ACTIVITY DOCUMENT

[insert your name here]

[insert your affiliation here]
OVERVIEW
Healthcare delivery in all settings has evolved and had become more interconnected.
With that, collaborative care between nurses, physicians, pharmacists, social workers,
and other healthcare- related disciplines has become increasingly important.

In 1978, the World Health Organization (WHO), through the declaration of Alma Ata, declared
collaborative practice as essential for the effective and efficient delivery
of primary care services. Collaboration is the process that requires intentional
knowledge sharing and joint responsibility for patient care at all levels of care. It is
multi-dimensional and can occur on different platforms and involves the exchange of
views and ideas that considers the perspectives of all collaborators.
However, operationalizing collaboration and teamwork constitutes a great challenge.

This module focuses on workforce retraining to build interprofessional teamwork and

team-based care, particularly in the context of improving institutional quality and safety
in the healthcare community. Studies have shown that networks and collaborative
leaders can be developed through education and that groups once created can
improve services and programs.

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MODULE OUTCOMES
At the end of the module, the learner will be able to:

1. Practice communication and negotiation skills with collaborative partners in the

community;
2. Apply the principles of team dynamics to perform effectively in different team
roles to plan and deliver patient/population-centered care that is safe, timely,
efficient, effective, and equitable;
3. Develop team and communication strategies, and
4. Develop and foster collaboration between stakeholders through networking and
research and knowledge development

MODULE TOPICS
1. Interprofessional Communication
2. Interprofessional Teamwork and Team-based practices
3. Concept of Interprofessional Collaboration
4. Risk Communication

MODULE ACTIVITIES
To complete this module, you are required to complete the 40 contact
hours, divided into 36 hours of asynchronous sessions and 4 hours of
synchronous sessions.

Typically, asynchronous sessions are conducted through UPCN Open

Learning, a virtual learning environment (VLE) based on MOODLE. However,
due to ongoing server issues, the course site remains inaccessible.

As a result, participants must complete the module materials and activities

using the provided documents in place of the VLE activities. Completion of
these activities is mandatory to fulfill the course requirements. The
Professional Regulation Commission (PRC) requires all participants to
complete synchronous, asynchronous, and face-to-face activities to qualify
for the credited 45 CPD units.

ACCESS TO THE MODULE 3 MATERIALS

Access the Module 3 Handout through this link:
https://drive.google.com/file/d/16Lyl0JsDB_Glo6uREZIWfYZfkEEF2MYp/view?
usp=sharing

Access the Learning Materials (e.g. lecture videos, slides) through this link:
https://drive.google.com/drive/folders/1X6j4UzGm70ZZyCUvL1b0bR_SPcdb-
dv3?usp=sharing

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TOPIC 1 | Interprofessional Communication

Communication is defined in the Webster dictionary as the interchange of ideas, opinions, and
information by speech, writing, or signs. According to Alessandra & O’Connor (1998), 93% of
communication is affected by attitude, tone, and body language, which leaves only 7% of the
meaning and intent on the actual words.

It is important to note that communication is not only through the verbal form and includes
listening, computer literacy, working with media, provision of appropriate information to
different audiences, and social marketing techniques. It is therefore important that a public
health practitioner can: a) assess and address population literacy; b) solicit and use community
input; c) communicate data and information; d) facilitate communications; e) communicate the
roles of the government, the healthcare and others.

Interprofessional communication is defined as the interaction between healthcare professionals

with the principal goal of meeting healthcare outcomes (Street & B Mazor, 2017). Effective
communication within the Interprofessional team is one of the hallmarks of providing safe
outcomes. When health care professionals are not communicating effectively patient safety is at
risk (JCHAO)

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Discuss the challenges in interprofessional communication, especially in the public health
setting
2. Analyze possible solutions to address communication challenges in the public health
setting
3. Utilize communication tools that are available for public health workers
4. Discuss online ethics (netiquette) and media literacy

ACTIVITY 1.1. Reflecting on communication skills.

Before viewing the lecture presentation, reflect or do a self-assessment of your strengths and
weaknesses as a communicator.

Write your answer here.

LEARNING RESOURCES
View the lecture of Prof. Betty Merritt on Interprofessional Communication in this link:
https://drive.google.com/file/d/1QseAlbVMaFsBahwVMtP_BItereBWsbRu/view?usp=drive_link

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In her presentation, she emphasized several key areas:

● Effective communication
● Interprofessional communication
● Challenges in interprofessional communication (focusing on public health setting)
● Interpersonal nursing theory (Joyce Travelbee)
● Intrapersonal communication: Mental mode: self-awareness, self-reflection, self-
assessment, self- mastery
● New models of care
● Learning Organization
● Communication techniques and tools
● Online ethics (netiquette) and media literacy

After viewing the lecture, read/ browse through the resources below and work on the activity
that follows.

1. WHO (2015). Competencies for nurses working in primary health care.

Retrieved from: https://www.euro.who.int/ data/assets/pdf_file/0004/441868/Competencies-nurses-primary-
health-care-eng.pdf

According to the WHO (2015), nurses have a major role in expanding, connecting, and coordinating care in the
primary care setting. In line with this, WHO came up with the following suggested competencies for nurses
working in primary care:
● Patient advocacy and education
● People-centered care and clinical practice
● Continuous learning and research
● Teamwork and leadership
● Effective communication

ACTIVITY 1.2. Communication styles

Describe the “styles of communication” within your team. To what extent do communication
processes within the team enhance effective relationships towards the delivery of health care
services?

Write your answer here.

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TOPIC 2 | Interprofessional Teamwork

and Team-based Practice

A coordinated team is essential to achieve a successful outcome in healthcare delivery. How do

we define what a team is? According to Kozlowszki and Bell (2003), a team is composed of
collectives who exist to perform organizationally relevant tasks, share one or more common
goals, interact socially, exhibit task interdependencies, maintain and manage boundaries, and
are embedded in an organizational context that sets boundaries, constrains the team, and
influences the exchanges with other units in the broader entity.

The term interprofessional team, on the other hand, is referred to as the working unit of
physicians, nurses, pharmacists, and other healthcare providers that provide team-based care
to patients. They work beyond independent caregiving towards cooperation, coordination, and
collaboration in delivering patient-centered care (Scaria & Minimol, 2016). In reality, not all
teams are interprofessional, and having an interprofessional team does not happen
spontaneously. A team must be created and nurtured by all of its members and would require
time and effort on the part of everyone.

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Discuss the process of conceptualizing a team using the IPO (Input-Process-Outcome Or
IMO (Input-Mediators-Outcome) framework
2. Describe challenges to effective interprofessional teamwork and team-based practice
3. Identify how interprofessional teamwork and team-based practice can be strengthened?

ACTIVITY 2.1. Reflecting on being a team member or team leader.

Before viewing the lecture presentations, reflect on your strengths and weaknesses as a team
member or team leader..

Write your answer here.

LEARNING RESOURCES
View the lecture of Prof. Josephine E. Cariaso on Interprofessional Teamwork and Team-
based practices in this link:
https://drive.google.com/file/d/1kPJgRhEI7OP3GopSObVHCAqzvt31C-O4/view?usp=drive_link

Note, the following key areas were emphasized.

How do you define a team?

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IPO (Input-Process- Outcome or IMO (Input-Mediators-Outcome) model on

team development

This method provides a framework for conceptualizing teams. It suggests that many
factors influence the teams’ cohesiveness and productivity and provides a means of
understanding how teams perform and how to maximize their performance.
I – Inputs
M – Mediators/processes
O – Outcomes
Limitations: too simple and does not accurately account for complex interactions that
affect team performance; some processes are not processes but rather characteristic of
the team which develops and emerges as the team works together. They are now
events that happen but simply “mediators” of the input and output relationship; the IPO
model should consider that teamwork influences constitute a feedback loop where
reversal causal loops are possible. The output of the teams’ actions could provide input
for the next action.

References:
https://psychology.iresearchnet.com/industrial-organizational-psychology/group-dynamics/input-process-output-model/
http://sk.sagepub.com/reference/organizationalpsychology/n148.xml

Teamwork:
a. Interprofessional team
b. Trans-professional team - team members do not think within the confines of their
disciplines or professions
c. team members may perform the function of another but within the boundaries of their
professional scope of practice.
d. can minimize delays in care delivery while optimizing patient care.
e. Each team member works together for the common goal – to provide the best care for the
patient.

Challenges in sustaining an interprofessional team –

overcoming barriers to effective teamwork
1. Promote group interaction
2. Encourage mutual flexibility
3. Define the goals
4. Empower the members
5. Identify anxieties
6. Encourage some independence
7. Create an atmosphere conducive to effective team funct9oing
8. Balance the responsibilities
9. Prevent barriers
10. Provide a supportive and safe environment
11. Provide mutual respect
12. Consider professional adulthood a requirement

Team-based practice
The team-based practice uses multidisciplinary teams which could include, doctors, nurses,
pharmacists, and other healthcare providers. Teamwork reduces individual burden by utilizing
the skills of the other healthcare teams.
Team-based practice is the strategic redistribution of work among members of a practice
tea. It involves Task shifting where clinical and non-clinical tasks are reassigned from one type
or level of a health care worker to another so that health services can be provided more
efficiently or effectively.

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Advantages include:
● Effective communication
○ Better patient support
○ Team member collaboration
○ Improved patient adherence to treatment/interventions
○ Better follow-up
○ Improved patient knowledge
○ Better quality of life
○ Time saving for patient and health care team
○ Cost-efficient
○ improved client satisfaction
Barriers:
● Rapid staff turnover
● Retention of training
● Patient attitudes: perception by patients of being treated by non-physician health workers
*Physician attitude and reactions
● Legislation and policy

● WHO (2018). HEARTS: Technical package for cardiovascular disease management in

primary health care.
Retrieved from https://apps.who.int/iris/bitstream/handle/10665/260424/WHO-NMH-NVI-18.4-eng.pdf

Ways of measuring/ evaluating teamwork

There are two general ways/methods of measuring teamwork:

● Self-report – this is done by asking the members to rate themselves as individuals, their
team, and their entire facility
● Observation – would utilize trained monitors who would rate the performance of the team

In addition, there is also what they refer to as a sensor-based measurement of teamwork. This
utilizes RFID tags, audio, and video recordings to capture team activity.

Team conflicts and how to solve them

Conflicts they say are a natural part of life- personal and at the workplace.
Conflicts between team members occur because they don’t always agree and don’t know how
to work as a team. Team conflicts arise when disagreements over the goals, methods, and
needs of the team occur. It could also happen because of differences in personalities.

Conflict resolution is a valuable leadership skill to have because conflict resolution is important
in the success of any team. Leaving a team conflict unresolved could negatively impact the
productivity and morale of each team member making the workplace uncomfortable for work.
Being able to resolve the conflict on the other hand encourages the team to work better and
trust each other to obtain team goals.

Types of team Conflict:

1. Task-based conflict
2. Leadership conflict
3. Workstyle conflict
4. Personality clashes

Conflict management steps (adapted from the Chartered Institute of Personnel and
Development (CIPD) framework)
1. Speak to team members individually

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2. Bring people together

3. Ask the team for ideas
4. Draw up plans
5. Follow up

● MindTools (201) Resolving team conflict.

Retrieved from: https://www.mindtools.com/pages/article/newTMM_79.htM

● Indeed Career Guide (2021). Four common types of team conflict and how to resolve
them.
Retrieved from: https://www.indeed.com/career-advice/career-development/types-of-team-conflict

● Lumen (2021). Conflict within team.

Retrieved from: https://courses.lumenlearning.com/wm-principlesofmanagement/chapter/reading-conflict-within-
teams/

SUPPLEMENTAL READINGS
After viewing the lecture, read/ browse through the resources below to enhance your
understanding and complement what you learned.

Core competencies for interprofessional collaborative practice •

● https://www.aacom.org/docs/default-source/insideome/ccrpt05-10-11.pdf
● https://www.ruralhealthinfo.org/toolkits/health-promotion/2/strategies/health-
communication

Being an effective time player •

● https://www.who.int/patientsafety/education/curriculum/who_mc_topic-4.pdf
● https://www.woundscanada.ca/docman/public/wound-care-canada-magazine/2012-vol-10-
no-4/481-wcc-autumn-2012-v10n4-challenges/file

Framework for Action on Interprofessional Education & Collaborative Practice

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TOPIC 3 | Interprofessional Collaboration

Collaboration occurs when joint communication and decision-making among members of the
healthcare team is a norm and not a one-time thing. It is a continuing process and would
require authentic leadership, communication, and effective joint decision-making. Collaborative
teams share the work, respect and value each team member and professional discipline within
the team allows each member to fulfill his role as completely as possible. They work towards
the pursuit of a common goal, that of improving the health and well-being of the individual and
the community’s.

LEARNING OBJECTIVES
At the end of this session, you will be able to:
1. Describe the roles and tasks of public health leaders as collaborators in the community
setting
2. Identify possible activities and opportunities for collaboration among traditional and non-
traditional partners in the community
3. Discuss activities that would facilitate collaboration among partners in the community

LEARNING RESOURCES
View the lecture of Prof. Maria Angela Mabale on Interprofessional Collaboration in this
link:
https://drive.google.com/drive/folders/17azkXUJvwfUncpGWFMzn5aEIBT0FUsnt?usp=drive_link

In her presentation, she emphasized several key areas:

● Framework for Action on Interprofessional Education and Collaborative Practice (World
Health Organization, 2010)
○ Highlights the current status of interprofessional collaboration around the world
○ Identifies the mechanisms that shape successful collaborative teamwork
○ Outlines a series of action items that policy-makers can apply within their local
health system
○ The goal is to provide strategies and ideas that will help policymakers implement
the elements of interprofessional and collaborative practice
Retrieved from https://hsc.unm.edu/ipe/resources/who.html
● Mechanisms that shape collaboration at the practice level (World Health Organization,
2010)
○ Interprofessional education,
○ Collaborative practice, and
○ Health and education systems
Retrieved from: http://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf?
sequence=1
● Interprofessional Collaboration Competency Domain
○ Interprofessional Collaborative Practice Competency Domains
■ Domain 1: Values/Ethics for Interprofessional Practice Competency
■ Domain 2: Roles/Responsibilities Competency
■ Domain 3: Interprofessional Communication Competency
■ Domain 4: Teams and Teamwork
○ Core Competencies for Interprofessional Collaborative Practice
https://www.aacom.org/docs/default-source/insideome/ccrpt05-10-11.pdf
● Essential Competencies for Collaborative Partnerships

After viewing the lecture, read/ browse through the resources below and work on the activity
that follows.

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ACTIVITY 3.1.
Watch the 15-minute Youtube video entitled Maternal Death (Three Delays).
https://www.youtube.com/watch?v=tVKhRUtAQIc

Answer the following questions:

1. What are the health-related issues presented? How is it similar to your experience/s?.
Write your answer here.

2. If you are the public health nurse-leader in that community, what are the opportunities for
collaboration that can help improve health outcomes?
Write your answer here.

3. How will you address the healthcare needs using collaborative practice?
Write your answer here.

References
● Gardner, D. (2005). Ten Lessons in Collaboration. OJIN: The Online Journal of Issues in
Nursing. Published. https://doi.org/10.3912/OJIN.Vol10No01Man01
● Core Competencies for Interprofessional Collaborative Practice: 2016 Update.

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Washington, DC: Interprofessional Education Collaborative.

https://hsc.unm.edu/ipe/resources/ipec-2016-core-competencies.pdf
● World Health Organization. (2010). Framework for Action on Interprofessional Education &
Collaborative Practice. WHO.
https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-
practice
● Zuellig_Family_Foundation. (2015, October 6). Maternal Death (Three Delays) [Video].
YouTube. https://www.youtube.com/watch?v=tVKhRUtAQIc

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TOPIC 4 | Risk Communication

Risk Communication is a dynamic process of sharing and responding to information about a

public health threat. It is an integral component of public health management focused on
dialogue with those affected and concerned and strives to ensure that communication
strategies are evidence-based. (PAHO).

LEARNING OBJECTIVES
1. Describe risk communication in public health;
2. Define the role of the nurse in risk communication;
3. Discuss organization issues and concerns that impact risk communication;
4. Apply principles of risk communication in current situations.

ACTIVITY 4.1. Risk communicationRisk communication

Before viewing the lecture presentations of Prof. Ma. Rita V. Tamse, reflect and identify an
area in our current situation that you think necessitates risk communication

Write your answer here.

LEARNING RESOURCES
View the 5 lectures of Prof. Ma. Rita V. Tamse on Risk Communication in this link:
https://drive.google.com/file/d/1Y0YS0fkuN1hnknkwiV7loAMN4RB9l7yI/view?usp=drive_link

In her presentation, she emphasized several key areas.

● Objectives and Goals of Risk Communication
● Elements of Risk Communication
● Integrated Model for Risk Communication
● Risk communication as a cyclic process
● Risk communication Strategies
● Best practices in Risk Communication
● Critical Role of the Public health Nurse in Risk assessment

International Health Regulations, IHR (2005) - Risk communication as a core capacity for
mitigating the effects and outcomes of health events and emergencies.
https://www.who.int/risk-communication/training/Module-B1.pdf?ua=1

Crisis and emergency risk communication (CERC) - a merger of many traditional notions of
health and risk communication with work in crisis and disaster communication; outlines the
specific kinds of communication activities that should be called for at various stages of disaster
or crisis development

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Integrated Model for Risk Communication - first element of our risk communication model
is organizational support;
● There must be leadership commitment of transportation organizations at the highest level
to support cross-functional communication
● Vitally important that safety, security, and emergency management organizations work
together to develop an integrated risk communications program

After viewing the lecture, read/ browse through the resources below and work on the activity
that follows.
1. Risk communication and community engagement.
Retrieved from: https://apps.who.int/iris/bitstream/handle/10665/330678/9789240000773-eng.pdf?
sequence=1&isAllowed=y

2. Challenges and opportunities in communicating risk.

Retrieved from: https://www.weadapt.org/knowledge-base/governance-institutions-and-policy/challenges-and-
opportunities-in-communicating-risk

3. Risk Communication
Retrieved from: https://www.paho.org/disasters/dmdocuments/Riskcommunicationpresentation.pdf

4. Fundamentals of Risk communication

Retrieved from: https://www.publichealthontario.ca/-/media/documents/f/2016/fundamentals-risk-comm.pdf?
la=en

5. Understanding Risk Communication Theory: A Guide for Emergency Managers and

Communicators.
Retrieved from:
https://www.start.umd.edu/sites/default/files/files/publications/UnderstandingRiskCommunicationTheory.pdf

6. Risk Communication Strategy.

Retrieved from: https://coast.noaa.gov/digitalcoast/training/risk- communication-strat

7. Risk Communication
Retrieved from: https://www.paho.org/disasters/dmdocuments/Riskcommunicationpresentation.pdf

ACTIVITY 4.2.
Answer the following questions:
1. How much experience do you have in risk communication?
Write your answer here.

2. Describe the risk communication process you have undertaken.

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Write your answer here.

3. What parameters would you use in monitoring and evaluating the success of your plan?
Write your answer here.

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