Guided Participation for Clinical Practice with Parents and Children


This online enduring activity is designed to introduce participants to the concept and purpose of guided participation. Content includes general information about and features of guided participation, the structure and functions of: issues, processes, and competencies, guided participation benefits to the patient, their family, the healthcare team, and the healthcare system, and how guided participation fits within health communication and patient care theories and models.


Current approaches to teaching/learning in clinical practice are primarily organized to provide information. Many healthcare providers do not have knowledge and skills about constructing learning situations that have the potential of supporting learner development of competence for health-related activities, specifically in the area of parenting and care-giving of infants, children, and adolescents.

Healthcare providers can incorporate these skills within their practice and parents, families, and caregivers will gain competence and confidence in performing care-giving health-related activities.

Target Audience

The target audience includes physicians, nurses, social workers, and other members of the healthcare team who work with parents, children and their families on care giving challenges and other health-related goals.


This CE activity has been designed to change learner competence and focuses on the American Board of Medical Specialities area of interprofessional and communication skills, Institute of Medicine areas of patient-centered care and working with interdisciplinary teams, and the Interprofessional and Nursing areas of values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams/teamwork.

Learning Objectives

At the end of the activity, learners will be able to:

  • Describe guided participation as a teaching/learning practice
  • Identify the functions of the learner and the guide
  • Recall the 5 categories of issues within the context of caregiving
  • Identify what differentiates guided participation from traditional patient education
  • List what is involved in achieving competency
  • Describe a teacher-learner relationship within the context of guided participation
  • Discuss use of a guided participation process to achieve a goal
Course summary
Available credit: 
  • 1.50 AMA PRA Category 1 Credit
  • 1.50 ANCC Contact Hours
  • 1.50 University of Wisconsin–Madison Continuing Education Hours
Registration opens: 
Course expires: 

Faculty/Planning Committee

  • Karen Pridham, PhD, RN - Course Director
  • Lisa Heinrichs, LCSW
  • Steve Leuthner, MD
  • Lori Williams, DNP, RNC, CCRN, NNP


It is the policy of the University of Wisconsin–Madison ICEP that the faculty, authors, planners, and other persons who may influence content of this CE activity disclose all relevant financial relationships with commercial interests* in order to allow CE staff to identify and resolve any potential conflicts of interest. Faculty must also disclose any planned discussions of unlabeled/unapproved uses of drugs or devices during the educational activity. For this educational activity all conflicts of interests have been resolved and detailed disclosures are listed below:



Financial Relationship Disclosures

Discussion of Unlabeled/Unapproved uses of drugs/devices in presentation?

Karen Pridham, PhD, RNCourse Director/Planner/Content ExpertNo relevant financial relationships to discloseNo
Jessica Carlucci-JenkinsICEP StaffNo relevant financial relationships to discloseNo
Lisa Heinrichs, LCSW

Planner/Content Expert/Reviewer

No relevant financial relationships to disclose


Steve Leuthner, MDPlanner/Content Expert/ReviewerNo relevant financial relationships to discloseNo
Julie Martinelli, BSICEP Staff

No relevant financial relationships to disclose


Tracy Mrochek, MPA, RNICEP Staff

No relevant financial relationships to disclose


Lori Williams, DNP, RNC, CCRN, NNPPlanner/Content Expert/Reviewer

No relevant financial relationships to disclose


* The ACCME defines a commercial interest as any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. The ACCME does not consider providers of clinical service directly to patients to be commercial interests.

Discloser List CME Internal Report


Jointly Accredited Provider Logo

In support of improving patient care, the University of Wisconsin-Madison ICEP is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.


American Medical Association (AMA)

The University of Wisconsin-Madison ICEP designates this live activity for a maximum of 1.00 AMA PRA Category 1 Credit(s)™.  Physicians should claim only the credit commensurate with the extent of their participation in the activity.

American Nurses Credentialing Center (ANCC)

The University of Wisconsin-Madison ICEP designates this enduring activity for a maximum of 1.5 ANCC contact hours.

The University of Wisconsin-Madison School of Nursing is Iowa Board of Nursing provider 350.

Continuing Education Units (CEUs)

The University of Wisconsin-Madison ICEP, as a member of the University Professional & Continuing Education Association (UPCEA), authorizes this program for .15 CEUs or 1.5 hours.

Available Credit

  • 1.50 AMA PRA Category 1 Credit
  • 1.50 ANCC Contact Hours
  • 1.50 University of Wisconsin–Madison Continuing Education Hours


Please login or register to take this course.

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