{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T04:51:34Z","timestamp":1791348694385,"version":"4.3.1"},"reference-count":25,"publisher":"Science and Medicine, Inc.","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["j allied health"],"published-print":{"date-parts":[[2026,9,4]]},"abstract":"<jats:p>\n                    <jats:bold>BACKGROUND:<\/jats:bold>\n                    Person-centered healthcare emphasizes collaborative partnerships involving individual autonomy and shared decision-making. Health coaching has emerged as a pedagogical approach that aligns with person-centered care principles through its emphasis on empowerment, self-determination,\n and collaborative goal setting.\n                    <jats:bold>OBJECTIVE:<\/jats:bold>\n                    To explore healthcare professional students\u2019 perceptions of their role as health coaches within person-centered care frameworks following completion of an interprofessional education (IPE) module on person-centered care, humanism, and\n the co-production of health.\n                    <jats:bold>METHODS:<\/jats:bold>\n                    A cross-sectional survey study examined responses from 235 healthcare professional students who completed a training module in person-centered care. Qualitative analysis of open-ended responses was conducted using Atlas.AI for initial coding, followed\n by thematic consolidation by two trained qualitative researchers.\n                    <jats:bold>RESULTS:<\/jats:bold>\n                    Among respondents, 95% (n=231) identified coaching as one of their roles in person-centered care. Thematic analysis revealed an understanding of coaching across three tiers: foundational (support\/motivation;\n education\/empowerment), integration (professional role integration; goal setting\/collaboration), and specialized applications (self-management\/independence; prevention\/wellness; bridging communication gaps).\n                    <jats:bold>CONCLUSIONS:<\/jats:bold>\n                    Results revealed coaching to have relational and\n educational dimensions embedded within healthcare practice. Healthcare professional students conceptualize coaching through an empowerment-centered paradigm that emphasizes collaborative partnerships, autonomous decision-making, and patient-driven goals. Findings suggest that coaching education\n cultivates understanding and application of person-centered care principles.\n                  <\/jats:p>","DOI":"10.21091\/jah.2026.03049","type":"journal-article","created":{"date-parts":[[2026,9,23]],"date-time":"2026-09-23T04:31:09Z","timestamp":1790137869000},"page":"403-410","source":"Crossref","is-referenced-by-count":0,"title":["Healthcare Coaching and Person-Centered Care: A Thematic Analysis of Healthcare Professional Students\u2019 Perspectives Following IPE Learning Experience"],"prefix":"10.21091","volume":"55","author":[{"given":"Megan","family":"Baumley","sequence":"first","affiliation":[{"name":"Director of Clinical Education and Instructor, Dep. of Speech-Language Pathology, Seton Hall University, Nutley, NJ, 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