Nutrition and Nursing, and several DHSA physicians, pharmacists, and nurses.  These courses are:

HLPR 630:  Health Behavior Change Strategies*

            Provides skill development and knowledge acquisition to facilitate individual       behavior change.

HLPR 631:  Health Coaching*

Provides skill development and knowledge acquisition in coaching techniques for both individual and group behavior change settings.

HLPR 664: Health Coaching Practicum*

Provides opportunity to practice health coaching skills in real world, client-based, clinical settings.

NURS 615:  Integrative Health*

Focuses on complementary and integrative health knowledge and approaches, and their application in a health and wellness coaching context.

HLPR 605:  Concepts of Chronic Disease Management *

Focuses on selected aspects of the most common disease processes, symptom management, pharmacology, and the impact on chronic conditions on the quality of life of clients and their families.

*(Submitted for permanent status)

 

 

Identify other units affected by the proposed changes:

(Attach permission from the affected units.  If no other unit is affected, enter “None”)

 

Two units are directly affected by this program: Behavioral Health and Nutrition, and Nursing.  However, both units are working together to create this program, and recently were awarded a DHSA grant for that purpose.  There is a vested interest from both units in development, implementation and success of the Health Coaching curriculum.  All resource requirements for the program can be provided by BHAN and NURS.

 

Describe the rationale for the proposed program change(s):

(Explain your reasons for creating, revising, or deleting the curriculum or program.)

 

Health care in the United States is undergoing major changes. There is new importance on Modernizing Disease Prevention and Public Health Systems (Subtitle A) as stated in the H.R.3590 Patient Protection and Affordable Care Act passed by the U. S. Senate. Specifically, prevention of chronic disease and improving the health of the public (Title IV) is emphasized (Open Congress).

The HR3590 bill that was signed into law specifically identifies a change that is important to all health care professionals. Section 4001 National Prevention, Health Promotion and Public Health Council, calls for a shift in paradigm from one that is disease focused to one of health promotion and wellness. A federal advisory board exploring health promotion models calls for experts in "health coaching".

Research indicates health coaching interventions have had positive health impacts on patient cardiovascular health (Vale et al, 2003), diabetes management, employee health (Okie, 2007), and as a facilitator for healthy behavior adoption and health goal achievement (Palmer, Tubbs, Whybrow, 2003)

Health coaching helps client’s develop self-care goals, find resources, and collaborate in developing their own solutions to maintain healthy behaviors and guide individuals in positive behavior change. Health Coaching is “partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential” (International Coach Federation).  It is the practice of health education and health promotion within a coaching context to enhance the wellbeing of individuals and to facilitate the achievement of their health-relate goals (Palmer, Tubbs, Whybrow, 2003). Coaching motivates clients to gain a clear vision of their personal values and sense of purpose, and links it to a vision of their health as they would like it to be.  Those who see the larger picture “are more able to set doable action steps, form new habits and maintain new health behaviors” (Wolever, 2011).  Being present in the moment, making better choices, and avoiding old habits allows individuals to pay attention to and focus on improving their quality of life and health.  The health coaching approach moves beyond the disease management model to include positive behavior change processes that are targeted to at-risk individuals at the community and clinical settings (Palmer, Tubbs, Whybrow, 2003; Hess, Bark, & Southland, 2007). This clearly describes the model of health coaching that we plan to deliver at the University of Delaware.

 

As of today there are only a few academically based health coaching certification programs (e.g. Harvard, Duke, University of Minnesota), and there is still no "official" standard of preparation.  However, health coaching certification is becoming a rapidly required prerequisite for jobs in the health promotion and disease prevention fields.  Physicians and health professionals across the Delaware Health Sciences Alliance have voiced concern that many health coaching certification programs lack the academic rigor and preparation to meet the demands of the health care system.  Subsequently, they have been extremely supportive in helping the University of Delaware develop a high quality program that would serve as a model for the nation.  In this respect, they have partnered with UD to provide practicum opportunities for students in the program.

Given the increasing demand for competent health coaches to help fill the current gap in health care, this program is both timely and necessary.

 

Program Requirements: 

(Show the new or revised curriculum as it should appear in the Course Catalog.  If this is a revision, be sure to indicate the changes being made to the current curriculum and include a side-by-side comparison of the credit distribution before and after the proposed change.)

 

Current

Proposed

 

Insert current course catalog material here.

Use 8 point font.

Use strikethrough for deletions.

 

The Graduate Certificate in Health Coaching provides students and professionals working in health care with the knowledge and skills to facilitate positive behavior change to promote health and reduce chronic disease risk and experience. Specifically, training serves to develop health coaching skills that will:

  • help people clarify their health goals, and implement and sustain behaviors, lifestyles, and attitudes that are conducive to optimal health
  • guide people in their self care and health-maintenance activities
  • assist people in reducing the negative impact made on their lives by chronic conditions such as cardiovascular disease, cancer, and diabetes
This graduate certificate program allows students to take courses (18 credit hours) specializing in health coaching to enhance their academic and professional experience.  Students may work towards a graduate certificate in addition to pursuing a master’s or doctoral degree or students may enroll in this stand-alone graduate certificate program for the purpose of personal and professional development. In some programs, certificate program course credit can be applied toward a graduate degree.  ALL graduate certificate program students must achieve a cumulative 3.0 (B) grade point average in all graduate certificate courses attempted in order for the graduate certificate to be granted

 

Requirements for Admission

Admission to the Health Coaching Certificate Program is determined by the satisfactory completion of the following:

·          A health-related undergraduate degree from an accredited institute of higher education (e.g. behavioral health, nutrition, exercise science, nursing, or related discipline(s).  Health professionals with master's or doctoral degrees may choose to participate in this program. Individuals with a non-health related undergraduate degree but with commensurate and demonstrable experience in behavioral health and/or health care are also eligible to apply.

·          Successful completion of the University of Delaware Graduate Studies application including official transcript(s), 3 letters of recommendation, and an application essay.

Acceptance into the program will be determined by a committee comprised of faculty that teach in the program curriculum. Qualifications of each applicant are assessed on the basis of a record of success in undergraduate work and potential for success in graduate-level work or demonstrated success in graduate work.  If academic deficiencies are identified applicants may be required to take prerequisite courses prior to formal admission.  Review of applications and admission are conducted on a rolling basis.  Admission into the Graduate Certificate Program can occur after enrolling in graduate courses.

 

In accordance with University of Delaware academic policy, matriculated undergraduate students may take 600 level courses as part of their undergraduate course requirements, and apply a maximum of 9 credit hours toward the certificate upon admittance into the program, the only exception being HLPR 664 which can only be completed after all other course work in the program is successfully completed.  Students with a Nursing degree are not required to complete HLPR 605, Concepts of Chronic Disease Management.  However they will be required to take one of the following as a substitute course per approval of their academic advisor:

·          HLPR 823 Human Response to Stress

·          NURS 622 Advanced Pharmacology

·          HLPR 813 Health Psychology

·          NTDT 610 Overweight and Obesity Management

Qualifying Exam

Upon completion of the 15 credit hours of didactic course work and the 3 credit hour practicum students must take a qualifying exam to receive a certificate of completion.  The exam format involves a 45 to 60 min coaching session with a standardized patient under the observation of three health coaching program faculty.  Students will be assessed based on the competencies outlined for the program for individual coaching sessions.  Successful completion of the exam is based upon the majority offaculty deeming the student competent in each of the competency areas.  In the case where two faculty members fail the student, the student will have opportunity to discuss the areas of deficiency with the faculty assessors, and will be provided recommendations for improvement and further study/practice.  Students may retake the exam one time within four weeks of their initial test date.   If the student fails the exam a second time, they are dropped from the program and do not receive a certificate.

 

HLPR  809  Health Behavior                   (3cr)

HLPR  630 Behavior Change Strategies   (3cr)

HLPR  631 Health Coaching                    (3cr)

NURS 615 Integrative Health                  (3cr)

HLPR 605 Concepts of Chronic Disease

                Management            (3cr)

HLPR  664 Health Coaching Practicum   (3cr)

TOTAL CREDITS                                   18

 

 

 

Other Program Information:

 

COURSE SCHEDULE:

Each of the courses in the program of study will be offered every year during the semester indicated below.  The course schedule allows students to obtain certification within one fiscal year if full time.  Part time completion of the program is also offered.  Part-time students will be expected to complete the program within 4 years.

 

FALL SEMESTER

·        HLPR 809 Health Behavior

·        HLPR 630 Behavior Change Strategies

·        HLPR 605 Concepts of Chronic Disease Management (or equivalent for RNs)

SPRING SEMESTER

·        HLPR 631  Health Coaching

·        NURS 615  Integrative Health

VARIABLE (i.e. available each semester including summer and winter)

·        HLPR 664  Health Coaching Practicum

ROUTING AND AUTHORIZATION:(Please do not remove supporting documentation.)

 

Department Chairperson                                                                                                        Date                                       

 

Dean of College                                                                                                                       Date                                       

 

Chairperson, College Curriculum Committee___________________________________Date_____________________

 

Chairperson, Senate Com. on UG or GR Studies                                                                   Date                                       

 

Chairperson, Senate Coordinating Com.                                                                 Date                                       

 

Secretary, Faculty Senate                                                                                                       Date                                       

 

Date of Senate Resolution                                                                                                      Date to be Effective               

 

Registrar                                                                  Program Code                                         Date                                       

 

Vice Provost for Academic Affairs & International Programs                                               Date                                       

 

Provost                                                                                                                                   Date                                       

 

Board of Trustee Notification                                                                                                                Date                                       

 

Revised 02/09/2009   /khs

 

 

 

 

 

Proposal

 

1. Academic Program Approval Form

 

(attached)

 

2.  Resolution for the Faculty Senate Agenda (if a resolution is required)

 

(none required)

 

3.  Curriculum listing in the proper format for the Undergraduate and Graduate Catalog, including fulfillment of University, College, and Departmental Requirements.

 

Graduate Certificate in Health Coaching

Telephone:  (302) 831-2265

Faculty Listing:  http://www.bhan.udel.edu/content/faculty

 

The Department of Behavioral Health and Nutrition Graduate Certificate in Health Coaching provides students and professionals working in health care with the knowledge and skills to facilitate positive behavior change to promote health and reduce chronic disease risk and experience. Specifically, training serves to develop health coaching skills that will:

Requirements for Admission

 

Admission to the Health Coaching Certificate Program is determined by the satisfactory completion of the following:

·        A health-related undergraduate degree from an accredited institute of higher education (e.g. behavioral health, nutrition, nursing.  Health professionals with masters's or doctoral degrees may choose to participate in this program).

·        Successful completion of the University of Delaware Graduate Studies application including official transcript(s), 3 letters of recommendation, and an application essay.

Acceptance into the program will be determined by the faculty committee comprised of those that teach in the program curriculum. Qualifications of each applicant are assessed on the basis of a record of success in undergraduate work and potential for success in graduate-level work or demonstrated success in graduate work.  Review of applications and admission are conducted on a rolling basis.  Admission into the Graduate Certificate Program can occur after enrolling in graduate courses.

 

 

 

 

 

 

 

 

Requirements are listed below:

 

HLPR  809  Health Behavior                            (3cr)

HLPR  630 Behavior Change Strategies            (3cr)

HLPR  631 Health Coaching                            (3cr)

NURS 615 Integrative Health                           (3cr)

HLPR 605 Concepts of Chronic Disease

            Management                             (3cr)

HLPR  664 Health Coaching Practicum            (3cr)

TOTAL CREDITS                          18

 

Successful completion of this Graduate Certificate Program requires five 3-credit graduate  courses with a minimum grade of B- in all courses and an overall GPA not less than a B, a passing grade in HLPR 664, and successful completion of a qualifying exam. Students have up to a maximum of 4 years from the semester of acceptance to complete the certificate program.  Students that receive a grade below a B- in any course, or Fail HLPR 664 may retake each course once.  If a student does not achieve a B- or higher in any didactic course, and/or Pass HLPR 664 on their second attempt, while still maintaining an overall GPA of a B or higher, he/she will be dropped from the program.

 

Qualifying Exam

Upon completion of the 15 credit hours of didactic course work and the 3 credit hour practicum students must take a qualifying exam to receive a certificate of completion of the health coaching program.  The exam format involves a 45 to 60 min coaching session with a standardized patient under the observation of three health coaching program faculty.  Students will be assessed based on the competencies outlined for the program (see attached) for individual coaching sessions.  Successful completion of the exam is based upon both faculty deeming the student competent in each of the competency areas.  In the case where twofaculty members fail the student, the student will have opportunity to discuss the areas of deficiency with the faculty assessors, and is provided recommendations for improvement and further study/practice.  Students may retake the exam one time within four weeks of their initial test date.   If the student fails the exam a second time, they are dropped from the program and do not receive a certificate.

 

1. DESCRIPTION

This statement should describe the proposed course of study that can be used as the basis of subsequent program reviews. The description also should focus on the knowledge, values, skills and other learning outcomes that program graduates will be expected to have acquired. A description of how the learning outcomes will be assessed including benchmarks for success should also be provided.

 

This 18 credit hour Graduate Certificate in Health Coaching has been developed to meet the needs in the state and region for health coaching skills to facilitate better health care delivery, reduce demand for health care, reduce chronic disease burden, and promote quality of life.

 

This certificate will prepare professionals who are involved in health care at all levels of prevention: primary, secondary and tertiary.  Given the current demand for health coaches in the areas of health care, wellness, and fitness, the program provides the skills and knowledge to work in all three areas based on the undergraduate preparation of the student.  Students are required to take all 5 didactic courses, complete 120 hours of supervised practice, and successfully complete a final simulation based qualifying exam.  All courses in the program are based on the socio-ecological model, integrative health care model, bio-psycho-social model, and proven health behavior change theories.

 

Five of the courses in the program are new courses, three from the department of Behavioral Health and Nutrition, and two from the School of Nursing.  One course, HLPR 809 currently exists as part of the Masters Degree in Health Promotion.  This Certificate Program has been structured to provide working professionals with the opportunities to enhance their skills and abilities related to their work in health care, wellness, and community health.  It also provides them opportunity, if they choose, to apply for admission to the MS Program in Health Promotion.  Ease of entry into the MS program is made possible by including courses that fulfill both core requirements and interest electives in the MS program.  Structured in this way, the Graduate Certificate Program meets the needs of practicing professionals and traditional graduate students by providing the ability to either enter into a Masters Degree or obtain both a Masters Degree in Health Promotion and Certificate in Health Coaching.

 

In accordance with University of Delaware academic policy, matriculated undergraduate students may take 600 level courses as part of their undergraduate course requirements, and apply a maximum of 9 credit hours toward the certification upon admittance into the program, the only exception being HLPR 664 which can only be completed once all other course work in the program is successfully completed. Students with a Nursing degree are not required to complete NURS 605, Concepts of Chronic Disease Management for Non-Nurses.  However they will be required to take one of the following as a substitute course per approval of their academic advisor:

·        HLPR 823 Human Response to Stress

·        NURS 622 Advanced Pharmacology

·        HLPR 813 Health Psychology

·        NTDT 610 Overweight and Obesity Management

Learning objectives for all students completing the program follow:

 

Coaching Knowledge and Skills

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills in motivational interviewing

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills in establishing client relationships

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge of coaching ethics

 

Interpersonal Communication Skills

·                                                                                                                                                                                                                                                                                                         Students will gain skills in active listening, effective questioning, and direct communication

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills in health literacy

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and competencies in cultural diversity

 

Adult Learning Skills

·                                                                                                                                                                                                                                                                                                         Students will gain skills in creating awareness

·                                                                                                                                                                                                                                                                                                         Students will gain skills in designing actions and setting goals

·                                                                                                                                                                                                                                                                                                         Students will gain skills in managing progress and accountability

 

Behavior Change Knowledge and Skills

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge of theories in behavior change

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills of applying behavior change strategies to children and adolescents

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills of applying behavior change strategies to adults

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills in assessing health behavior

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills in gender-based behavior change strategies

Family Dynamics

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills in family dynamics and its impact on behavior change

Disease/Illness Management

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge in the management of the most common chronic diseases

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge and skills related to the use of eating and nutritional and exercise related strategies for improving health

Pharmacological Management

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge about the common pharmacological drugs used in the treatment of chronic disease

Integrative Health

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge about the holistic approaches to promoting health and preventing disease.

Social Service Knowledge

·                                                                                                                                                                                                                                                                                                         Students will gain knowledge about how to utilize the social service system to help clients in need receive assistance

 

Students achievement of these learning objectives will be assessed during and at the completion of each course.  In keeping with the applied nature of this program, the majority of assessments will measure application of knowledge and skills in community settings.  In addition a programmatic evaluation will occur to determine the quality and impact of the educational program (please see description of assessment plan).

 

 

II.  RATIONALE AND DEMAND

 

A.  Institutional Factors

1. Explain how the proposed program is compatible with the Academic Priorities of the University.

 

The Graduate Certificate in Health Coaching addresses the priorities of the University of Delaware's Path to Prominence by increasing the profile and growth of graduate studies, contributing to the ongoing university health initiative, and engaging the community as a partner and collaborator for creating innovations in health care. 

 

Increase the Profile and Growth of Graduate Studies

The certificate program provides additional opportunities at the post-baccalaureate level for students coming from a variety of health-related undergraduate backgrounds.  In addition, the program complements the existing MS in Health Promotion program, offering greater appeal and professional preparation.

 

Create the University Health Initiative

The University of Delaware has made it a strategic goal to expand its contribution to the field of health science.  This program directly contributes to this goal by offering health professionals innovative and unique training that meets the demands for improved health promotion and disease prevention initiatives.

 

Engage the Community as an Impetus for Innovation

Our partners in the Delaware Health Sciences Alliance have been working with us since the conceptualization of this program.  They have been active on our planning committees, and have committed to being an ongoing partner in this program by providing supervised field experiences for health coaching students.

 

 

 

2. Describe the planning process which resulted in the development and submission of this proposal.

 

This proposal has been developed through the input and participation of the following individuals:   Deborah Ehrenthal, MD (CCHS), Carol Beck Pharm.D., PhD (TJU), Doug Tynan, PhD (AI Dupont/Nemours), Karen Avino, EdD, MSN, RN, AHN-BC (UD), Nancy CotugnaDrPH, RD (UD), Elizabeth Orsega-Smith PhD (UD), Dale Lowe MS (CCHS), Gwen Angelet, PhD (AI Dupont/Nemours), Kathleen Schell, PhD, RN (UD, interim director School of Nursing), Karen Edwards EdD (UD), and Michael Peterson, EdD (Chair, BHAN).  In addition, Drs Peterson and Ehrenthal have conducted two research projects designed to assess the needs, skills, and knowledge required to function effectively as a health coach in the clinical and community health care settings.  This research has helped solidify what health coaches need, and how they should be trained.  Along with this information, we have inculcated the International Coaching Federation (ICF) emerging certification guidelines for health coaches.  This body is being established as the credentialing organization for health coaches and is supported by numerous academic and professional organizations.  Through this collaborative process we have developed this certificate program.  In addition, the Dean of the College of Health Sciences, Dr. Kathy Matt, has been a participating member in the development of this program, as well as the Delaware Secretary of Health and Social Services, Rita Landgraf, who has been providing input and guidance on State of Delaware needs for health coaches.

 

 

3. Describe any significant impact the proposed curricula might have on other instructional, research, or service programs of the University.

 

Given five new courses will be offered as part of this curriculum there is significant impact on instruction within two departments, Nursing, and Behavioral Health and Nutrition.  However, the Director and Chair of each respective unit have been assigned workload allocation and scheduled courses so that a student can complete all course work within a one year (12 month) period.  No other units outside these academic areas will be impacted.  We anticipate that the certificate program will also attract more students to the MS in Health Promotion program, further strengthening it.All didactic course work from the Certificate Program can also be applied as electives to the MS in Health Promotion program. Students in the MS in Human Nutrition non-thesis program are also eligible to take courses toward the certificate program, although it currently will require 9 credits in addition to their requirements. MS in Human Nutrition faculty are looking to modify the non-thesis program to allow students to apply more Health Coaching related courses as electives.  In addition, the relatively new focus on health coaching will provide additional research opportunities for faculty in the College of Health Sciences.

 

4. Describe how the proposed curricula would more fully utilize existing resources.

 

All courses in the Graduate Certificate program have been assigned to faculty as follows:

 

Dr. Elizabeth Orsega-Smith:  HLPR 809 and HLPR 630 are part of her assigned workload.

Dr. Karen Edwards:  HLPR 631 will be part of her assigned workload

Dr. Karen Avino: NURS 615 will be part of her assigned workload

Dr. Michael Peterson:  HLPR 664 will be part of his workload and will oversee practicum placements and supervision.

HLPR 605 will be taught by a Nursing Faculty member as part of an agreed upon overload (see letter from Kathleen Schell, Director School of Nursing). The funding for the S-contract will be supplied by Department of Behavioral Health and Nutrition.

 

All faculty have agreed to these new workload assignments, and have begun to teach these courses already on an experimental basis.

In the case of HLPR 630, this course is combined with the undergraduate course of the same title, BHAN 430.  Students interested in pursuing a health coaching graduate certificate can opt to register for HLPR 630, which satisfies both their BS in Health Behavior Science and Certificate requirements.

 

 

 

B.  Student Demand

1. Describe how enrollment projections have been derived.

 

We have offered three of the courses to be included in the certificate program (one in Fall 2011, and 2 in Spring 2012), and we currently have an average of 10 students enrolled in each course.  Increasingly health professionals in Nursing, Social Work, Health Promotion, Health Behavior Science, Nutrition, and Exercise Science understand the need to help clients and patients change behavior to promote health and prevent or manage chronic disease. Subsequently the demand for the program has emerged naturally. Currently, job announcements are asking for applicants with health coaching experience and credentials.  Emphasis in health care reform legislation is also creating a demand for health coaching skill sets as a complement to existing health-related professional preparation.

 

2. Show estimated credit hours to be generated, number of new majors, and number of program graduates.

 

We anticipate admitting at least six full-time students into this program each year and that each will take 18 credit hours per year.  Part time students will also be admitted and will have 4 years to complete the program.  We anticipate an average of 3 students per year who would enroll in program related courses prior to being admitted.

 

3.  Indicate the extent to which the new curriculum is expected to attract majors and the extent to which it will provide service courses or electives to other majors.  Indicate whether new majors will be wholly new to the campus or internal transfers.

 

The Graduate Certificate Program can serve as an entry point into the existing MS Program in Health Promotion.  Participants in the Graduate Certificate program can apply for admission into the MS program upon completion of 6-9 credits in the Graduate Certificate program.  Upon admission to the MS program, all didactic course work (15 credit hours) can count toward the MS degree (HLPR 664 being the only course not applicable to the MS program).  The Health Coaching certificate courses will serve as their area of emphasis/electives within the program. For example, graduate students in the MS in Health Promotion, and MS in Human Nutrition programs can take all of the certificate related courses as electives, and can graduate with a graduate certificate in Health Coaching.

 

4. State whether the curriculum is designed to meet the needs of specific student clienteles, e.g. part-time students, currently employed professionals, non-traditional students, those preparing to reenter the job market, etc.

 

The target markets for this program include working professionals as well as current health-related baccalaureate graduates.  The program is designed to be taken either part-time or full-time depending on the needs and circumstances of the student.  The practicum course is variable credit allowing flexibility in obtaining supervised hours for working professionals.  In keeping with our current graduate course schedule, most courses will be offered in the evening.

 

C. Transferability

Indicate the number of graduates expected to transfer.  Document any unique agreements concerning the transfer of students or credits.

 

Non-Applicable

 

D.  Access to graduate and professional programs

Please respond to this item only if the proposed course of study will prepare students for entry into graduate or professional schools.  Describe briefly (1) the requirements for admission into the appropriate graduate or professional program, and (2) the prospects for appropriate employment after completion of the advanced program.

 

In order to be awarded a Graduate Certificate in Health Coaching, individuals must be admitted to the Graduate Certificate Program, successfully complete all 18 credit hours, and pass a qualifying exam.  Admission into the Graduate Certificate program can occur after enrolling in courses in the Graduate Certificate program at any time prior to completion of 6-9 credit hours.

 

E.  Demand and employment factors

Please respond to this item only if preparing students for specific employment opportunities is a key objective.  In such cases, describe the audience and unique career paths.

 

Health Coaching has emerged as a highly desirable position within multiple employment health care sectors.  Organizations now hiring and offering health coaching services include but are not limited to:  the Mayo Clinic, Duke University, Harvard University, Insurance companies, private health clubs and businesses, spas, hospitals, and community health agencies.  Given that behavior accounts for 40% of morbidity experience, more than any other determinant, we predict an increasing demand for these knowledge and skill sets.  The employment position is often labeled as a health coach, wellness coach, fitness coach, or lifestyle coach. Other positions in Nursing, Health Promotion, and Nutrition often list health coaching as a desirable skill set.

 

F.  Regional, State, and National Factors

List comparable courses of study in the region or the State, and explain why these existing programs cannot meet the needs of prospective students and/or employers in the geographic area which the curriculum would serve.  Describe any significant differences between the proposed course of study and others in the region or State that have similar characteristics.

 

West Chester University (WCU) offers a 21 credit Integrative Health Coaching Certificate as part of their MPH program.  The course of study focuses on providing didactic course work to make students familiar with nutrition, exercise, and integrative health concepts.  They have one course on coaching skills, and then a field experience.  The proposed Health Coaching Certificate at UD differs in that we focus more on actual coaching skills, techniques and strategies to facilitate behavior change to complement a student's undergraduate preparatory work in nutrition, exercise, behavioral health, nursing, etc.  The UD program also includes an overview of chronic disease management which medical professionals advising us in the development of the curriculum state is necessary if health coaches are to function effectively within the health care system—the WCU program does not include this as part of their curriculum.   UD also has strong partnerships with Delaware Health Sciences Alliance (DHSA) organizations to facilitate supervised student practicum.  Given the current demand for health coaching skills, we do not see a problem with saturating the market.  In fact we predict the market will grow.  Within the region there are no other programs available other than the one at WCU.

 

G. Describe the regional accrediting, professional association, and licensing requirements that have helped shape the proposed curriculum.  Indicate the effects such agencies have had on the length, content or mode of delivery and on such budgetary requirements as staffing levels, equipment needs, and facilities.  Also, describe the participation of any non-campus person or organization in the development of the proposal.  Report on timetables that have been established to meet any external requirements.

 

Currently there is no official accrediting, professional association for health coaching in the country.  However, the vast majority of academic institutions have been working towards setting up the International Coaching Federation (ICF) as the accrediting body in the future.  With this in mind the faculty committee has been utilizing their guidelines in curriculum development.  Based on current guidelines our program far exceeds the minimum standards in education hours and practicum experience, and qualifies students to take the ICF exam to become a certified health coach.  Licensing issues in the State of Delaware are being discussed with Dr. Peterson and Dean Matt along with Secretary Landgraf of the Delaware Department of Health and Social Services.  These licensing requirements are still under development.  Currently, no licensing requirements exist in the nation for health coaches.

 

H. Describe Other Strengths

 

  1. Describe any special features that convey the character or personality and make the proposed course of study distinctive.  (Examples might include the interest and expertise of certain faculty members, the location and availability of unique materials or technologies at or near the campus, special relationships to other departments, organizations, or institutions, etc.).

 

This Graduate Certificate Program is the only program in the state that provides post-baccalaureate professional training in health coaching for individuals with a health-related undergraduate degree.  It is also a program that has been developed with tremendous input from the medical community, and has a strong relationship with Delaware Health Sciences Alliance members who  provide on-going support, advisement, and will assist with placement of students.  The faculty in the program have a strong background in integrative health, chronic disease management, behavioral health, interpersonal and coaching skill development.  Our work in the College of Health Sciences with simulation laboratories has been expanded into this program to help provide high quality training and assessment of health coaching skills.  The anticipated result is a student who has gained tremendous experiences to both learn AND apply their skills in the real world.

 

  1. Report on any anticipated collaborative arrangements with other parties (for example, inter-institutional arrangements for resource sharing, cooperative programs, clinical affiliations, etc.).  The extent of the relationship should be explained and instructional or other resources to be provided by the various parties described.  Any written confirmation of the commitment, including drafts of contracts or agreements, should be attached.

 

As outlined above, nine individuals representing all four DHSA institutions received a grant to develop the Health Coaching Certificate program.  This award serves to document the commitment of all institutions in the development of this program.  Although didactic work will be provided through the College of Health Sciences, Department of Behavioral Health and Nutrition, and School of Nursing, the Practicum experiences will take place among our DHSA partner sites:  Christiana Care Health Systems, AI Dupont/Nemours, and Thomas Jefferson University.  Preceptors will be provided by these organizations to help supervise students during their practicum. In addition, we have been approached by the YMCA of Delaware,  Delaware County WIC program, to serve as potential practicum sites.  Our first practicum will occur in Spring 2013, and we are currently working to establish and expand our practicum sites.Dr. Peterson will provide oversee the practicum program.  Currently we have verbal commitments from Dr. Michael Rosenthal, Director Community and Family Medicine and PMRI (3 placements/yr), Dr. Sandy Hassink, AI Dupont and Dr. Doug Tynan, NHPS (3 placements/yr), Dr. Deb Ehrenthal, CCHS Women's Health (3 placements/yr), Kathy Cannatelli, Eugene DuPont Preventive Medicine and Rehabilitation Institute (3 placements/yr), and will be solidifying more sites through Spring 2012 (e.g. CCHS primary care practices, School wellness program, etc).

 

III. ENROLLMENT, ADMISSIONS, AND FINANCIAL AID

 

A.     Enrollment

If enrollments are to be limited, e.g., by size, by prerequisites, or by academic performance, describe the restrictions and the reasons for them.  Be sure to indicate the effective academic year.  A letter of support from the Admissions Office for undergraduate programs or Office of Graduate Studies will also be helpful in projecting enrollments for the proposed program.

 

Not Applicable

 

Admission Requirements

  1. Describe the criteria for selecting among applicants.

 

Applicants to this Graduate Certificate Program must have successfully completed a BS or BA in a health-related field.  In addition, applicants must provide a statement of interest, career objectives, and prior related experience.  Students are required to have three letters of reference.

 

College transcripts will be evaluated for indicators of future academic success and written statements assessed for compatibility of interests and goals with program goals.

 

 

  1. Distinguish, if necessary, selection criteria between freshman, transfers from other institutions, and transfers from within the University.

 

Not Applicable

 

  1. Attach any Retention Policy that might apply and provide a rationale for this policy.

 

Students in this Certificate Program must earn a minimum grade of B- in all courses leading to the Graduate Certificate, and must maintain an overall minimum GPA equivalent to a B.  In cases where students earn below a B- in any given course they may retake it once.  If they do not earn at least a B- on their second attempt they will be dropped from the program.  In the case of HLPR 664 (practicum), students who earn an F may retake the practicum one time.  If they do not pass they will be dropped from the program.  Given that health coaches are being prepared to work with patients within the health care system, and clients within the health and social service system, a failure to maintain a B- in any given course and a B overall average in coursework may place the health of clients and patients at risk.  Hence the rationale for this policy.

 

 

 

 

 

 

B.     Student Expenses and Financial Aid

 

  1. Indicate the need for any required student expenses beyond the traditional book and supplies, for example, personal computer, extensive laboratory fees, etc.  For Graduate and professional courses of study, indicate anticipated levels of student financial support to be provided from (a) institutional and (b) other sources.

 

Students will be charged a fee to cover the cost of the simulation final exam.  Cost is associated with hiring actors to act as a client/patient.

 

No financial support is available for students in this Certificate Program.  However students in the Certificate Program who are also enrolled in the MS in Health Promotion program qualify to compete for BHAN departmental teaching, graduate, and research assistantships.

 

Currently we are working with Dr. John Sawyer (UD Graduate and Professional programs) to apply for Federal Financial aid for needy students.

 

 

IV. CURRICULUM SPECIFICS

 

A.     Institutional Factors

State the degree to be awarded to those who complete the program and explain why this is the appropriate from of recognition.

 

Graduate Certificate in Health Coaching

 

B.     Describe the curriculum

1.  Describe requirements involving total credit hours, credit hour distribution, field experiences, etc.

 

This program requires 18 credit hours.  Fifteen credit hours comprised of 5 required three-credit courses, and three credit hours of practicum that can be taken with variable credit to a maximum of three credit hours (40 practicum hours per credit hour).

 

  1. Provide a sample curriculum by following the format in the Undergraduate and Graduate catalog.

 

HLPR 809 Health Behavior Theory

3 credits

HLPR 630 Behavior Change Strategies

3 credits

HLPR 631 Health Coaching

3 credits

HLPR 605 Concepts of Chronic Disease Management*

3 credits

NURS 615 Integrative Health              

3 credits

HLPR  664 Health Coaching Practicum

1-3 credits

TOTAL

18 credits

*Nursing students may substitute NURS 605 with one of the following three courses: HLPR 823 Human Response to Stress, NURS 622 Advanced Pharmacology, NTDT 610 Overweight and Obesity Management, or HLPR 813 Health Psychology

 

COURSE SCHEDULE:

Each of the courses in the program of study will be offered every year during the semester indicated below.  The course schedule allows students to obtain certification within one fiscal year.

 

FALL SEMESTER

·        HLPR 809 Health Behavior

·        HLPR 630 Behavior Change Strategies

·        HLPR 605 Concepts of Chronic Disease Management (or equivalent for RNs)

SPRING SEMESTER

·        HLPR 631  Health Coaching

·        NURS 615  Integrative Health

VARIABLE  1-3 credits (ie available each semester including summer and winter)

·        HLPR 664  Health Coaching Practicum

 

  1. Indicate how the curriculum satisfies the University of Delaware, college and departmental requirements, such as ENGL110, multicultural, college core, etc.

 

Not Applicable

 

  1. In the Appendices, provide approval from affected departments for all newly required courses that support the proposed curriculum.

 

Letter from the School of Nursing

 

V.                 RESOURCES AVAILABLE

 

  1. Learning Resources

Describe briefly the scope and quality of available library holdings, audio-visual materials, special equipment and collections, laboratories, clinical facilities, research facilities, etc., that are available and would directly support the proposed course of study.  If appropriate, obtain a Library Assessment Statement.

 

None will be needed as this program will utilize collections and services already in use by the BHAN and NURS MS and PhD programs.  Per the description of library holdings below, the graduate certificate has sufficient high quality learning resources to support this program.

 

The University of Delaware Library includes the Hugh M. Morris Library, the main library; three branch libraries located in Newark: the Agriculture Library, the Chemistry Library, and the Physics Library; a fourth branch library, the Marine Studies Library in Lewes; and the Library Annex in Newark at the University of Delaware Wyoming Road Complex.

The University of Delaware Library collections parallel the University's academic interests and are broadly based and comprehensive.  Books, periodicals, e-books, e-journals, e-newspapers, microforms, government publications, databases, maps, manuscripts, media, and access to information via the Internet provide a major academic resource for the University of Delaware, the surrounding community, the State of Delaware, and the nation.  The University of Delaware Library is a depository library for U.S. government publications; a patent depository for U.S. patents; and a repository for State of Delaware publications.  Library staff members provide a wide range of in-person, online, and telephone services including reference assistance, circulation, interlibrary loan, instructional programs, and assistance to users with disabilities. The University of Delaware Library is an innovator in identifying, acquiring, and making accessible a broad range of electronic library resources.  The University of Delaware Library constantly updates the technology and adds resources for students, faculty, and staff to provide the most current and convenient information resources and services to its users.

The University of Delaware Library is a member of the Association of Research Libraries, the Center for Research Libraries, CIRLA (Chesapeake Information and Research Library Alliance), and LYRASIS through which it is connected online to OCLC (Online Computer Library Center).

The University of Delaware Library subscribes to more than 300 licensed databases for use by University of Delaware students, faculty, and staff.  Each database allows searching of many thousands of publications at once.  Some databases are general in nature and cover virtually all disciplines, and others are specific subject-oriented.  Some of the databases are “full text” and include entire articles and some databases include citations and summaries.  The Library home page provides a direct link to “Databases.”

The University of Delaware subscribes to over 31,000 electronic and printed journals including newspapers which cover all disciplines and are licensed for use by University of Delaware students, faculty, and staff.  Entire articles from the electronic journals are available online to search, read, and print.  The Library home page [www.udel.edu/library] provides a direct link to “E-Journals.”  Students are able to access the electronic library resources from anywhere in the country.

 

  1. Faculty / Administrative Resources

Describe the available program administrators and faculty expertise that support the proposed curriculum.  List name, rank, specialization, nature of appointment (regular, full-time, adjunct, etc.) and highest academic degree earned by those who would be directly involved, including campus administrators.  If appropriate, provide pertinent information about the professional and scholarly accomplishments, including training, courses and workshops taught, publications and projects, and other relevant documentation of the faculty.

 

Director of the Certificate Program:  Dr. Michael Peterson, Ed.D. http://www.udel.edu/chs/facultystaff/peterson.html

Faculty:

Dr. Elizabeth Orsega-Smith, PhD.http://www.udel.edu/chs/facultystaff/esmith.html

Dr. Karen Edwards, Ed.D.http://www.udel.edu/chs/facultystaff/kedwards.html

Dr. Karen Avino, Ed.D.,MSN, RN, AHN-BChttp://www.udel.edu/chs/facultystaff/avino.html

Dr. Kathleen Schell, PhD.http://www.udel.edu/chs/facultystaff/schell.html

Dr. Nancy Cotugna, PhDhttp://www.udel.edu/chs/facultystaff/cotugna.html

 

The director of the program will serve for a period of three years and will be appointed by the BHAN department chair from the list of program faculty(see above). A director may serve for more than one term.  Dr. Peterson will serve as the first director.  The director is responsible for curricular oversight, communicating with prospective and current students, communicating with BHAN Chair about needs, coordinating faculty for admission decisions, and working with the UD Graduate Studies Office as required.

 

 

  1. External Funding

Indicate any resource or source of funding external to the University which has been garnered to support the curriculum

A Delaware Health Sciences Alliance (DHSA) Education Grant of $20,000 was awarded to help develop this Graduate Certificate Program.

 

 

 

 

VI.              RESOURCES REQUIRED

 

  1. Learning Resources

Identify needed additional learning resources.  Indicate which of these are essential for basic implementation and whose which will produce a premiere program able to compete favorably for the highest caliber of student.

Essential resources are in place.  Additional resources to develop more hybrid and fully online delivery formats would permit the program to extend its reach to more potential students.

 

  1. Personnel Resources

Indicate any new faculty positions required and the qualifications and subject matter specialties that will be sought.  Give reasons for needing new positions.

 

None needed.

 

  1. Budgetary Needs

Attach an accounting of budgetary needs.

 

One S-contract overload required, which will be paid by the Department of Behavioral Health and Nutrition.

 

 

VII.           IMPLEMENTATION AND EVALUATION

 

  1. Implementation Plan

Describe how the curriculum will be implemented.

 

Implementation of the curriculum is outlined in the table below.

 

Milestones for Program Development, Implementation, and Evaluation.

Activity

Sum11

F11

Sp12

Sum 12

F12

Sp13

Sum13

F13

Prepare program of study including performance standards (DHSA steering committee)

x

 

 

 

 

 

 

 

Create/modify courses for Certificate program (UD faculty with DHSA steering committee)

x

x

 

 

 

 

 

 

Submit Program Proposal for Faculty Senate Review/ Approval

 

x

 

 

 

 

 

 

Offer NURS 615

 

 

 

 

 

x

 

 

Offer HLPR 631

 

 

 

 

 

x

 

 

Offer HLPR 630

 

 

 

 

x

 

 

x

Offer HLPR 809

 

 

 

 

x

 

 

x

Offer NURS 605

 

 

 

 

x

 

 

x

Offer HLPR 664

 

 

 

 

 

x

x

x

 

 

 

 

 

 

 

 

 

Establish practicum sites and identify qualified preceptors (DHSA steering committee)

 

 

x

x

x

 

 

 

Enroll students in HLPR 664 Practicum

 

 

 

 

 

x

x

x

Enroll students in health coaching cert. program

 

 

 

x

x

x

x

x

Receive Approval from Faculty Senate

 

 

x

 

 

 

 

 

Create marketing materials for program

 

 

x

x

 

 

 

 

Distribute marketing materials

 

 

 

x

x

x

x

x

Conduct Course /Student Grade Evaluations (Learning)

 

 

 

 

x

x

x

 

Conduct student/preceptor assessments (Results)

 

 

 

 

 

x

x

 

Conduct exit Simulation lab exams (Behavior)

 

 

 

 

 

 

x

 

Conduct student exit survey (Reaction)

 

 

 

 

 

 

 

x

Conduct program assessments

 

 

 

x

x

x

x

x

Create final report

 

 

 

 

 

 

 

x

 

  1. Assessment Plan

Indicate how the program will be evaluated and assessed.  Some measures should be quantitative, other qualitative.  Success should be measured against criteria listed including stated learning outcomes and against whatever objectives have been set forth in the first section of the proposal.  Academic units are encouraged to consult with the Office of Educational Assessment in developing the appropriate learning outcomes, assessment criteria, and benchmarks for success.

 

 

Per Kirkpatrick's levels of training evaluation, assessment of the Health Coaching Certificate program will focus on student reactions to the program (i.e. how well did the program prepare them for the practicum, and as a health coach), student learning of knowledge, skills, and attitudes; behavioral application of knowledge; and impact of the health coach on patient outcomes, health care delivery and value per preceptor and patient feedback.  All evaluation will be based on performance standards developed by the DHSA steering committee.  Evaluations will follow a retrospective survey design (as endorsed by Kirkpatrick) per the assessment strategies outlined in

Figure 1 below:

 

 

Reaction: to guide future development of the certification program student feedback per coursework they receive (via University of Delaware course evaluations), and a student exit survey identifying what they view (overall) as the strengths and weaknesses of the training in preparing them to work as a health coach will be utilized.

 

Learning: Establishment of a final simulation exam in which certification candidates must demonstrate through a simulation test the skills, knowledge, and attitudes expected of a health coach.  This exam will be observed by program faculty, and will be used to ascertain the abilities of the candidate, as well as identify potential programmatic improvements.  The exit survey will be used to determine perceived skill, knowledge gain, and attitudinal change.

 

Behavior Change: Through the provision of a practicum requirement in a real world setting, candidates will be able to practice what they have learned through the didactic program.  A retrospective survey will be employed to assess the students behavioral changes as a health coach, in addition practicum preceptors will provide a candidate evaluation.  All candidates will be required to undergo a simulation exam under the observation of two program faculty.  Simulation exams will utilize actors as patients with a pre-determined health history and personality who will serve to create a context for health coach candidates to demonstrate their skills, knowledge and competencies. These exams will take place after the practicum experience.

 

Result/Outcome:  Ultimately, the question that needs to be evaluated is whether those that go through the health coaching certificate program are helping to improve the health of patients, reducing risk, and decreasing demand (i.e., utilization) of health care services either in quantity or cost.   Through assessment of patient changes (perceived and actual), preceptor feedback, and health care team input, data will be collected to answer this question.