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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 32 contact hours,
divided into 28 hours of asynchronous sessions and 4 hours of synchronous
sessions.

The asynchronous sessions are delivered through UPCN Open Learning, a virtual
learning environment (VLE) based on MOODLE. All module materials and activities
are accessible on this platform. During the asynchronous sessions, you are
expected to complete the activities for each topic. These include participation in the
discussion forum and other learning activities.

After going through all the learning materials on the course site, you are expected
to participate in a synchronous session via Zoom to share your insights, reflections,
and outputs with the other participants. You are also expected to share how the
topics discussed would assist you in your planned capstone project. This is also the
venue to ask questions from the resource persons and clarify any points from the
module resources or activities.

3
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

LEARNING RESOURCES

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. Post this in the discussion forum.

View the lecture of Prof. Betty Merritt on Interprofessional Communication.

In her presentation, she emphasized several key areas:

• Effective communication
• Interprofessional communication

4 MODULE 2 | Teaching Public Health Nursing

• 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 [Link] data/assets/pdf_file/0004/441868/Competencies-nurses-
primary- [Link]

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:

o Patient advocacy and education

o People-centered care and clinical practice
o Continuous learning and research
o Teamwork and leadership
o 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? Post in the Discussion Forum.

5
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?

LEARNING RESOURCES

ACTIVITY 2.1 Reflect 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.
Post this in the discussion forum

6 MODULE 2 | Teaching Public Health Nursing

View the lecture of Prof. Josephine E. Cariaso on Interprofessional Teamwork
and Team-based practices. Note, the following key areas were emphasized.

How do you define a team?

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.

Inputs Mediators Outputs

Composition Action processes Effectiveness

• Team Member • Communication • Task Outcomes
o Knowledge Skill, Attitudes • Leadership • Member Satisfaction
• Performance Monitoring • Viability
Team/Task Characteristics • Back-up Behavior
• Interdependence • Adaptation & Learning Team Learning Outcomes
• Standardization • Δ Knowledge
• Technology Transition processes • Δ Skill
o Synchronous/ • Planning • Δ Attitudes
Asynchronous Displays • Goal specification

Org. Context Interpersonal processes

• Culture • Conflict management
• Trust building

References:
[Link] dynamics/input-process-
output-model/
[Link]

7
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.

Advantages include:
• Effective communication
o Better patient support
o Team member collaboration
o Improved patient adherence to treatment/interventions
o Better follow-up
o Improved patient knowledge
o Better quality of life
o Time saving for patient and health care team
o Cost-efficient
o improved client satisfaction

8 MODULE 2 | Teaching Public Health Nursing

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 [Link] [Link]

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. [Link]
examples-of-dimensions-of_fig1_264164067

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
2. Bring people together

9
3. Ask the team for ideas
4. Draw up plans
5. Follow up

• MindTools (201) Resolving team conflict.

Retrieved from [Link]

• Indeed Career Guide (2021). Four common types of team conflict and how to
resolve them.
Retrieved from [Link]

• Lumen (2021). Conflict within team.

Retrieved from [Link] 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

• [Link]
• [Link]

Being an effective time player

• [Link]
• [Link] 4/481-wcc-
autumn-2012-v10n4-challenges/file

Framework for Action on Interprofessional Education & Collaborative Practice

10 MODULE 2 | Teaching Public Health Nursing

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

ACTIVITY 3.1

Before viewing the whole lecture presentation of Dr. Anthony

Cordero, try to answer the questions posted on Slide No. 4. Post
this in a slide (it could be edited) or in the discussion forum.

In the lecture presentation of Dr. Anthony Cordero, he mentioned

several key points:
• Roles & Tasks of Public Health Leaders as Collaborators in
the Community Setting
o Dictator
o Agent of change
o Over populist

• Primary Health Care approach from the Alma Ata Declaration

of 1978

This identified primary health care as the key to the

attainment of the goal of Health for All
[Link]

11
View the lecture of Prof. Maria Angela Mabale on Interprofessional
Collaboration. 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 [Link]

Mechanisms that shape collaboration at the practice level (World Health

Organization, 2010)
• Interprofessional education,
• Collaborative practice, and
• Health and education systems
Retrieved from: [Link]
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

[Link]

Essential Competencies for Collaborative Partnerships

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

ACTIVITY 3.2

Watch the 15-minute Youtube video entitled Maternal Death (Three

Delays). [Link]

Answer the following questions in the discussion forum. You may

also reply to the post of other participants.
1. What are the health-related issues presented? How is it
similar to your experience/s?

12 MODULE 2 | Teaching Public Health Nursing

2. If you are the public health nurse-leader in that
community, what are the opportunities for collaboration
that can help improve health outcomes?
3. How will you address the healthcare needs using
collaborative practice?

References:

• Gardner, D. (2005). Ten Lessons in Collaboration. OJIN: The Online Journal of

Issues in Nursing. Published. [Link]
• Core Competencies for Interprofessional Collaborative Practice: 2016
Update. Washington, DC: Interprofessional Education Collaborative.
[Link]
• World Health Organization. (2010). Framework for Action on
Interprofessional Education & Collaborative Practice. WHO.
[Link] interprofessional-education-
collaborative-practice
• Zuellig_Family_Foundation. (2015, October 6). Maternal Death (Three Delays)
[Video]. YouTube. [Link]

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.

LEARNING RESOURCES

ACTIVITY 4.1 Risk 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. Post this in the discussion forum.

13
View the 5 lectures of Prof. Ma. Rita V. Tamse on Risk Communication. 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
[Link]

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

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. [Link]

bitstream/handle/10665/330678/9789240000773- [Link]?sequence=1&isAllowed=y
2. Challenges and opportunities in communicating risk. [Link]
knowledge- base/governance-institutions-and-policy/challenges-and-opportunities-in-communicating-
risk
3. Risk Communication
[Link]
4. Fundamentals of Risk communication
[Link]
5. Understanding Risk Communication Theory: A Guide for Emergency
Managers and Communicators.
[Link]
[Link]
6. Risk Communication Strategy.
[Link] communication-strat
7. Risk Communication
[Link]

14 MODULE 2 | Teaching Public Health Nursing

ACTIVITY 4.2 Discussion Forum

Discussion guide: Post your answers in the discussion Forum

1. How much experience do you have in risk communication?

2. Describe the risk communication process you have
undertaken.
3. What parameters would you use in monitoring and evaluating
the success of your plan?

Integration Activity

We expect that at this point you have viewed the capstone videos
uploaded on the course site. Share your reflections on the following:

1. Describe the scenario in the video that best exemplified

Interprofessional Collaboration
2. Discuss how the collaboration of the public health nurse
contributed to addressing the public health issue; and
3. Give one lesson in Interprofessional collaboration that you
have learned in this module.

Work on your Capstone Proposals and use the following question

to guide you in the analysis of your identified problem.

1. What are the common issues (barriers and bridges) in

interprofessional communication that should be addressed?
2. What are the advantages of having teamwork and team-based
practice in addressing the public health challenge?
3. How can interprofessional teamwork and team-based practice
be strengthened?
4. What are the challenges to interprofessional collaboration?
How can interprofessional collaboration be improved to help
address the public health challenge?
5. How can risk communication activities help in implementing
public health activities?

15 MODULE 2 | Teaching Public Health Nursing