NOTE: This Health & Wellness Coaching course expires on January 26, 2025. If you would like to claim CME credit for the course, you must do so by January 26, 2025, at 11:59pm PST.
Part of the Lifestyle Medicine Core Competencies program (LMCC)
Nonmember price per Module
Nonmember: $117.12
Member price per Module | NOTE: ACLM members receive an exclusive 20% discount and tiered pricing.
Physician/Doctor Member: $93.51
Non-Doctoral Health Professional Member: $70.14
Student/Trainee Member: $65.55
CME Credits
3 AMA PRA Category 1 Credits™
(Full accreditation information listed below)
Description
Part of the Lifestyle Medicine Core Competencies program, this topic module contains six units:
- The Science Behind Health and Wellness Coaching | Margaret Moore, MBA, NBC-HWC
- Organize Your Mind for Health and Wellness Coaching | Margaret Moore, MBA, NBC-HWC
- Developing Growth and Promoting Relationships through Health and Wellness Coaching | Margaret Moore, MBA, NBC-HWC
- Importance of Self-Motivation and Self Confidence in Health and Wellness Coaching | Margaret Moore, MBA, NBC-HWC
- Health and Wellness Coaching Process I | Margaret Moore, MBA, NBC-HWC
- Health and Wellness Coaching Process II | Margaret Moore, MBA, NBC-HWC
This Coaching Health Behavior Change unit focuses on five central themes important to healthcare practitioners who are interested in engaging in wellness coaching with their patients. These are the science base of health and wellness coaching, organizing your mind, developing relationships, the importance of self-motivation and self-confidence, and the steps involved in the health and wellness coaching process. Processes for improving practice outcomes for each of these will be provided. It cites the theoretical and evidence base for effective health and wellness coaching that promotes health behavior change and improves health outcomes. Strategies for organizing one’s mind for coaching are discussed and compared with the cognitive agility of multitasking and the main brain states used by healthcare practitioners.
This unit describes how to create relationships with patients to foster their personal growth and how to apply effective coaching techniques for relationship-building. The role of self-motivation and self-confidence in effective coaching for health behavior change, the main stages of the coaching process and the coaching questions for each stage are discussed.
Learning Objectives
Providers should learn to consistently apply lifestyle medicine interventions to secure improved health outcomes for patients with lifestyle related diseases.
After viewing the module presentations, learners should be able to:
The Science Behind Health and Wellness Coaching
- Describe the theoretical base for health and wellness coaching competencies
- Describe the evidence base for effective coaching that promotes health behavior change and improves health outcomes
Organize Your Mind for Health and Wellness Coaching
- Describe the main tools for organizing one’s mind
- Describe the main brain states used by primary care physicians
- Compare cognitive agility to multitasking
Developing Growth and Promoting Relationships through Health and Wellness Coaching
- Describe how to create relationships with patients which foster their personal growth
- Apply effective coaching techniques for relationship-building
Importance of Self-Motivation and Self Confidence in Health and Wellness Coaching
- Describe the role of self-motivation and self-confidence in effective coaching for health behavior change
Health and Wellness Coaching Process I
- Describe the main stages of the vision or foundational stage of the coaching process
- Learn coaching questions for each stage
Health and Wellness Coaching Process II
- Describe the main stages of the coaching process
- Learn coaching questions for each stage
Module Format
The Lifestyle Medicine Core Competencies education activity is composed of a series of modules viewed in a digital format. Users are able to move through the module at their own pace. It begins and ends with an assessment of the learner’s comprehension of the subject matter. Interactive scenarios, images, audio, and video may have been added to enhance the experience.
Duration
3 hours
Assessment and Measurement
A score of 80% or higher on the unit quizzes is required to pass the module.
Specifications
This module can be viewed on desktop, tablet or mobile device. Speakers or headphones are required for this program. Laptop or PC preferred.
Term of Approval
January 26, 2022 – January 26, 2025
Enrollment
Access to online material is granted through the term approval which ends January 26, 2025.
Faculty
Margaret Moore, MBA, NBC-HWC
No relationships to disclose
Planners
Susan Benigas
Executive Director, ACLM
No relationships to disclose
Donna Grande, MGA
Chief Executive Officer, ACPM
No relationships to disclose
Angela Mickalide, PhD, MCHES
Vice President of Programs and Education, ACPM
No relationships to disclose
Stephanie Madrigal, MS
Manager, Education, ACPM
No relationships to disclose
Liana Lianov, MD, MPH, FACPM, FACLM, DipABLM
HealthType LLC, Principal and Founder
No relationships to disclose
Paulina Shetty, MS, RDN, CPT, DipACLM
Director of Education, ACLM
No relationships to disclose
Alexandra Kees, MPH
Education Project Manager, ACLM
No relationships to disclose
Amanda Zelek, PharmD, DipACLM
Reviewer, ACLM
No relationships to disclose
Kelly Freeman, MSN, AGPCNP-BC, DipACLM
Director, Academic Advancement, ACLM
No relationships to disclose
Faculty Disclosures
The American College of Preventive Medicine supports fair and unbiased participation of individuals in Academy/Foundation education activities. Any real or potential conflicts of interest must be identified and managed. All relevant financial relationships with commercial interests that directly impact and/or might conflict with College activities must be disclosed, or disclosure that no relevant financial relationships exist must be documented. Other relationships that could cause private interests to conflict with professional interests must also be disclosed. This policy is intended to openly identify any potential conflict so that participants in an education activity are able to form their own judgments about the presentation. In addition, disclosure must be made of presentations on drugs or devices or uses of drugs or devices that have not been approved by the Food and Drug Administration.
This activity does not include any discussion of drugs and devices that have not been approved by the United States Food and Drug Administration. No off-label use is discussed in this publication.
This activity did not receive commercial support.
Faculty
Margaret Moore, MBA, NBC-HWC
No relationships to disclose
Planners
Susan Benigas
Executive Director, ACLM
No relationships to disclose
Donna Grande, MGA
Chief Executive Officer, ACPM
No relationships to disclose
Angela Mickalide, PhD, MCHES
Vice President of Programs and Education, ACPM
No relationships to disclose
Stephanie Madrigal, MS
Manager, Education, ACPM
No relationships to disclose
Liana Lianov, MD, MPH, FACPM, FACLM, DipABLM
HealthType LLC, Principal and Founder
No relationships to disclose
Paulina Shetty, MS, RDN, CPT, DipACLM
Director of Education, ACLM
No relationships to disclose
Alexandra Kees, MPH
Education Project Manager, ACLM
No relationships to disclose
Amanda Zelek, PharmD, DipACLM
Reviewer, ACLM
No relationships to disclose
Kelly Freeman, MSN, AGPCNP-BC, DipACLM
Director, Academic Advancement, ACLM
No relationships to disclose
Faculty Disclosures
The American College of Preventive Medicine supports fair and unbiased participation of individuals in Academy/Foundation education activities. Any real or potential conflicts of interest must be identified and managed. All relevant financial relationships with commercial interests that directly impact and/or might conflict with College activities must be disclosed, or disclosure that no relevant financial relationships exist must be documented. Other relationships that could cause private interests to conflict with professional interests must also be disclosed. This policy is intended to openly identify any potential conflict so that participants in an education activity are able to form their own judgments about the presentation. In addition, disclosure must be made of presentations on drugs or devices or uses of drugs or devices that have not been approved by the Food and Drug Administration.
This activity does not include any discussion of drugs and devices that have not been approved by the United States Food and Drug Administration. No off-label use is discussed in this publication.
This activity did not receive commercial support.