9655L • Insights and Overview: Patient-Centered Care

Table of Contents

9655L • Insights and Overview: Patient-Centered Care

How to Receive Credit

Course Overview

Audience

Accreditations & Approvals

Designations of Credit

Individual State Behavioral Health Approvals

Course Objective

Learning Objectives

Faculty

Faculty Disclosure

Division Planners

Division Planners Disclosure

Director of Development and Academic Affairs

Director Disclosure Statement

About the Sponsor

Disclosure Statement

Implicit Bias in Health Care

1. INTRODUCTION

2. WEBINAR

3. WORKBOOK

Works Cited

9655L • Insights and Overview: Patient-Centered Care

Joy Siegel, EdD, MBA

www.netce.com

Copyright © 2026 NetCE, All rights reserved.

This live event takes place Saturday, April 18, 10 am-2 pm EST (7-11 am PST).

The term patient-centered care has become widely used throughout the healthcare sector as a means of expressing core values and integration of the patient's perspective in treatment plans, preferences, and health-related goals.  Historically patient care was provider-driven and this shift to integrate patient-centered approaches requires insight, understanding, and buy-in from healthcare leadership in any health-related entity.  This course will provide the learner with information pertaining to the history of patient-centered care, its advantages, integration and application for specific specialties, and some barriers that may present prior to and during implementation.  The course will provide examples and a deep dive into the application of patient-centered care in the Veterans Administration, intensive care unit, and with pediatric patients, as well as other situations.  Healthcare professionals taking this course will be able to identify ways to apply patient-centered care principles and core values into their respective practice, while also recognizing potential barriers that may present. Recognizing the patient-centered care approach to healthcare will be beneficial to all healthcare professionals, providers, and specialists and will be a key measurable element with surveys and other evaluation tools.

9655L • Insights and Overview: Patient-Centered Care

Education Category. Webinars

Release Date. 03/01/2026

Expiration Date. 04/21/2026

How to Receive Credit

To complete this course for continuing education credit please go to http://www.netce.com/course/3420 in your browser.

For assistance with receiving continuing education credit, please contact us at help@netce.com.

Course Overview

This live event takes place Saturday, April 18, 10 am-2 pm EST (7-11 am PST).

The term patient-centered care has become widely used throughout the healthcare sector as a means of expressing core values and integration of the patient's perspective in treatment plans, preferences, and health-related goals.  Historically patient care was provider-driven and this shift to integrate patient-centered approaches requires insight, understanding, and buy-in from healthcare leadership in any health-related entity.  This course will provide the learner with information pertaining to the history of patient-centered care, its advantages, integration and application for specific specialties, and some barriers that may present prior to and during implementation.  The course will provide examples and a deep dive into the application of patient-centered care in the Veterans Administration, intensive care unit, and with pediatric patients, as well as other situations.  Healthcare professionals taking this course will be able to identify ways to apply patient-centered care principles and core values into their respective practice, while also recognizing potential barriers that may present. Recognizing the patient-centered care approach to healthcare will be beneficial to all healthcare professionals, providers, and specialists and will be a key measurable element with surveys and other evaluation tools.

Audience

This live webinar is designed for mental and behavioral health professionals who would benefit from enhanced knowledge and skills related to patient-centered care.

Accreditations & Approvals

NetCE has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6361. Programs that do not qualify for NBCC credit are clearly identified. NetCE is solely responsible for all aspects of the programs. As a Jointly Accredited Organization, NetCE is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. Regulatory boards are the final authority on courses accepted for continuing education credit. Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs. NetCE is accredited by the International Accreditors for Continuing Education and Training (IACET). NetCE complies with the ANSI/IACET Standard, which is recognized internationally as a standard of excellence in instructional practices. As a result of this accreditation, NetCE is authorized to issue the IACET CEU. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors #MHC-0021. This course is considered live online by the New York State Board of Mental Health Counseling. NetCE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0033. This course is considered live online, as defined by the New York State Board for Social Work. Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of licensed master social work and licensed clinical social work in New York. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice for an LMSW and LCSW. A licensee who practices beyond the authorized scope of practice could be charged with unprofessional conduct under the Education Law and Regents Rules. NetCE is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0015. This course is considered live online by the New York State Board of Marriage and Family Therapy. NetCE is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0240. This course is considered live online by the New York State Board for Psychology.

Designations of Credit

NetCE designates this live event activity for 4 continuing education clock hours. NetCE designates this live event continuing education activity for 4 NBCC clock hour(s). Social workers participating in this intermediate to advanced course will receive 4 Clinical continuing education clock hours. NetCE is authorized by IACET to offer 0.4 CEU(s) for this program. NetCE designates this live continuing education activity for 4 credit(s).

Individual State Behavioral Health Approvals

In addition to states that accept ASWB, NetCE is approved as a provider of continuing education by the following state boards: Alabama State Board of Social Work Examiners, Provider #0515; Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling, CE Broker Provider #50-2405; Illinois Division of Professional Regulation for Social Workers, License #159.001094; Illinois Division of Professional Regulation for Licensed Professional and Clinical Counselors, License #197.000185; Illinois Division of Professional Regulation for Marriage and Family Therapists, License #168.000190;

Course Objective

In today's healthcare environment the patient perspective and experience is a priority. The purpose of this course is to provide healthcare professionals with the skills and strategies necessary to provide optimal patient-centered care, ultimately addressing health disparities and inequities and working to achieve health equity.

Learning Objectives

Upon completion of this course, you should be able to:

1. Discuss the history and early development of the patient-centered care concept and elements.

2. Discuss healthcare organizations that have established patient-centered care protocol and application of methodology to serve patients for improved outcomes.

3. Indicate specific patient questions designed to understand their preference, needs, and goals.

4. Summarize patient-centered process, barriers, and approach for pediatric care and other specialties.

5. Describe health-related outcomes relative to increased patient engagement due to application of patient-centered care.

6. Explain aspects of the patient-centered care approach towards virtual health care provision.

Faculty

Joy Siegel, EdD, MBA, provides solution-oriented services to seniors and their families by assessing and addressing social determinants of health. Direct services are designed to improve quality of life and address such issues as crisis intervention, aging in place, identifying financial resources, home health, housing, and social services. Joy has also worked with healthcare providers and most recently consulted with AgeWell Global, leading a grant-funded pilot designed to reduce Medicare readmissions at Holy Cross Hospital in Ft. Lauderdale. Joy has participated in research projects that include exploring quality of life and healthcare systems, loneliness, civic reengagement, and cultural competency. Her clients include Nova Southeastern University, Case Western Reserve, Jewish Community Services, and Chrysalis Health. Joy has developed an extensive catalog of continuing education courses for healthcare providers. Her latest courses focus on social determinants of health and partnerships between healthcare systems and community-based organizations. Joy was a fundraising consultant for over 15 years and worked with over 200 nonprofits raising over $300 million. She also created, produced, and hosted Good Work Radio, sponsored by the Office Depot Foundation. Joy has interviewed many celebrated heroes and celebrities and is proud to have interviewed all the U.S. presidents since George H. W. Bush.

Faculty Disclosure

Contributing faculty, Joy Siegel, EdD, MBA, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Division Planners

Kimberly Byrd, EdD, PMSW

Scott Deatherage, PhD

Candace Pierce, DNP, RN, CNE, COI

Leyna Antonucci, PT, DPT

Verlyn Evans, EdD, CCC/SLP

Heather O'Connell, DHA, RRT-ACCS, CPFT

Jessica Restivo, MS, OTR/L, NTMTC

Division Planners Disclosure

The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

Director of Development and Academic Affairs

Sarah Campbell

Director Disclosure Statement

The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.

About the Sponsor

The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.

Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.

Disclosure Statement

It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.

Implicit Bias in Health Care

The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.

Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.

1. INTRODUCTION

Patient-centered care (PCC) is integral to improving the U.S. health system, empowering providers, educating and informing patients, and delivering best practices with improved health outcomes. Communication is central to achieving the goals of patient-centered care. Addressing each patient as a person with compassion and empathy is key to building trust that yields patient engagement to manage chronic conditions. Culturally competent approaches are key to addressing patients and their families with sensitivity, communicating in a manner that meets their needs for understanding. Patient-centered care involves shared decision making based on preferences, and providers must recognize these preferences to deliver the best care.

2. WEBINAR

To see this media go to http://www.NetCE.com/activities/ using a browser that supports Adobe Flash.

3. WORKBOOK

The workbook discussed in this webinar is available here.

Works Cited

1. Alsohime F, Temsah MH, Al-Eyadhy A, Ghulman S, Mosleh H, Alsohime O. Technical aspects of intensive care unit management: A single-center experience at a tertiary academic hospital. J Multidiscip Healthc. 2021;14:869-875.

2. Ben-Tzur D, Sabovich S, Hutzler Y, et al. Advances in technology promote patient-centered care in cardiac rehabilitation. Cardiol Rev. 2025;33(2):160-165.

3. Bokhour BG, Fix GM, Mueller NM, et al. How can healthcare organizations implement patient-centered care? Examining a large-scale cultural transformation. BMC Health Serv Res. 2018;18(1):168.

4. Charosaei F, Rostami S, Esmaeili M, Molavynejad S, Vanaki Z. Effective strategies for implementing patient-centered care in cardiac care unit: An opportunity for change. J Educ Health Promot. 2021;10:380.

5. Edgman-Levitan S, Schoenbaum SC. Patient-centered care: achieving higher quality by designing care through the patient's eyes. Isr J Health Policy Res. 2021;10(1):21.

6. Elkefi S, Asan O, Yu Z, Yen T, Rowley S. Patient-centered communication’s association with trust, satisfaction, and perception of electronic health records use among newly diagnosed patients with cancer. Front Commun (Lausanne). 2024;5.

7. Evans Webb M, Murray E, Younger ZW, Goodfellow H, Ross J. The supportive care needs of cancer patients: a systematic review. J Cancer Educ. 2021;36(5):899-908.

8. Fernando A. Mental health and cancer: Why it is time to innovate and integrate—A call to action. Eur Urol Focus. 2020;6:1165-1167.

9. Lee KH, Lee JY, Kim B. Person-centered care in persons living with dementia: a systematic review and meta-analysis. Gerontologist. 2022;62(4):e253-e264.

10. Meissen H, Gong MN, Wong IA, et al. The future of critical care: Optimizing technologies and a learning healthcare system to potentiate a more humanistic approach to critical care. Crit Care Explor. 2022;4(3):e0659 .

11. Mitzel H, Brown D, Thomas M, et al. Patient-centered discussion on end-of-life care for patients with advanced COPD. Medicina (Kaunas). 2022;58(2):254.

12. Tulane University School of Public Health and Tropical Medicine. Patient-centered care: definition and examples. Available at https://publichealth.tulane.edu/blog/patient-centered-care. Last accessed October 23, 2025.

13. Rawson JV, Moretz J. Patient- and family-centered care: a primer. J Am Coll Radiol. 2016;13(12 Pt B):1544-1549.

14. Secunda KE, Kruser JM. Patient-centered and family-centered care in the intensive care unit. Clin Chest Med. 2022;43(3):539-550.

15. Seniwati T, Rustina Y, Nurhaeni N, Wanda D. Patient and family-centered care for children: a concept analysis. Belitung Nurs J. 2023;9(1):17-24.

16. Shyu YL. Nursing competences and person-centered care. J Nurs Res. 2024;32(3):e326.

17. Street RL Jr. Implementing patient centered care in clinical practice. Patient Educ Couns. 2022;105(7):1677-1678.

18. Wong AW, Danoff SK. Providing patient-centered care in interstitial lung disease. Clin Chest Med. 2021;42(2):337-346.

19. Zhang X, McJoynt T, Furst JW, Myers JF. Establishing a patient-centered virtual care model across the continuum of care. J Prim Care Community Health. 2022;13:21501319221088823.