Rehabilitation Sciences (JCRS)

The course introduces students to life care planning. Students will explore the history of life care planning, the standards of practice for life care planning and required credentials needed for certification in life care planning. Learners will appreciate life care planning as an interprofessional practice area, consider United States legislation germane to the life care plan, identify roles of LCP members, articulate the seven principles of universal design, appreciate home modifications, assistive technology and adaptive driving as they relate to life care planning. Students will articulate ethical principles of life care planning and will be introduced to and begin to apply standards of practice for life care planning.

This course provides an overview of common catastrophic injuries and chronic conditions addressed by the life care plan. Over 16 weeks, students will examine etiologies, morbidity and mortality, classifications, diagnostics, secondary biopsychosocial outcomes of spinal cord injury, traumatic brain injury, traumatic limb loss, brachial plexus injury, burn injuries, chronic pain, and other adult and pediatric conditions. A mid-semester examination will evaluate students’ knowledge of these catastrophic injuries and will simulate the format of the International Commission for Health Care Certification (ICHCC) certification examination. The concepts introduced in JCRS 730 will be applied to strengthen students’ application of life care methodologies and to strengthen skills for developing a sound medical foundation for the life care plan and for understanding coding and conducting costing research.

This course provides an introduction to United States Law and civil procedure, and examines rules for evidence in litigation, the Daubert Standard, and the Frye Test. Students are exposed to simulated courtroom proceedings and mock trials and provided with advice relevant to preparing for and engaging in depositions and trials. Students build upon their knowledge about the medical foundation for recommendations on the life care plan and methodologies for costing research. Ethics and Standards of Practice for Life Care Planning are applied, the importance of mentorship and considerations about building a Life Care Planning Practice are discussed, and credentialling options are explored. This 2-credit graduate course is fast-paced, occurs over a 6-week period and requires synchronous participation.

This course serves as the practicum for Jefferson’s graduate certificate in Life Care Planning. Students will apply standards of practice for life care planning to write a life care plan, which will be peer-reviewed and graded. Successful completion of this course meets one of the required criteria, writing a life care plan, to sit for the International Commission on Health Care Certification’s certification examination in life care planning.

This course provides the foundation for employing professional coaching competencies in your professional roles. Core coaching concepts are learned using seminal evidence, models, including Coaching in Context, and theoretical frameworks. Students will demonstrate gradually increasing proficiency in developing coaching relationships and supporting clients in exploring their needs, wants, and values, all with the aim of creating meaningful coaching outcomes. Positive psychology and its application in coaching and “Coaching in Context” will be explored. Students will learn and practice coaching and learn through self-reflection and feedback. Students will begin to infuse coaching skills with their area of expertise to serve their constituents better. The course is designed for interdisciplinary professionals such as occupational therapy practitioners, physical and recreational therapists, social workers, nurses, managers, professionals in public health roles, physicians, and physician assistants.

To further develop coaching skills, Skills for Evidence-Based Coaching [JCRS 761] builds upon skills acquired in JCRS 760. Students will continue to use practice coaching sessions and self-reflection to gain insight and experience. Additional coaching tools aligned with positive psychology will be introduced and applied, in addition to the exploration of coaching individuals from diverse backgrounds. Students will work with faculty and other students to develop their coaching skills. Students will assess their coaching skills and develop a plan for continued development. [Pre-requisite: JCRS 760]

This course will introduce students to a variety of assessments that are available to inform the coaching process, and that can be used to evaluate coaching outcomes. Students will also be introduced to the concept of implementation fidelity and assess their own fidelity to coaching. Students will experience establishing a coaching agreement, coaching and terminating a coaching relationship with a client who is not a student.

The course will focus on professional development and the use of coaching within an authentic environment. Students will apply knowledge learned to date to engage in and evaluate the outcomes of a coaching relationship. Students will explore additional techniques to refine their coaching skills. Finally, students will be introduced to group and team coaching. The course uses practice coaching, self-reflection, and feedback as learning tools.