CERTIFICATE COURSE ESSENTIALS OF CARE NAVIGATION · 2016-06-07 · care navigation for the benefit of the client, the first of three courses for a certificate in care navigation

ESSENTIALS OF CARE NAVIGATION

INSTRUCTOR WORKBOOK

Workbook created by Hospital Employee Education and Training Grant 2015

CERTIFICATE COURSE

2Care Navigation and Coordination Basic Skills Part 1 << 2Introduction to Care Navigation and the Healthcare System << 2Care Navigation and Coordination Basic Skills Part 1 << 2Table of Contents<< 2Care Navigation and Coordination Basic Skills Part 1 <<

Essentials of Care Navigation

Table of Contents

2Table of Contents<<

About this course ................................................................................................................................ 3

Module 1: Introduction to Care Navigation and the Healthcare System ....................................... 5 Unit 1: Introduction to Client Navigation ............................................................................................. 6

Unit 2: Introduction to Healthcare Systems / Insurance ................................................................. 7Unit 3: Client Navigation and Advocacy ............................................................................................... 8Unit 4: Client Navigation and the Healthcare Team ......................................................................... 9Unit 5: Overview of Community Systems and Resources ..........................................................10

Module 2: The Client ......................................................................................................................... 12 Unit 1: Cultural Awareness .......................................................................................................................13

Unit 2: The Social Determinants of Health .........................................................................................14Unit 3: Barriers / Disparities .....................................................................................................................15Unit 4: Health Literacy Theory / Assessment .....................................................................................16Unit 5: Behavioral Health Overview .....................................................................................................17Unit 6: End of Life / Palliative Care ........................................................................................................18

Module 3: Introduction to Chronic Illness and Conditions ........................................................... 20 Unit 1: Concepts of Chronic Illness/Comorbidities .........................................................................21

Unit 2: Mental Illness, Crisis Management, ACES .............................................................................22Unit 3: Self-management of Chronic Illness/Conditions ..............................................................23Unit 4: Cognitive Impairment .................................................................................................................24Unit 5: Pain Management ........................................................................................................................25

Module 4: Communication Essentials ............................................................................................. 27 Unit 1: Basic Communication Skills, Active Listening, Empathy ................................................28

Unit 2: Personal/Professional Boundaries ..........................................................................................29Unit 3: Professionalism and Basics of Professional Communication ........................................30Unit 4: Change Theory ...............................................................................................................................31Unit 5: Documentation .............................................................................................................................32

Module 5: Health Coaching and Navigation .................................................................................. 34 Unit 1: Wellness/Health Promotion and Prevention .......................................................................35

Unit 2: Intro to Motivational Interviewing .........................................................................................36Unit 3: Health Coaching and Navigation ............................................................................................37Unit 4: Activation, Engagement, Self-Management .......................................................................38Unit 5: Care Transitions .............................................................................................................................39

Module 4: Chronic Disease and Behavioral Health

1 Chronic Health 1

2 Chronic Health 2

3 Adverse Childhood Experiences Study

4 Behavioral Health Overview and Crisis Management

5 End of Life Palliative Care

3Introduction to the Patient Navigation and the Healthcare System<<Module 1

ABOUT THIS COURSE

33Care Navigation and Coordination Basic Skills Part 1 << 3About this Course <<

To succeed in today’s emerging healthcare models such as health homes, patient-centered medical homes and accountable care organizations, front line healthcare staff members increasingly are being asked to serve as a bridge between patients and providers. To accomplish this, front-line staff members require more advanced skills and training than they traditionally have received. Specifically, they need patient navigation and care coordination skills.

Our “Essentials of Care Navigation” curriculum consists of twenty-four, two-hour classes that are structured to build on one another sequentially. Medical assistants, patient care technicians, certified nurse aides, community health workers, case managers, educators, and health coaches working in team-based healthcare environments can all benefit from this course. The curriculum introduces staff to the concepts of patient navigation and care coordination, and helps them develop the practical skills needed to provide these services.

Students will experience a highly interactive class environment tailored to adult learners. Our approach strengthens the students’ critical thinking skills by engaging them in discussion, individual exercises, and group activities. Students complete the course prepared to assist their patients in navigating the healthcare system, and to be strong, productive members of healthcare teams providing coordinated and patient-centered care.

Module 4: Chronic Disease and Behavioral Health

1 Chronic Health 1

2 Chronic Health 2

3 Adverse Childhood Experiences Study

4 Behavioral Health Overview and Crisis Management

5 End of Life Palliative Care

4Introduction to the Patient Navigation and the Healthcare System<<Module 1

ABOUT THIS COURSE continued Course Description: This course is an introduction to the knowledge, skills, and attitudes necessary to apply care navigation for the benefit of the client, the first of three courses for a certificate in care navigation. Focus is on the human and healthcare services systems, client profiles and needs, communication basics, an introduction to chronic illness, and health coaching. This course serves as foundational to advanced courses.

Course Outcomes:• Apply basic care navigation strategies with activation and engagement strategies when

working with clients and interdisciplinary teams.• Recognize the impact of demographic, age, physical, emotional, and social aspects of

chronic disease and behavioral health incorporating basic population management strategies.

• Employ basic health literacy, change, and communication strategies.• Identify end of life issues for the client and family.• Apply basic knowledge of community human services, medical systems, emerging care

coordination models, law/policy, ethics, and insurance to individual cases.• Employ professional boundaries and use effective and culturally sensitive communication

techniques at a fundamental level.

44Care Navigation and Coordination Basic Skills Part 1 << 4About this Course <<

Unit 15Care Navigation and Coordination Basic Skills Part 1 << 5Introduction to Client Navigation<<

Module 1: Introduction to Care Navigation and the Healthcare System1 Introduction to Client Navigation

2 Introduction to Healthcare Systems/Insurance

3 Client Navigation and Advocacy

4 Client Navigation and the Healthcare Team

5 Overview of Community Systems and Resources

Module DescriptionThis module introduces the complexities of the healthcare system, and the process of care navigation in assisting the client to maneuver effectively within this system. Care navigation as a service in relationship to the other members of the medical team will be explored.

Competencies - Upon completion of this module the student will be able to:

• Navigate the healthcare and human services systems to connect client to resources

• Apply knowledge of care coordination to facilitate individual plan of care outcomes

• Use knowledge of one’s own roles and other care team roles to maintain professional boundaries and responsibilities

• Apply knowledge of care coordination to facilitate individual plan of care outcomes

Unit 15Care Navigation and Coordination Basic Skills Part 1 << 5Introduction to Care Navigation and the Healthcare System <<


Module 1:Introduction to Care Navigationand the Healthcare System

MODULE 1: Intro to Care Navigation and the Healthcare System: This unit introduces the complexities of the health care system, and the pro-cess of care navigation in assisting the client to maneuver eff ectively within this system. Care navigation as a service in relationship to the other members of the medical team will be explored.

Module Competencies: Upon completion of this unit the student will be able to:Navigate the healthcare and human services systems to connect cli-ent to resourcesApply knowledge of care coordination to facilitate individual plan of care outcomesUse knowledge of one’s own roles and other care team roles to main-tain professional boundaries and responsibilitiesApply knowledge of care coordination to facilitate individual plan of care outcomes


Unit 1: Learning Objectives

• Define the role and function of care navigation and how it fits into the care team

• Describe the need for client advocacy and care coordination in today’s complex health care system

• Identify skills needed for effective client navigation

• Define the role and purpose of care navigation

• Discuss current healthcare legislation, policy and ethics as it applies to healthcare, including the evolution and advancement of the care navigation role

Unit 1:Introduction to Client Navigation: General Understanding of CNav and how it came to be

Unit 18Care Navigation and Coordination Basic Skills Part 1 << 8Introduction to Client Navigation <<

Group Work

8Care Navigation and Coordination Basic Skills Part 1 << 8Course Outline<<

Unit 1 Introduction to Client Navigation

Learner outcomes: During the class, the student will:Defi ne the role and function of care navigation and how it fi ts into the care teamDescribe the need for client advocacy and care coordination in today’s complex health care systemIdentify skills needed for eff ective client navigationDefi ne the role and purpose of care navigationDefi ne the role and purpose of care navigation

KEY TERMS Care Navigation Care Coordination Advocacy Aff ordable Care Act Triple Aim

ONLINE MATERIALS

Textbook Reading: Module 1 Unit 1 in Essentials of Care Navigation Online Textbook

Video: “What if Air Travel Worked like Healthcare” This video discusses the challenges of navigating the current healthcare system and highlights the need for the role of a Care Navigator.

Video: “Navigating Mesothelioma Treatment:The Role of the Patient Navigator”This video is of a Patient Navigator describing their role and function when working with clients in the healthcare system.


Group Work


Unit 1 Introduction to Client Navigation

TALKING POINTS• Defi ne care navigation

• Brainstorm with class, off er defi nition

• Review history of care navigation• Patient Navigation• Howard P. Freeman

• Defi ne role of Care Navigator• Goals• Skills Needed

• Relation of Care Navigator within healthcare team

• Scope of Role• Other roles that Navigators interface with

• Defi ne client advocacy• Describe challenges and barriers in current healthcare system• Outline need for advocacy and care coordination• Describe the Aff ordable Care Act• Defi ne Triple Aime Triple

IN CLASS ACTIVITIES• Powerpoint• Building a Community Health System Map• Handout: Self-Management Support through Productive Interactions• Role of a Care Navigator Activity

DISCUSSION QUESTIONS• How does Client Navigation diff er from other professional roles such as Social Worker, Counselor, Caregiver, or Nurse? • What are challenges have you or your family experienced in today’s complex health care system? • How could a navigator could have helped you or your family?• What are skills and qualities needed for an eff ective Care Navigator?


Group WorkBuilding a Community Health System Map

Group Work

Note: Students are cutting up Self-Management Support Through Productive Interaction and Care Coordination graphics so that the students can think through arranging a new picture of the system and patient relationship.

Materials for Game:1. 2 sheets of 11x17 paper for each table group.2. Large baggie (gallon size) with pieces of Self-Management Support Through Productive Interactions and Care Coordination graphics printed on card stock and cut up in the following pieces:3. Large circle (blank)4. Medium circle (blank)5. 9 labeled system circles6. Productive interaction arrows (2)7. Measurable improved outcome arrow8. Labels including:

· The Patient· Whole person,· Patient Experience· Eff ective Self· Prevention· Maintenance· Informed Activated Patient· Self-Management Support through Productive Interactions and Care Coordination title· Factors Aff ecting Patient Profi ling and Learning content rectangle· Patient Experience content rectangle

Directions: This is a 3-part exercise.

Part One:• Provide each team with a large sheet of paper (legal size or 11x17)• Ask individuals to take 5 minutes in their group to brainstorm/ list what they believe the parts of the healthcare system are in the community health services system.• Have each group use their ideas to create a picture of the system on the sheet of paper provided.• Have a representative from each group explain the group picture. Collect the pictures and post on a wall or fl ip chart.• Identify group fi ndings by component of system (system, patient, PN and Team). Discuss how easy it is to overlook pieces in such a complex system. Link components to course design.


Group WorkBuilding a Community Health System Map

Group Work

Part Two:• Distribute another legal or larger piece of paper to each group and a baggie with Self- Management Support through Productive Interactions graphic pieces noted previously in materials for game above• Allow 15 minutes for teams to create a picture using the pieces provided. When satisfi ed, they should attach the pieces to the paper using tape or glue stick.• Have groups volunteer to share their new pictures. Note the similarities and diff erences in personal, group pictures posted on wall.

Part Three:• Distribute a Self-Management Support through Productive Interactions and Care Coordination graphic handout. Have groups compare their graphics to the completed one. Then ask “What one or two things came up for you as a team as you compared the two pictures?”

Result: Students will have created a personal and team picture of the system interactions with the patient without you having to off er a hand out and lecture on what it means. This will give them a perspective to guide discussions through the rest of the course. The graphic will be used several times during the course to connect content relevance to the graphic.

Have students summarize what they know about the system. Look at graphic and show that there are other critical parts. State that the patient and the patient experience is the next topic keeping in mind that patient profi les aff ect the interactions with the system and that linking the two are the fi rst step in putting the healthcare system puzzle together.

DiscussionOpen a question and answer period for clarifi cation. Discuss the overall picture of the health and community services system with emphasis on the components (system, client, Care Navigator and Team, and Care Navigator Skills). Relate components to course design and how the components will be integrated throughout the course.


Group WorkRole of a Care Navigator Activity

Print out these tables on small cards. Break students up into small groups and have them sort out

whether the activity is within the role of a Care Navigator or should not be done as a Care Navigator.

The role of a Care Navigator:

Work with your client to develop goalsAddress any questions or concerns of clients.

Use plain-language when offering information and resources to clients.

Work with client to understand insurance coverage for needed services.

Uphold HIPAA and confidentiality.Assist with scheduling and confirming healthcare appointments.

Ensure transportation and accessibility barriers are addressed.

Document meetings and client communications daily.

Assists clients with understanding their diagnoses.

Refer clients and family to community resources.

Supports clients with developing questions for provider and advocating for services.

Ensuring language translators are available for clients, as needed.

A Care Navigator should not:

Develop goals for the client Provide counseling to clients

Help assess to determine a client's diagnosis

Provide direct healthcare such as bathing or replacing bandages

Provide opinions on the quality of medi

Assist with scheduling and confirming healthcare appointments.


Group WorkCare Navigation

Handout

• Works directly with a client on their health plan• Provides culturally sensitive and client centered services• Works to develop goals with the client • Follows the plan of care with the health care team• Connects with the healthcare team to coordinate services• Refers clients and their family or caregivers to community resources• Works to promote accessibility and address barriers to healthcare

• Strong interpersonal skills• Understanding of healthcare systems, health insurance and medical terminology• Communication skills both written and verbal• Documentation skills• Strong ethics and boundaries• Knowledge of community resources• Client activation and engagement skills such as motivational interviewing

The care navigator works directly with vulnerable clients or clients with new diagno-sis to gain access to healthcare services. The role assists clients with creating goals, scheduling appointments, navigating insurance coverage, and accessing services to promote positive health outcomes. The care navigator is a lay professional working within and interdisciplinary team and coordinating services with the client.

The Skills of a Care Navigator:

The Role of a Care Navigator:


Group WorkSelf Management Support through Productive Interactions and Care Coordination

Maintenance

Medical Manage-ment Clinics Labs

Radiology PT/OT

Behavioral Health

Larger Medical Community Pharmacies

Home Health Hospice

Medical Equipment Social Services

Public Health

Environment, Air, Water

Other Insurance Payment /

Reimbursement

Housing

Spiritual Support

System Support Recall

Scheduling Reinforcement

Follow-up

Healthcare Team & Navigator

Whole Person, &

EMR

Ethics Policy HIPAA

Legal

Advocacy Insurance

Meals Home Care

Finances

Interpreters

Hospitals

tenance

Maintenance

Clues from environment to

Sensory lters scan clues

preference developed

results

Measurable Improved Outcomes

Developed by North- -7 grant 2015


Group WorkSelf Management Support through Productive Interactions and Care Coordination

Disease

No disease One chronic disease

Two or more chronic diseases

Knowledge/Competency Level Literacy level

Familiarity with disease Ability to navigate the healthcare system Computer literacy

Culture/Ethnic Background

Language rst or primary)

Value/belief system

Gender Past Experiences Family status Religion

Personality style Learning style

Readiness to learn

countability

Life Stage Impairments—physical, mental, social, sensory,

Socio-economic, nancial status

ACE’s—Adverse Childhood Experiences

outcomes.

Whole Person, &

Developed by North- -7 grant 2015

Unit 216Care Navigation and Coordination Basic Skills Part 1 << 16Introduction to the Healthcare System/Insurance <<


• Describe the relevance of insurance in care coordination

• Describe the basics of health insurance and paying for healthcare services including the differences in Medicare and Medicaid

• Differentiate between types of insurance, entitlement programs, and funding sources that pay for healthcare and how to advocate on the client’s behalf

• Differentiate between the various funding sources that pay for health care

Unit 2:Introduction to Healthcare Systems / Insurance: The big picture of HC


Group Work


Unit 2 Introduction to Healthcare Systems/Insurance

Learner outcomes: During the class, the student will:Describe the relevance of insurance in care coordinationDescribe the basics of health insurance and paying for healthcare services including the diff erences in Medicare and MedicaidDiff erentiate between types of insurance, entitlement programs, and funding sources that pay for healthcare and how to advocate on the client’s behalfDiff erentiate between the various funding sources that pay for health care

KEY TERMSInsuranceCare CoordinationPrivate InsuranceMedicareCoinsurancePremiumDeductibleCopaymentInsurance Policy

ONLINE MATERIALSTextbook Reading: Module 1 Unit 2 in Essentials of Care Navigation Online TextbookVideo: “What if Your Hotel Bill Was Like a Hospital Bill?” This video emphasizes the struggle that clients face when trying to work within the health care system, specifi cally with healthcare expenses and billing.Video: “If Restaurants Were Run Like Hospitals" This video highlights the unique and at times challenging experience that clients experience when accessing health-care. Video: “Health Insurance Explained- The YouToons Have it Covered Kaiser Family Foundation" This video outlines the basics of health insurance, including accessing, paying for, and using health insurance coverage.

Unit 2 Introduction to Healthcare Systems/InsuranceUnit 2 Introduction to Healthcare Systems/Insurance


Group Work



TALKING POINTS• Describe Care Coordination and need for knowledge of insurance

• Patient Access• Health Outcomes• Relate to Triple Aim

• Review Health Insurance Options• Medicaid• Medicare• Private• Employer Based• Tricare• Other

• Clarify funding sources for health insurance• Review Patient Bill of Rights• Health Insurance Terms• Outline options and tips for health insurance advocacy

• Advocating directly with providers• Insurance Appeal Process• External Reviewple Aim


IN CLASS ACTIVITIES• Powerpoint• Insurance Glossary Game• Patient Bill of Rights Handout• Glossary of Health Coverage and Medical Terms

DISCUSSION QUESTIONS• Explain how the hidden costs, confusing insurance coverage, etc. can become a barrier to patient care.• From the videos, how could having a navigator provide access to health care?• What components of the Patient Bill of Rights were you not familiar with? How does this relate to the role of a Care Navigator?

Unit 219Care Navigation and Coordination Basic Skills Part 1 << 19Introduction to the Healthcare Sytems/Insurance <<

Group WorkGroup WorkInsurance Glossary Matching Game

Note: This is an easy way to introduce vocabulary without lecture. Groups discuss while fi guring out

answers. Most times, no group gets 100% correct. This enables good discussion on why they chose the

answers they did and helps them commit the defi nitions to memory.

Directions: Give one game board and baggie with word pieces to each group. Allow 5-7 minutes

for groups to match word pieces with defi nitions on game board.

Discussion: Debrief game by reading defi nitions and asking what words they chose. Ask why they

picked answers they did. Off er brief and additional information while debriefi ng game to deliver

rest of content.

Game Pieces: Print on heavy card stock. Cut out rectangles and place in sandwich baggies. Stu-

dents match word to defi nition on game board.

Benefit Long-Term Care

Claim COBRA

Medicaid Medicare

Gatekeeper Health Insurance Exchange

HMO Point of Service

PPO Explanation of Benefits

Fee for Service Risk Sharing

Insurance Glossary Matching Game BoardG

ives employees the right to pay prem

iums for and keep the

group health insurance that they would otherw

ise lose after reducing their w

ork hours, quitting their jobs, or losing their jobs.

A form

or document that m

ay be sent to individuals by their insurance com

pany several months after they have had a

healthcare service that was paid by the insurance com

pany

A variety of services that help m

eet both the medical and non-

medical needs of people w

ith a chronic illness or disability who

cannot care for themselves for long periods of tim

e.

Health program

for families and individuals w

ith low incom

e and resources

A paym

ent model w

here services are unbundled and paid for separately. In health care, it gives an incentive for physicians to provide m

ore treatments because paym

ent is dependent on the quantity of care, rather than the quality of care.

A principal in w

hich all the people who have contracts w

ith the health insurance com

pany are sharing the risk that they will

become sick or injured, giving everyone a m

easure of security at a relatively low

price

An organization that provides or arranges m

anaged care for health insurance, self-funded health care benefit plans, individuals and other entities in U

S and acts as a liaison with

healthcare providers on a prepaid basis.

A set of governm

ent-regulated and standardized health care plans in the U

S from w

hich individuals may purchase health

insurance eligible for federal subsidies.

A federal system

of health insurance for people over 65 years of age and for certain younger people w

ith disabilities.

A physician w

ho is responsible for determining a patient’s

primary services and coordinating the health care services that

are given.

A healthcare plan that perm

its covered persons to choose providers outside the plan’s netw

ork yet is designed to encourage the use of providers in the netw

ork.

A health plan that has contracts w

ith medical doctors, hospitals,

and other health care providers that doesn’t require referrals or a prim

ary care physician.

A dem

and made by the insured or the insured’s beneficiary for

payment of the benefits provided by the policy.

The amount payable by the insurance com

pany

Insurance Glossary Matching AnswersCO

BRA

Gives em

ployees the right to pay premium

s for and keep the group health insurance that they w

ould otherwise lose after

reducing their work hours, quitting their jobs, or losing their jobs.

Explanation of Benefits A

form or docum

ent that may be sent to individuals by their

insurance company several m

onths after they have had a healthcare service that w

as paid by the insurance company

Long-Term Care

A variety of services that help m

eet both the medical and non-

medical needs of people w

ith a chronic illness or disability who

cannot care for themselves for long periods of tim

e.

Medicaid

Health program

for families and individuals w

ith low incom

e and resources

Fee for Service A paym

ent model w

here services are unbundled and paid for separately. In health care, it gives an incentive for physicians to provide m

ore treatments because paym

ent is dependent on the quantity of care, rather than the quality of care.

Risk-Sharing A principal in w

hich all the people who have

contracts with the health insurance com

pany are sharing the risk that they w

ill become sick or injured, giving everyone a m

easure of security at a relatively low

price

HM

O A

n organization that provides or arranges managed

care for health insurance, self-funded health care benefit plans, individuals and other entities in U

S and acts as a liaison with

healthcare providers on a prepaid basis.

Health Insurance Exchange

A set of governm

ent-regulated and standardized health care plans in the U

S from w

hich individuals may purchase health

insurance eligible for federal subsidies.

Medicare

A federal system

of health insurance for people over 65 years of age and for certain younger people w

ith disabilities.

Gatekeeper

A physician w

ho is responsible for determining a patient’s

primary services and coordinating the health care services that

are given.

Point of Service A

healthcare plan that permits covered persons to choose

providers outside the plan’s network yet is designed to encourage

the use of providers in the network.

PPO

A health plan that has contracts w

ith medical doctors, hospitals,

and other health care providers that doesn’t require referrals or a prim

ary care physician.

Claim

A dem

and made by the insured or the insured’s beneficiary for

payment of the benefits provided by the policy.

Benefit The am

ount payable by the insurance company

Unit 222Care Navigation and Coordination Basic Skills Part 1 << 22Introduction to the Healthcare Sytems/Insurance <<

Group WorkThe Patients Bill of Rights Handout

Handout

The Aff ordable Care Act puts consumers back in charge of their health care. Under the law, a new "Patient's Bill of Rights" gives the American people the stability and fl exibility they need to make informed choices about their health.

• Provides Coverage to Americans with Pre-existing Conditions: You may be eligible for health cover-age under the Pre-Existing Condition Insurance Plan.• Protects Your Choice of Doctors: Choose the primary care doctor you want from your plan's net-work.• Keeps Young Adults Covered: If you are under 26, you may be eligible to be covered under your parent's health plan.• Ends Lifetime Limits on Coverage: Lifetime limits on most benefi ts are banned for all new health insurance plans.• Ends Pre-Existing Condition Exclusions for Children: Health plans can no longer limit or deny bene-fi ts to children under 19 due to a pre-existing condition.• Ends Arbitrary Withdrawals of Insurance Coverage: Insurers can no longer cancel your coverage just because you made an honest mistake.• Reviews Premium Increases: Insurance companies must now publicly justify any unreasonable rate hikes.• Helps You Get the Most from Your Premium Dollars: Your premium dollars must be spent primarily on health care - not administrative costs.• Restricts Annual Dollar Limits on Coverage: Annual limits on your health benefi ts will be phased out by 2014.• Removes Insurance Company Barriers to Emergency Services: You can seek emergency care at a hospital outside of your health plan's network.Since the Patient's Bill of Rights was enacted, the Aff ordable Care Act has provided additional rights and protections. The health care law:• Covers Preventive Care at No Cost to You: You may be eligible for recommended preventive health services. No copayment.• Guarantees Your Right to Appeal: You now have the right to ask that your plan reconsider its denial of payment.

https://www.whitehouse.gov/fi les/documents/healthcare-fact-sheets/patients-bill-rights.pdf

Glossary of Health Coverage and Medical Terms Page 1 of 4

Glossary of Health Coverage and Medical Terms∞ This glossary has many commonly used terms, but isn’t a full list. These glossary terms and definitions are intended

to be educational and may be different from the terms and definitions in your plan. Some of these terms also might not have exactly the same meaning when used in your policy or plan, and in any such case, the policy or plan governs. (See your Summary of Benefits and Coverage for information on how to get a copy of your policy or plan document.)

∞ Bold blue text indicates a term defined in this Glos sary.∞ See page 4 for an example showing how deductibles, co-insurance and out-of-pocket limits work together in a real

life situation.

Allowed Amount Maximum amount on which payment is based for covered health care services. This may be called “eligible expense,” “payment allowance" or "negotiated rate." If your provider charges more than the allowed amount, you may have to pay the difference. (See Balance Billing.)

Appeal A request for your health insurer or plan to review a decision or a grievance again.

Balance Billing When a provider bills you for the difference between the provider’s charge and the allowed amount. For example, if the provider’s charge is $100 and the allowed amount is $70, the provider may bill you for the remaining $30. A preferred provider may not balance bill you for covered services.

Co-insurance Your share of the costs of a covered health care service, calculated as a percent (for example, 20%) of the allowed amount for the service. You pay co-insurance plus any deductibles you owe. For example, if the health insurance or plan’s allowed amount for an office visit is $100 and you’ve met your deductible, your co-insurance payment of 20% would be $20. The health insurance or plan pays the rest of the allowed amount.

Complications of Pregnancy Conditions due to pregnancy, labor and deliv ery that require medical care to prevent serious harm to the health of the mother or the fetus. Morning sickness and a non-emergency caesarean section aren’t complications of pregnancy.

Co-payment A fixed amount (for example, $15) you pay for a covered health care service, usually when you receive the service. The amount can vary by the type of covered health care service.

Deductible The amount you owe for health care services your health insurance or plan covers before your health insurance or plan begins to pay. For example, if your deductible is $1000, your plan won’t pay anything until you’ve met your $1000 deductible for covered health care services subject to the deductible. The deductible may not apply to all services.

Durable Medical Equipment (DME) Equipment and supplies ordered by a health care provider for everyday or extended use. Coverage for DME may include: oxygen equipment, wheelchairs, crutches or blood testing strips for diabetics.

Emergency Medical Condition An illness, injury, symptom or condition so serious that a reasonable person would seek care right away to avoid severe harm.

Emergency Medical Transportation Ambulance services for an emergency medical condition.

Emergency Room Care Emergency services you get in an emergency room.

Emergency Services Evaluation of an emergency medical condition and treatment to keep the condition from getting worse.

(See page 4 for a detailed example.)

Jane pays 20%

Her plan pays 80%


Jane pays 100%

Her plan pays 0%

OMB Control Numbers 1545-2229, 1210-0147, and 0938-1146


Excluded Services Health care services that your health insurance or plan doesn’t pay for or cover.

Grievance A complaint that you communicate to your health insurer or plan.

Habilitation Services Health care services that help a person keep, learn or improve skills and functioning for daily living. Examples include therapy for a child who isn’t walking or talking at the expected age. These services may include physical and occupational therapy, speech-language pathology and other services for people with disabilities in a variety of inpatient and/or outpatient settings.

Health Insurance A contract that requires your health insurer to pay some or all of your health care costs in exchange for a premium.

Home Health Care Health care services a person receives at home.

Hospice Services Services to provide comfort and support for persons in the last stages of a terminal illness and their families.

Hospitalization Care in a hospital that requires admission as an inpatient and usually requires an overnight stay. An overnight stay for observation could be outpatient care.

Hospital Outpatient Care Care in a hospital that usually doesn’t require an overnight stay.

In-network Co-insurance The percent (for example, 20%) you pay of the allowed amount for covered health care services to providers who contract with your health insurance or plan. In-network co-insurance usually costs you less than out-of-network co-insurance.

In-network Co-payment A fixed amount (for example, $15) you pay for covered health care services to providers who contract with your health insurance or plan. In-network co-payments usually are less than out-of-network co-payments.

Medically Necessary Health care services or supplies needed to prevent, diagnose or treat an illness, injury, condition, disease or its symptoms and that meet accepted standards of medicine.

Network The facilities, providers and suppliers your health insurer or plan has contracted with to provide health care services.

Non-Preferred Provider A provider who doesn’t have a contract with your health insurer or plan to provide services to you. You’ll pay more to see a non-preferred provider. Check your policy to see if you can go to all providers who have contracted with your health insurance or plan, or if your health insurance or plan has a “tiered” network and you must pay extra to see some providers.

Out-of-network Co-insurance The percent (for example, 40%) you pay of the allowed amount for covered health care services to providers who do not contract with your health insurance or plan. Out-of-network co-insurance usually costs you more than in-network co-insurance.

Out-of-network Co-payment A fixed amount (for example, $30) you pay for covered health care services from providers who do not contract with your health insurance or plan. Out-of-network co-payments usually are more than in-network co-payments.

Out-of-Pocket Limit The most you pay during a policy period (usually a year) before your health insurance or plan begins to pay 100% of the allowed amount. This limit never includes your premium, balance-billed charges or health care your health insurance or plan doesn’t cover. Some health insurance or plans don’t count all of your co-payments, deductibles, co-insurance payments, out-of-network payments or other expenses toward this limit.

Physician Services Health care services a licensed medical physician (M.D. – Medical Doctor or D.O. – Doctor of Osteopathic Medicine) provides or coordinates.


Jane pays 0%

Her plan pays 100%


Plan A benefit your employer, union or other group sponsor provides to you to pay for your health care services.

Preauthorization A decision by your health insurer or plan that a health care service, treatment plan, prescription drug or durable medical equipment is medically necessary. Sometimes called prior authorization, prior approval or precertification. Your health insurance or plan may require preauthorization for certain services before you receive them, except in an emergency. Preauthorization isn’t a promise your health insurance or plan will cover the cost.

Preferred Provider A provider who has a contract with your health insurer or plan to provide services to you at a discount. Check your policy to see if you can see all preferred providers or if your health insurance or plan has a “tiered” network and you must pay extra to see some providers. Your health insurance or plan may have preferred providers who are also “participating” providers. Participating providers also contract with your health insurer or plan, but the discount may not be as great, and you may have to pay more.

Premium The amount that must be paid for your health insurance or plan. You and/or your employer usually pay it monthly, quarterly or yearly.

Prescription Drug Coverage Health insurance or plan that helps pay for prescription drugs and medications.

Prescription Drugs Drugs and medications that by law require a prescription.

Primary Care Physician A physician (M.D. – Medical Doctor or D.O. – Doctor of Osteopathic Medicine) who directly provides or coordinates a range of health care services for a patient.

Primary Care Provider A physician (M.D. – Medical Doctor or D.O. – Doctor of Osteopathic Medicine), nurse practitioner, clinical nurse specialist or physician assistant, as allowed under state law, who provides, coordinates or helps a patient access a range of health care services.

Provider A physician (M.D. – Medical Doctor or D.O. – Doctor of Osteopathic Medicine), health care professional or health care facility licensed, certified or accredited as required by state law.

Reconstructive Surgery Surgery and follow-up treatment needed to correct or improve a part of the body because of birth defects, accidents, injuries or medical conditions.

Rehabilitation Services Health care services that help a person keep, get back or improve skills and functioning for daily living that have been lost or impaired because a person was sick, hurt or disabled. These services may include physical and occupational therapy, speech-language pathology and psychiatric rehabilitation services in a variety of inpatient and/or outpatient settings.

Skilled Nursing Care Services from licensed nurses in your own home or in a nursing home. Skilled care services are from technicians and therapists in your own home or in a nursing home.

Specialist A physician specialist focuses on a specific area of medicine or a group of patients to diagnose, manage, prevent or treat certain types of symptoms and conditions. A non-physician specialist is a provider who has more training in a specific area of health care.

UCR (Usual, Customary and Reasonable) The amount paid for a medical service in a geographic area based on what providers in the area usually charge for the same or similar medical service. The UCR amount sometimes is used to determine the allowed amount.

Urgent Care Care for an illness, injury or condition serious enough that a reasonable person would seek care right away, but not so severe as to require emergency room care.

Glossary of H

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edical Term

s Page 4

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How

You and Your Insurer Share Costs -Exam

pleJane’s Plan D

eductible: $1,500C

o-insurance: 20%

Out-of-Pocket Lim

it: $5,000

Jane reaches her $1,500 deductible,co-insurance

beginsJane has seen a doctor several tim

es and paid $1,500 in total. H

er plan pays some

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Her plan pays: 80%

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Jane pays 20%

H

er plan pays 80%

Jane pays 100%

H

er plan pays 0%

Jane hasn’t reached her $1,500 deductible

yetH

er plan doesn’t pay any of the costs. O

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er plan pays: $0

January 1st

Beginning of C

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Decem

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End ofC

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orecosts

Jane reaches her $5,000 out-of-pocket lim

itJane has seen the doctor often and paid $5,000 in total. H

er plan pays the full cost of her covered health care services for the rest of the year.

Office visit costs: $200

J ane pays: $0 H

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Jane pays 0%

H

er plan pays 100%

Unit 327Care Navigation and Coordination Basic Skills Part 1 << 27Client Navigation and Advocacy<<


• Define advocacy

• State the purpose of Client Navigation

• Identify the processes used to coordinate and make referrals to community resources

• Identify strategies to advocate for a client during appointments that impact the client's health and wellness

Unit 3:Client Navigation and Advocacy:What is CNav, How It Diff ers From Other Roles

Unit 328Care Navigation and Coordination Basic Skills Part 1 << 28Client Navigation and Advocacy<< 28Care Navigation and Coordination Basic Skills Part 1 << 28Course Outline<<

Unit 3 Client Navigation and Advocacy

Learner outcomes: During the class, the student will:Defi ne AdvocacyState the purpose of Client NavigationIdentify the processes used to coordinate and make referrals to community resourcesIdentify strategies to advocate for a client during appointments that impact the client’s health and wellness

KEY TERMSAdvocacyReferralsResourcesWellnessHealth Outcomes

ONLINE MATERIALSTextbook Reading: Module 1 Unit 3 in Essentials of Care Navigation Online TextbookVideo: “The Important Role of Nurse Patient Advocates” This video describes the role of a Nurse Patient Advocate that highlights the advocacy role of a Care Navigator and the important impact of advocacy for client’s health out-comes. Video: “Health Advocate Patient Advocacy" This video describes the components of Healthcare Advo-cacy and their role to improve patient involvement, im-proving healthcare safety and increasing patient centered care.

Unit 3 Client Navigation and AdvocacyUnit 3 Client Navigation and Advocacy

Unit 329Care Navigation and Coordination Basic Skills Part 1 << 29Client Navigation and Advocacy<< 29Care Navigation and Coordination Basic Skills Part 1 << 29Course Outline<<


TALKING POINTS• Defi ne Advocacy

• Health Advocacy• Client Advocacy• Policy Advocacy

• Client Centered Advocacy• Discuss the purpose of Client Navigation

• Brainstorm in small groups• Present to class• Movement of client through healthcare continuum • Refer to Triple Aim

• Resources and Referrals• Healthcare referrals• Social Service referrals

• How to make eff ective referral• Accuracy of information

• Timely referral• Coordinating with resource• Empowering client• Written and verbal information

• Strategies for Client Advocacy


IN CLASS ACTIVITIES• Powerpoint• Case Scenario Referral Activity

DISCUSSION QUESTIONS• When considering your role as an advocate, at what level should you involve clients when advocating for access to healthcare? • What scenarios would you not want to involve the client?• How can you ensure that your clients access referrals? • How do you empower clients during the advocacy and referral process?• How would you describe the importance of client centered advocacy as a Care Navigator?


Group WorkUnit 3 Activity

Group Work

Break up the class into small groups. Assign each group a case scenario. Have them develop answers to the following prompts.

• What barriers might these clients face when accessing resources?• Brainstorm a list of resources to refer this client to.• What are strategies you would use to ensure that your referral is eff ective and utilized by the client?Have the groups come together and present their work to the class.

Patient: Melvin Garcia Age: 18

Patient Background: Melvin is an 18 year old, Hispanic male. He has become more and more involved in the drug and gang scene in the urban area where he lives. He is a senior in High School and is on track to maybe graduate this spring- this depends on him bringing his grades up. Currently, Melvin is failing math and history. Melvin has an older brother who went to college and a younger sister who is a few years behind him in school. His brother suff ers from mental health issues, though he is not sure really what that means. His sister has signifi cant asthma issues.Melvin’s mother works 2 jobs to support her children, Melvin does not know his father and does not have a father fi gure in his life since his brother moved away. Melvin has been tested by his school as being above average intelligence and they are encouraging him to get his act together to take some college courses next year. Melvin loves literature and the classics and is always reading a book when he is home or in school, however he is embarrassed to do this when he is around his friends. Melvin lives with his mother and younger sister in subsidized housing. Melvin does not work and relies on his mother for any spending money he has. He is inactive, drinks large sodas and eats fast food daily. Melvin’s family struggles to make ends meet fi nancially.Medical History:Melvin has a primary physician he sees on occasion. He has been on an antidepressant for many years. Melvin struggles with allergies which often exacerbate his asthma issues. He has had 4 ER visits in the last 6 months due to this. Melvin smokes both marijuana and cigarettes.Melvin has, in the past, seen counselors for an abuse history. In the past, he lived with an uncle who was physically and mentally abusive towards him. Melvin has struggled to remain consistent in addressing his mental health issues.

Medications: Prozac 20mg/ dayAlbuterol 2 puff s as needed for shortness of breathPatient: Jessica Samford Age: 54


Group WorkUnit 3 Activity Continued

Group Work

Patient Background: Jessica is a 54 year old woman who has struggled with crippling depression all her life. She has had 2 suicide attempts, one at age 18 and one at 21. She has no husband and no children and still lives at home with her mother. Jessica’s mother is aging and struggling with dementia. Jessica is overwhelmed in trying to provide her care and has made a 3rd attempt on her own life. She has shot herself in the stomach and is now unable to walk. While she was in the hospital, her mother was placed in an assisted living facility. Jessica is no longer hospital level of care and was recently discharged to a local homeless shelter. She is currently receiving intensive outpatient therapy at a local clinic. Jessica has a 10th grade education and struggles with reading and writing. There has been some speculation that she has some intellectual disabilities.

Medical History: Jessica has had 2 previous suicide attempts, one by overdose, one by cutting her wrists. She has distinct scars from not only this attempt, but a lifelong behavior of cutting. Jessica is severely over-weight and has developed diabetes, COPD, CHF and sleep apnea. She needs a machine to sleep at night and is on 2 units of continuous oxygen. Jessica does not have a good history of managing her chronic conditions, she often misses appointments and medication doses. Jessica has severe shell-fi sh allergies and an allergy to strawberries.

Medications: Metformin 40mg twice a day for diabetes.Paxil 20 mg per day for depression.Coumadin 5 mg per day to thin her blood and prevent stroke.Codeine 5mg up to four times a day for pain control.Amoxicillin 500mg three times a day to control an infection in her wound.Marinol 2.5 mg BID for pain.Combivent 2 puff s 4 times per day.

Unit 432Care Navigation and Coordination Basic Skills Part 1 << 32Client Navigation and the Healthcare Team <<


• Explain the importance of ongoing communication with the interdisciplinary team, client and family

• Describe the significance of working as part of an interdisciplinary team and how client care navigation fits as a function on the team

• Explain the relationship between care coordination, plan of care, and continuum of care

• Compare and contrast the clinical and non-clinical roles of staff providing care coordination

Unit 4:Client Navigation and the Health Care Team:How CNav Works in the HC Team

Unit 433Care Navigation and Coordination Basic Skills Part 1 << 33Client Navigation and the Healthcare Team << 33Care Navigation and Coordination Basic Skills Part 1 << 33Course Outline<<

Unit 4 Client Navigation and the Healthcare Team

Learner outcomes: During the class, the student will:Explain the importance of ongoing communication with the interdisciplinary team, client and familyDescribe the signifi cance of working as part of an interdisciplinary team and how client care navigation fi ts as a function on the teamExplain the relationship between care coordination, plan of care, and continuum of careCompare and contrast the clinical and non-clinical roles of staff providing care coordination

KEY TERMSInterdisciplinary TeamCare CoordinationPlan of CareContinuum of Care

ONLINE MATERIALSTextbook Reading: Module 1 Unit 4 in Essentials of Care Navigation Online TextbookVideo: “Interdisciplinary Collaboration in Healthcare Teams” This video describes the barriers and benefi ts of interdisciplinary teams in Canadian healthcare and helps with identifying skills needed for collaboration. Video: “Cultivating Collaboration" This TED talk describes collaboration dynamics and behaviors that create healthy and unhealthy collaboration within groups.Video: “Collaboration Across Professions Improves Patient Outcomes" This video shows the impact of interdisciplinary teams on the patient experience. It highlights the how meeting patients in their home can help bring their needs to the healthcare team to ensure coordinated care and improved health outcomes.

Unit 4 Client Navigation and the Healthcare TeamUnit 4 Client Navigation and the Healthcare Team

Unit 434Care Navigation and Coordination Basic Skills Part 1 << 34Client Navigation and the Healthcare Team << 34Care Navigation and Coordination Basic Skills Part 1 << 34Course Outline<<


TALKING POINTS• Defi ning interdisciplinary teams

• Roles on interdisciplinary teams• Clinical vs. Non-clinical• How roles may interact• How Care Navigator fi ts within team

• Communication within Interdisciplinary Teams

• Essential skills• Role of technology within communication• Challenges and strategies

• Care Navigation and function on team

• Defi ne Care Coordination Role • Signifi cance of role

• Plan of Care• How it is created• How each role on interdisciplinary team interfaces with plan of care

• Continuum of Care• How this informs clients plan of care


IN CLASS ACTIVITIES• Box Top Memory Game• Interdisciplinary Teams Activity

DISCUSSION QUESTIONS• What are some potential barriers to communication within the healthcare team? • What are essential skills as a Care Navigator when working within a healthcare team?• How can technology aid or hinder work within a healthcare team?

Unit 435Care Navigation and Coordination Basic Skills Part 1 << 35Client Navigation and the Healthcare Team<<

Group WorkBox Top Memory Game

Group Work

This is a very easy game to play to drive home the importance of working with a team. It takes no more than 20 minutes including discussion for a class size of 16.• Find a large fl at box top. Paper box lids are the perfect size. The box top should be large enough to spread out 15 items across the bottom of the box.• Arrange 15 items in the bottom of the box. Items from offi ces work fi ne, such as pencil, colored pens, paper clips, Post-it notes, erasers, binder clips, index cards, rulers, letter openers, coins or anything small enough for the box. Use your Imagination!• Provide for one Box Top Memory Game Worksheet for each student. See Appendix• Advise students that they will have 30 seconds to observe the contents of the box.• Hold the box in the center of each table for 30 seconds.• After all students have observed the contents, ask them to record from memory all of the items in the box in the appropriate column of their worksheet. Allow 1-2 minutes only.• Next, have each student talk with others in the room (not their table team) to record items they may have missed in the Peer Column. Allow 3 or 4 minutes for this.• Finally, have table teams coordinate their lists and add missing items to the Team Column.Discussion:• Ask how many items people recorded as individuals. More than 5, more than 10, anyone capture all 15?• Did you fi nd all 15 items talking to others in the walk around?• After your team consulted, how many items did you fi nd? Many will have all 15 items but defi nitely more than they captured individually.• Ask: “What can you draw from this exercise that might relate to navigation and the team? Students will begin speaking about the benefi ts of teamwork.• Ask: “What would be the advantages and disadvantages of working with the medical team closely in advocating for the patient?”


Group WorkBox Top Memory Game Worksheet

Group Work

Box Top Memory Game Worksheet

My Memory Peer Memory (Walk Around) Team Memory

1.

2.

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4.

5.

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Group WorkInterdisciplinary Teams Activity

Group Work

Review the following websites before completing this assignment:• Who’s Who on the Health Care Team: An Interdisciplinary Approach http://www.studentdoctor.net/2007/10/whos-who-on-the-health-care-team-an-interdisci plinary-approach/• Interdisciplinary Team Issues https://depts.washington.edu/bioethx/topics/team.html

Assignment:• Create a list of at least 5 diff erent medical providers and care-givers you can think of who could be involved in patient care. Compare and contrast their roles providing care. • Create a fi ctional patient who will need to access the services and any diagnosis they may have. • Describe at least 3 barriers that could cause your patient diffi culty in accessing care. • Describe how you, as the Care Navigator, would work with the patient to coordinate their care.• Explain the importance of ongoing communication within the team and client.• Describe how the Care Navigator fi ts and their function on an interdisciplinary team.

Example:Patient: Beverly Smith has bladder cancer and diabetes.

Providers/Care-Givers: Primary Care Physician: Endocrinologist Radiation Therapist Nutritionist Behavioral Health Counselor

Barriers: Beverly Smith cannot drive, needs transportation to all appointments; Beverly is on public assistance and has a very limited food budget; Beverly does not like her providers and is unkind to them because she is stressed and overwhelmed by the variety of expectations she is responsible for.

Navigator: I would meet with Mrs. Smith to discuss her situation, her feelings, and help create goals for her health care. I would work with her to coordinate appointments to ensure they are close to each other to address transportation barriers. I would work with Mrs. Smith to prioritize the top three goals to help limit the amount of expectation she is feeling.

Unit 538Care Navigation and Coordination Basic Skills Part 1 << 38Overview of System and Community Resources<<


• Define eligibility

• Explain the processes to establish eligibility for resources

• Identify the processes used to refer clients to the appropriate

• Level of care after determining eligibility to receive support

• Describe the role of care coordination in client navigation throughout the continuum of care

Unit 5:Overview of Community Systems and Resources

Unit 539Care Navigation and Coordination Basic Skills Part 1 << 39Overview of System and Community Resources<< 39Care Navigation and Coordination Basic Skills Part 1 << 39Course Outline<<

Unit 5 Overview of Community Systems and Resources

Learner outcomes: During the class, the student will:Defi ne eligibilityExplain the processes to establish eligibility for resourcesIdentify the processes used to refer clients to the appropriate level of care after deter-mining eligibility to receive supportDescribe the role of care coordination in client navigation throughout the continuum of care

KEY TERMSEligibilityResourceReferralContinuum of CareBarriersAccessibility

ONLINE MATERIALSTextbook Reading: Module 1 Unit 5 in Essentials of Care Navigation Online TextbookVideo: “Kahn Academy's Maslow's Hierarchy of Needs" This video outlines Maslow’s Hierarchy of Needs to help inform students on how to prioritize needs of clients, when beginning to make referrals.

Unit 5 Overview of Community Systems and ResourcesUnit 5 Overview of Community Systems and Resources

Unit 540Care Navigation and Coordination Basic Skills Part 1 << 40Overview of System and Community Resources<< 40Care Navigation and Coordination Basic Skills Part 1 << 40Course Outline<<


TALKING POINTS• What is an Eff ective Referral?

• Identify Client Needs• Prioritize Client Needs• Client centered• Review Resources• Develop steps for eff ective referral• Collaborating with resources• Considering accessibility• Follow up

• Maslow’s Hierarchy of needs• Look at whole person perspective• Client centered services

• Common Eligibility considerations• Income/Assets• Age• Insurance• Disability• Others/List

• When to make referrals• Barriers to referrals

• How to address barriers• Empowerment vs enabling

• Referrals through continuum of care• Ensuring resource information is accurate

• Networking• Credible/less credible online sources


IN CLASS ACTIVITIES• Powerpoint• Eligibility Assessment Activity• Eligibility and Referral Road Map Activity

DISCUSSION QUESTIONS• What are some unexpected barriers that may arise when connecting a client with resources?• What are some strategies that may help to ensure a client is able to access resources?• How could technology assist in the eligibility and referral process?


Group WorkEligibilty and Referral Road Map Activity

Group Work

Partner up students in groups of 2-3. On a large piece of paper, have them list important pieces of information needed to determine eligibility for social and health services.

If a computer lab is available, have students develop a mock intake form for students to be able to gather this information on 1-2 sheets of paper.

If possible, have students use laptops, a computer lab, or smart phones to begin to develop a list of resources. Have students create individualized plans on how they will:

• Keep up to date on new resources• Have resource information handy during client meetings• Ensure resource information is accurate

Have students journal in class for 2-5 minutes and then share with the group what strategies will be used.


Group WorkEligibilty and Referral Road Map Activity

Group Work

For this activity, students will be creating an eligibility and resource referral road map for a client.

On a large poster paper, have students outline the steps in a fl ow chart that a Care Navigator would take to determine a client’s eligibility for community resources, what resources are available, and how to refer clients to the appropriate level of care. Outline very practice steps you would take to highlight the main phases, steps, and information needed throughout the referral process. You can use a general client or if you want to make a case scenario and apply the process to that scenario to help you, feel free.

Students can draw a visual road map, create a written outline, or draw images to help describe the process.

Documents

CERTIFICATE COURSE ESSENTIALS OF CARE NAVIGATION · 2016-06-07 · care navigation for the benefit of the client, the first of three courses for a certificate in care navigation