Introduction: Patient navigation (PN) is a growing profession rooted in the field of oncology. Despite the demonstrated need for additional educational programs, only 2 bachelor’s-level PN programs currently exist (Georgia Gwinnett College and Misericordia University). This paper outlines the development and implementation of a bachelor’s degree program in PN and aims to provide guidance for institutions seeking to develop a PN program.
Methods: The establishment of a new PN degree was a multistage process requiring the consideration of several factors. Industry data were collected to determine the need for a PN program while institutional administration and stakeholders were consulted. Program outcomes and curriculum framework were developed in accordance with the standards set by the Professional Oncology Task Force as outlined in the Oncology Navigation Standards of Professional Practice. Prior to program approval and implementation, a thorough analysis of resources, including qualified faculty, was performed.
Discussion: Developing the PN concentration required organizational planning and alignment with healthcare workforce needs, including roles in acute care and community-based settings. Strengths identified included engaging faculty, curriculum relevance, experiential learning, and emphasis on collaborative care and compassion. Recognized areas of improvement were organization within courses, professional development opportunities, and more challenging practicum experiences. Implementation barriers found were limited personnel, faculty credentialling, and misunderstanding of PN as a profession.
Conclusion: Detailed planning and consideration of industry climate and institutional resources have resulted in marked program growth. As the major continues to evolve, expansion of internship opportunities and professional development will be prioritized.
Patient navigation (PN) is a patient-centered model that reduces barriers to care by addressing social determinants of health.1 It emerged in response to the fragmented US healthcare system, in which coordination across providers is often inadequate despite the use of electronic medical records.1 In the absence of seamless communication among healthcare entities, patients and families often bear the burden of care coordination. This discrepancy often results in mismanaged care and poor health outcomes.2,3
The US Bureau of Labor Statistics (BLS) classifies patient navigators under Standard Occupational Classification 21-1000 and encompasses counselors, social workers, and other community and social service specialists.2 Although not formally recognized as a stand-alone profession, PN has improved outcomes for individuals navigating complex health and social systems.1,3,4 These professionals facilitate transitions between care settings, connect patients with services, and address barriers related to healthcare and social determinants.3,4
Originally emerging in the oncology field, the healthcare industry called on clinical professionals, specifically nurses, to provide navigation support due to the need for navigation services. Improved outcomes for individuals with complex conditions were observed when PNs were involved in the process of care coordination, especially for those facing health disparities.1,3 The role has since further expanded into nonclinical navigation in government and community settings, including services related to care for individuals with HIV; women, infants, and children programs; mental health; and orthopedic care.3,5 With rising chronic disease rates, PN is increasingly vital in guiding patients through convoluted healthcare systems.
PNs serve in diverse areas across the healthcare sector and community settings, including intimate partner violence, infectious disease response, and other public health areas.1,6,7 These specialized areas have challenged the acceptance of a singular professional title for PNs. Within the oncology field, there are 3 common professional titles: Oncology Patient Navigator, Clinical Navigator/Oncology Nurse Navigator, and Clinical Navigator/Oncology Social Work Navigator. In the public health and social work domains, titles include Case Coordinator, Care Coordinator, Patient Advocate, Social Worker, and Community Health Worker. To improve the quality of cancer navigation services and clarify navigator roles across oncology, the Academy of Oncology Nurse & Patient Navigators (AONN+) has proposed standards of practice that also strengthen the professional identity of navigators.8
There are also variations in types of credential-issuing education programs for PNs, with most existing programs designated as associate or bachelor’s degrees in public health, health education, or community health.3,9,10 Educational credentialing can play a critical role alongside AONN+ practice standards to support professionalization of PN. Working in concert, educational standards incorporating AONN+ standards clarify roles within interdisciplinary teams. In addition, credentialed navigators can contribute to reimbursable services under the Centers for Medicare & Medicaid Services billing codes.11 Programs aligned with national standards enhance graduates’ competitiveness in the healthcare workforce.11
Credentialed nonclinical navigators improve patient outcomes through targeted, experiential training. They connect patients to resources, support chronic disease management, and assist with system navigation.
Credentialed nonclinical navigators improve patient outcomes through targeted, experiential training. They connect patients to resources, support chronic disease management, and assist with system navigation.12 But despite their growing importance, only 2 bachelor’s programs in PN currently exist (Georgia Gwinnett College [GGC] and Misericordia University).13,14 Other options for PN education are associate and bachelor’s degree programs focused on related fields, such as community health, care coordination, wellness, and advocacy.15-17 In total, 9 programs offer curricula supporting navigation and community health coordination (Table). As demand grows, new programs will likely emerge and benefit from guidance during development. This paper describes the implementation of a Bachelor of Science in Health Science (BS-HS) with a concentration in PN for nonclinical navigators at GGC’s School of Health Science (SHS).
The conception, development, and implementation of the PN program consisted of a multistaged approach. First, industry data were analyzed to determine high-demand healthcare fields. Then, curriculum was planned while resources and implementation strategies were assessed. Next, approval and support from institutional administration and other stakeholders were requested. Following institutional approval, the program was implemented. Lastly, the delivered program was evaluated yearly and continues to undergo necessary modifications. The Figure provides an overview of the program development timeline.
The previous dean conducted the initial industry analysis using publicly available data, including BLS resources, as well as input from hospital and healthcare partners. Although specific data used at the time were not accessible at the time of this writing, current BLS trends continue to show strong growth in the healthcare sector, reinforcing the need for patient navigators. Institutional leadership was also consulted and expressed interest in supporting programs aligned with high-demand healthcare specialties.
In addition, a survey of nationwide programs revealed only 1 existing bachelor’s-level PN program (Misericordia University), creating an opportunity to be a novel program in a steadily growing industry. These data, paired with the upward trend of healthcare jobs, informed the eventual development of 2 concentrations: PN and Public Health (PH).
SHS launched its Bachelor of Science in Nursing (BSN) in 2014. PN, along with PH, were programs determined to be in demand by the healthcare industry and were added to SHS program offerings in 2020 as a BS-HS. Students choose concentrations in either PN or PH. To provide an alternative for students not admitted to the nursing major, the BS-HS degree was developed with similar general education and science prerequisites as pre-nursing curriculum. This structure enables students to graduate within 2 years after completing required nursing prerequisites such as chemistry, biology, microbiology, and anatomy and physiology.18 This foundation also allows students to apply to other nursing programs or accelerated master’s degrees upon completing the PN concentration.
Once the target programs were selected, research on existing PN program curriculum was performed through a web search. In addition, industry professionals and potential employers were consulted to inform curriculum decisions. Industry partners emphasized the inclusion of experiential learning with a focus on developing emotional intelligence. The incorporation of experiential learning is further supported by L. Dee Fink’s theoretical framework of high impact practices, which outlines several key components needed to create a significant learning experience.19 Another impactful model considered is Jean Watson’s Science of Caring, a core theme in the nursing profession that emphasizes holistic care.20 According to Watson, caring science is “informed by an ethical moral-spiritual stance that encompasses a humanitarian, human science orientation to human caring processes, phenomena, and experiences. It is located within a worldview that is nondualistic, relational, and unified, wherein there is a connectedness to all.”20 These principles were integrated into the curriculum alongside stakeholder input and aligned with workforce needs.
The curriculum also incorporates standards of practice from AONN+ mentioned previously.8 The Professional Oncology Task Force organized 19 Standards of Practice by navigator type that includes all navigators—Clinical Nurse Navigators, Clinical Social Worker Navigators, and Patient Navigators. PN students focus on standards specific to Patient Navigators and All Navigators.8
In addition, the curriculum was intended to encompass PN beyond that of clinical nurse navigation as a broader discipline. Therefore, population and public health concepts of socio-environmental determinants of health are integrated throughout. These are reflected in the courses Trends in Health Equity, Collaborative Care, and Changing Health Behaviors. Foundations and history of PN are part of the learning outcomes of the Perspectives in Patient Navigation course.
Like all degree programs at GGC, the curriculum is comprised of 123 total credits. With general education curriculum requirements totaling 63 credits, the PN program of study was designed to fit into the remaining 60 credits, comprising a 33-credit core, 18 credits of concentration specific courses, and 6 to 9 credits of electives.
The health science core courses focus on health equity, social determinants of health, interprofessional collaboration, health behavior change, emergency preparedness, healthcare ethics, reimbursement systems, nutrition, and wellness. Several of these courses were already offered by the Department of Exercise Science (EXSC) when the PN program was created, thus an interdisciplinary approach was a logical strategy to implement course offerings. Specifically, 3 EXSC courses support the PN curriculum:
These courses are required for EXSC majors pursuing the Health Promotion (HP) concentration in Exercise Science. This concentration is currently designed to prepare students for the Certified Health Education Specialist exam, in alignment with the National Commission for Healthcare Standards guidelines.
In addition to collaborative efforts with EXSC, PN students are required to take 3 courses offered by the Department of Sociology (SOCI). These courses provide foundational knowledge of the social and systemic factors affecting health, supporting competencies in social determinants, and leadership. They further examine how health behaviors, environmental influences, and access to care contribute to health outcomes. The specific courses include:
Core courses offered by the SHS support a more targeted approach in preparation for concentration-specific content. Caring, team building, and emotional intelligence are introduced in Collaborative Care in Health Professions, which explores trust, compassion fatigue, and relationship-building through group-based learning. Collaboration and leadership are emphasized in courses such as Collaborative Care in Health Professions, Emergency Preparedness and Response, and Legal and Ethical Issues in Healthcare. For example, Emergency Preparedness trains students to lead during crises, covering national frameworks, ethical decision-making, and personal preparedness. Legal and Ethical Issues deepen understanding of professional standards, accountability, and advocacy. In Collaborative Care, students develop leadership skills through advocacy projects and emotional intelligence practice.
The PN curriculum emphasizes 8 focus areas aligned with program outcomes: caring, team building, emotional intelligence, collaboration, leadership, resource navigation, communication, and care planning. These themes are integrated into coursework and experiential learning to prepare students for effective, compassionate, and evidence-based practice.
The PN curriculum emphasizes 8 focus areas aligned with program outcomes: caring, team building, emotional intelligence, collaboration, leadership, resource navigation, communication, and care planning.
After completing the core, students begin the PN concentration with the introductory course, Perspectives in Healthcare Patient Navigation, along with Advanced Collaborative Care. Navigation-specific concepts are introduced in these courses and then expanded through a 3-part practicum series—a robust experience designed to develop the skills required for focus areas that include resource navigation, communication, and care planning. Each practicum currently requires a minimum of 24 hours in the field each semester, with the plan to 150 hours.
Beginning in their junior year, technical writing skills are incorporated into the curriculum and culminating in the final BS-HS capstone course. This course is designed to equally prepare the student to transition into the workforce and enter graduate study. Assignments include literature reviews, annotated bibliographies, synthesis matrices, and a systematic literature review using the PRISMA model.21 This culminating project consists of students designing, implementing, and publicly presenting an evidence-based intervention, reinforcing their skills in research, communication, and professional competencies.
To support the proposed PN program, availability of existing and needed resources was assessed, as was the feasibility of program delivery. Two key considerations emerged. First, the number of faculty lines to support the program would need to be determined, followed by a plan to keep up with program growth. To keep the number of faculty requests within a manageable range, faculties with backgrounds in both PN and PH were targeted. Initially, only 2 full-time faculty lines were approved (department chair and full-time faculty). Both positions carried teaching responsibilities, with the department chair carrying the administrative load. To maximize resources, SHS partnered with other programs (EXSC, SOCI) for course offerings.
Due to the overlap in the respective courses, this was a logical strategy. These collaborations allowed the BS-HS program to focus on building and teaching PN courses, where faculty with both clinical and public health expertise were limited. Staffing followed a similar phased approach. At launch, 1 administrative staff member was shared between the BSN and BS-HS programs. As enrollment and operations expanded, an additional, shared administrative position was added across all schools.
Prior to creating specific program details, The college president suggested developing the PN concentration to the former dean. Support was confirmed and driven by healthcare industry data and market trends, encouraging SHS to move forward with the development of the PN program. An initial informal proposal was made, and feedback was used to inform program refinements. An official new program proposal was submitted to the college-wide curriculum committee and subsequently approved. Following college approval, the proposal was submitted and approved by the governing university system office (Board of Regents). With all required endorsements in place, the program was approved for implementation.
Online materials included instruction on reference management systems, lecture topics for each course, various media to support course topics, as well as all quizzes and other assessments.
The BS-HS degree with PN concentration was launched as a fully in-person program. Courses follow a flipped classroom model, where instructional materials were provided online for asynchronous review and in-class time was dedicated to applied learning and discussion. Materials included reading assignments, pre-meeting activities, and simulations content. Online materials included instruction on reference management systems, lecture topics for each course, various media to support course topics, as well as all quizzes and other assessments. As an example, each week before a simulation, the instructor would provide a case study for that week. Students would complete a research assignment for the diagnosis as well as any applicable social determinants of health. These assignments were uploaded and graded on the online learning platform. Students would also bring these assignments with them to the pre-brief before each simulation.
The program uses both formative and summative assessments, culminating in a capstone project. Guided by Fink’s taxonomy of significant learning,19 the curriculum emphasizes experiential learning—even outside of practicum courses. For example, Emergency Preparedness and Response includes hands-on modules such as Stop the Bleed and a tabletop simulation where students assume interagency roles in a mock public health emergency. Similarly, Collaborative Care in Healthcare uses small-group activities to simulate interprofessional practice, emphasizing teamwork, and emotional intelligence. Group projects are embedded across the curriculum to enhance communication and problem-solving. Reflective journals and structured discussion boards serve as common formative assessments.
The curriculum also fosters interdisciplinary collaboration. In Emergency Preparedness, PN students partner with nursing students for a trauma/mass casualty simulation. PN students are trained in trauma moulage and the field triage model Sort, Assess, Lifesaving Interventions, Treatment and/or Transport and Response. PN students served as role players and first responders for triage while nursing students simulated emergency department operations. This joint simulation offers a realistic platform to practice classroom concepts and build teamwork skills.
In practicum courses, students begin in low-stakes simulation settings and are evaluated using a standardized 5-point Likert scale skills checklist. Simulations are preceded by preparatory assignments, such as patient history analyses and condition research. Students participate in role-play, switching between provider and patient perspectives to build empathy and clinical reasoning.
Following simulations, students engage in debriefing, self-assessment through video review, and group reflection. This structure fosters metacognitive development and offers iterative feedback. Additional summative assessments include case studies, exams, papers, and presentations.
Student engagement is integral to the program. It begins with fall orientation and continues through Trends in Health Equity, the program’s core introductory course. Students receive a program handbook and participate in professional development activities throughout the curriculum through partnerships with Career Services and in-class guest lectures and panels.
The SHS also launched the Health Sciences Ambassador Program, an initiative that recruits students who are upper division high-performing students. Ambassadors can serve as peer leaders and represent the program at recruitment events and initiatives such as National Public Health Week and Earth Week events. Planned enhancements to student-centered initiatives include graduation cords and sponsorship for conference attendance and professional development.
To address growing PN needs, academic institutions may consider adding a PN curriculum to their offerings. This paper can provide guidance on the development and implementation of such programs.
Developing any new academic major requires careful planning and alignment with respective industry needs. Designing a program for PN career preparation requires detailed research on current healthcare workforce needs, including roles in acute and community-based settings, as well as trends and projected future demands. While nursing shortages often receive considerable attention, demand for other health professionals such as PNs and community health workers may be overlooked. To address growing PN needs, academic institutions may consider adding a PN curriculum to their offerings. This paper can provide guidance on the development and implementation of such programs. Now that the PN program at GGC has been active for approximately 5 years, strengths and areas for improvement have emerged. These areas are discussed here.
Recruiting qualified faculty has posed ongoing challenges due to the emerging nature of PN as an undergraduate field. Unlike established programs such as PH, PN lacks parallel terminal degrees (eg, PhD or MPH). However, the curriculum significantly overlaps with PH and HP. As a result, faculty with terminal clinical degrees and PH experience were prioritized during the hiring process. This dual-expertise profile is rare, complicating continued recruitment.
As enrollment grew, staffing infrastructure expanded. Initially, the program shared administrative support. When HS enrollment reached approximately 250 students, grant funding enabled the hiring of a part-time academic advisor. Continued growth allowed this role to become full-time, partially funded by the college.
Since the program’s inception, PN enrollment has grown steadily, from 2 students in August 2021 to the current enrollment of 59. To date, 32 students have earned a PN degree. During this time, we have made efforts to determine strategies that could improve student-engaged learning—primarily through feedback collected from student course evaluations and exit surveys. These have also guided curriculum improvements and policy updates. Students consistently praised faculty for being “engaging, supportive, and responsive,” and valued the curriculum’s relevance and hands-on activities. One student noted, “Everything we learned will be used in my job now and in my future career.”
Experiential learning, such as simulation, group work, and field experiences, was especially appreciated. One student recommended, “More hands-on activities and experiences out in the field should be incorporated into the class.” Course content related to self-care and communication was also praised: “This course helped me learn how to take care of myself while aiming for the career path of caring for others.”
The Legal and Ethical Considerations course stood out:
“I am grateful that this course was a requirement….It emphasized the importance of understanding patient rights, confidentiality, informed consent, and the legal responsibilities that healthcare professionals must uphold.”
Students also valued the program’s emphasis on collaborative care and compassion. While some had mixed feelings about group work, many found it useful for developing teamwork skills. Summative assessments across courses confirm that learning outcomes are being met and that students benefit from the program’s experiential learning approach.
Student feedback identified 3 main areas for improvement: career preparation, experiential learning, and course clarity. Students wanted more real-world exposure and challenging practicum experiences. One noted, “Practicums should be more challenging and incorporate additional hands-on experiences.”
Student feedback identified 3 main areas for improvement: career preparation, experiential learning, and course clarity. Students wanted more real-world exposure and challenging practicum experiences.
Concerns about workforce readiness were also expressed. “I really enjoyed this course, but overall, I felt underprepared for transitioning into the workforce. I wish there had been more structured preparation to bridge that gap.” Students also cited inconsistent course organization and unclear assignment instructions, particularly in early iterations of the program. One student shared, “The syllabus is not clear, and the instructions for assignments need to be improved.”
Faculty responded by revising syllabi and standardizing course materials to improve clarity and consistency.
Several structural challenges emerged during program development. The lack of a terminal degree in PN limited the candidate pool. Ideal faculty had both clinical and PH experiences, an uncommon combination. Limited faculty lines and administrative support strained operations, as well as other faculty responsibilities. While the program’s value was recognized, initial modest enrollment made it difficult to justify additional resources. Adjunct faculty helped meet teaching needs.
Students and healthcare partners often misunderstand the patient’s navigator role, associating it solely with clinical professionals like nurse navigators. As nonclinical navigation expands, educating stakeholders has become critical. To address this, the program launched a 2-part awareness campaign. First, the college communications team spotlighted students in newsletters, digital signage, and local media, with one piece receiving national attention. Second, faculty engaged with healthcare partners to clarify the navigator’s scope during practicum placements. These efforts continue to enhance program visibility and legitimacy.
HS students choose between 2 concentrations: PN or PH. Both tracks align with graduate programs in nursing and other health-related fields. In 2021, both concentrations received approval from the Board of Regents at the University System of Georgia. As an interdisciplinary program, it draws on multiple departments to maximize institutional resources and foster collaborative education, including shared coursework, faculty resources, and coordinated efforts among department chairs.
Future considerations will address gaps through strategic initiatives. Priority areas include expanding experiential learning and building an internship-to-job pipeline. Instructors will identify placements in acute care and community clinics and collaborate with partners to develop memoranda of understanding outlining site roles and responsibilities. Practicum courses will increase field hour requirements, with the final practicum requiring 150 field hours per semester. These changes will necessitate curriculum revisions and process development.
The program will also expand its professional development offerings. Early engagement with career services will support résumé building and interview preparation. Planned field trips to hospitals, clinics, and PH agencies will help students explore career interests. Based on industry feedback, the program will offer clinical certification options to improve job market readiness.
The authors declare no conflicts of interest related to this work. During the preparation of this work, the authors used OpenAI’s ChatGPT to assist with editing, revision, and organization to enhance clarity and flow. The authors reviewed and edited the content as needed and take full responsibility for the content of the publication.
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