The importance of defining the GCN role and standardizing GCN performance to minimize variability in outcomes cannot be overstated.  As the centerpiece of this RCT, we developed and evaluated a curriculum to educate nurses to practice in the Guided Care Model. Health care professionals from nursing, medicine, social work, public health, and psychology were involved in this effort.

Articulation of the envisioned roles and competencies for GCN practice provided the general direction for curriculum development which included identification of goals and objectives, content, structure for content delivery, and evaluation strategies. Content categories included Patient and Family Assessment, Proactive Monitoring, Coaching for Self-Management, Transitional Care, Coordination of Providers, and Accessing community Services. Content delivery included a combination of independent learning using Web-based instruction modules and social learning in the form of seminars, workshops, and practicum sessions. Learning strategies included readings, lecture, small group discussion, role-play, and information technology skill development.  A rubric was used for standardized assessment of learner performance and feedback. GCN learners completed self-evaluations, program evaluations, and participated in individual interviews.  Evaluation data reflected that the 6-week time frame was excessive, but that the educational process was necessary and effective for role attainment.

A mechanism for efficient, widespread access and delivery of a revised GCN curriculum and learner evaluation must be developed to facilitate diffusion of the Guided Care Model throughout American health care.