INTERPROFFESIONAL EDUCATION AND
PRACTICE
Module 1: Introduction to Interprofessional
Education and Collaborative Practice
 The World Health Organization (WHO)
defines interprofessional learning as
occurring “when two or more professions
learn with, about and from each other to
enable effective collaboration and improve
health outcomes.”
 According to IPEC, 2011 "Interprofessional
collaboration practice is the key to safe,
high quality, accessible, patient-centered
care desired by all"
Do you have an idea what is the main goal of
having common interprofessional collaboration
competencies? Why do you need to study this
course?
 Good reflection, yes, the main goal is to
provide a foundation for consistency in
health care provider education that will
produce collaboration-ready graduates.  members of different disciplines (e.g.
 IPE has not only changed the way we think
about educating healthcare professionals,
but has also allowed us to reconsider the
current means of healthcare delivery.  (e.g. to understand complex interdisciplinary
 IPE is applicable to healthcare professional
students in the classroom as well as in
clinical placements and these efforts should
ideally involve both present and future
healthcare workers.
 Interprofessional initiatives should begin
before graduation or registration and should
persist through the course of the career via
continuing professional development
(CPD).  to demonstrate the core competencies that
 Further, although much of the published
work is from a western perspective, there is
much to be learnt from countries where
significant specialization of the health
professions has not yet occurred.
 The WHO states that collaborative
practice in healthcare occurs when
healthcare professionals from different
specialties provide comprehensive services
by working with patients, their families,
carers and communities to deliver the
highest quality of care across all settings
Along with the WHO, the World Health
Professions Alliance (WHPA), which
brings together the International Council of
Nurses, the International Pharmaceutical
Federation, the World Confederation for
Physical Therapy, the World Dental
Federation and the World Medical
Association, has endorsed a statement
promoting the importance of collaborative
practice and recently established an award
for interprofessional collaborative practice.
L1 - Interprofessional Education and
Collaboration Competencies
EDUCATION TERMS
 Interprofessional education - When
members of two or more health and/or
social care professions (e.g. dentistry,
medicine, nursing, pharmacy) engage in
learning with, from and about each other to
improve collaboration and the delivery of
care. 
 Multiprofessional education or
multidisciplinary education - When
members of two or more professions learn
alongside one another; in other words,
parallel rather than interactive learning.
 Interdisciplinary education - When
chemistry, bio-engineering, geography,
social science) engage in collaborative
interactive learning for a range of purposes
issues, to explore different disciplinary roles
and contributions).
 The intention of IPE is to prepare healthcare
professionals, with the knowledge, skills and
attitudes needed for interprofessional
collaboration and collaborative practice.
 IPE activities provide opportunities for
healthcare professionals to practice
together as an interprofessional team  and
they will need to effectively deliver care.
Interprofessional Education Activities -
Experiential Learning or learning form
experience
1. Promotes interprofessional collaboration
as students and practitioners from different
profession
2. Have the opportunity to learn about and
reflect on the relationships they
experience with professionals involved
3. Enhance their mutual understanding of
each others roles and responsibilities in a
given case situation
4. Explore ways to combine their
professional expertise to promote delivery
of quality health care
 1. Planning - identify measurable student
learning outcomes to guide the
development of the learning outcomes to
guide the development of learning activity
and to be used in the evaluation of the
activity
2. Preparation - all participants should be
fully aware of the identified learning
outcomes and be prepared for active
participation in the learning experience.
3. Participation - members would participate
in all areas of activities.
4. Formal Evaluation - uses tool that is
designed to allow participants to evaluate
their own achievement of the specified
learning outcomes, should be completed by
all participants immediately after the event. 
5. Debriefing - is the key element of the
experience. It is facilitator based process.
Debriefing bridge the gap between the  The common overlapping
experience of the IPE activity and learning competencies are those expected of all
that the participants takes away from it. healthcare professionals. These
competencies are common or shared by
PRACTICE TERMS more than one profession but not
 Interprofessional collaborative practice - necessarily all professionals.
When healthcare workers from different  Complementary competencies are unique
professional backgrounds work together competencies that distinguish one
with patients, families, carers and professional from another.
communities to deliver the highest quality  Interprofessional collaborative
of care.  competencies are those in which each
 Interprofessional teamwork - When profession needs to work on together with
different health and/or social professionals others.
who share a team identity work closely
together in an integrated and
interdependent manner to solve problems
and deliver services. 
 Collaborative pharmacy practice - The
advanced clinical practice where
pharmacists collaborate with other
healthcare professionals in order to care
for patients, carers and the public.
 interprofessional team to optimize
collaborative practice.
 Healthcare professionals efficiently and
effectively working together will transform
the fragmented healthcare system into a
strengthened, uniform, and collaborative
system.

Gaps between interprofessional education,

collaborative practice and health outcome:
 (1) patient outcomes, 
 (2) adherence rates, patient satisfaction, 
 (3) clinical process outcomes, 
 (4) collaborative behavior,
 (5) error rates, and 
 (6) practitioner competencies.

SIMULATION - is a generic term used to an

The four identified Core Competencies of artificial representation of real-word processes to
International Collaborative Practice: achieve educational goals through experiential
1. Values/Ethics learning (Al-Elq, 2010). Experiential learning often
2. Roles/Responsibilities involves the use of case-based scenario.
3. Interprofessional Communication and
4. Teams and Teamwork
M1 – L2 – System and General System Theory
L1 - Interprofessional Collaboration
Competencies and Global Perspective SYSTEM
 Both the WHO and FIP (International  According to Cordon 2013, system is
Professional Federation) have agreed that defined as:
IPE leads to a collaborative practice-ready 1. a group of elements,
workforce, and collaborative practice leads 2. interacting with each other and their
to a strengthened healthcare system, environment,
resulting in improved patient health 3. making a larger whole, and
outcomes. 4. having a purpose defined by the
 Therefore, a collaborative practice-ready purpose and function of the elements
workforce cannot exist without first  System is “a set of related parts that work
establishing effective interprofessional together in a particular environment to
education.  perform whatever functions are required to
 All healthcare professionals share a achieve the system's objectives" (Carr,
common goal of providing the best possible 2016, p.14)  
care to their patients.
BASIC COMPONENTS OF SYSTEM
 When medicines are part of a prevention or
treatment plan, a pharmacist is essential to
providing the best quality of patient care.
 Pharmacists collaborate with other
professionals in a number of practice
settings and, to varying degrees, greatly
drive the healthcare environment and
training in their country.
 Advanced collaborative pharmacy practice
is attainable by pharmacists who have
demonstrated the competence and
education needed to play a direct role in
patient care. An appropriately trained
pharmacist must be fully integrated into the
 1. Input - is the energy, materials or
information, people that enters the system.
2. Throughput - is the process the system
uses to convert the energy, material or
information into the product produced by the
system. May involve personnel,
departments, equipment needed to carry
out functions in the hospital.
3. Output - is the product, or outcome,
obtained thorough the process of the
system.
4. Feedback - is the process in which the part
of the output is fed back into the system.

GENERAL SYSTEMS THEORY (GST)

 Karl Ludwig von Bertalanffy (1901-1972),
an Austrian biologist, was one of the early
founders of general systems theory.
 GST came to relate to finding a general
GTS TYPES OF SYSTEMS
theory to explain all systems in all scientific
1. Closed - are systems with limited or no
fields.
exchanges with their environment.
 Bertalanffy defined GST as a set of
2. Open - are systems that interact with their
models, principles and laws that apply to
environment.
all systems or their subclasses irrespective
of their particular kind, nature of their
component elements and the relationships
or forces among them.

GST is characterized by their

1. Wholeness - means the system is a unit in
itself distinct from its part and within its own
property.
2. Organization - refers to the structure of
the systems and the functions of the
organizations.
3. Dynamics - refers to the interaction of the
system with those subsystem and
suprasystems.
4. Primary Activity - consist of inherent
behaviors of the systems that are
independent of external stimuli
5. Equifinality – how different early
experiences in life (e.g., parental divorce,
physical abuse, parental substance abuse)
can lead to similar outcomes (e.g.,
childhood depression)
L2 - Framework for Interprofessional Education
and Collaborative Practice
 You can hear on the news that the world is
experiencing shortage of health care
workers. Local health need will directly
affect the health system. According to The
Philippines Health System Review,
(apps.who.int) 2018, there are still
remaining challenges though health
outcomes are generally improving.
According to this review, many Filipinos
suffer from diseases that are preventable
and treatable with cost-effective
interventions. It was also identified that the
absence of a facilitated referral system
robs the patients of the opportunity to
explore the health system effectively.
 This problem arises from identifying the
appropriate health-care provider, to getting
advice on needed medical tests or
 procedures and referral back from hospitals
to primary care for continued health care.
 To prevent this, interprofessional education
would greatly contribute to the improved
health outcomes.
 The goal of the Framework is to provide
strategies and ideas that will help health
policy-makers implement the elements of
interprofessional education and
collaborative practice that will provide an
optimal health services to strengthen the
health system and result to improved health
outcomes.
L2 - System Thinking
2. Health Information System - includes
technologies and processes to gather,
manage and disseminate information.
3. Human Resource for Healthcare - refers
to professionals who work in the
healthcare system.
4. Health Financing - include several
strategies to finance healthcare.
5. Service Delivery - refers to the ways in
which healthcare is delivered to patients.
6. Healthcare products - Include diagnostic
and treatment equipment and supplies
necessary for the healthcare system to
function well

SYSTEM THINKING
1. It is a holistic approach to thinking and
solving problems in which issues are
construed as complex systems and the
thinker focuses on the interrelatedness
and interactions of the components of the
system, rather than in the components of
the system.
2. It is a set of synergistic analytic skills
used to improve the capability of identifying
and understanding systems, predicting their
L2 - Simple and Complex Systems behaviors and devising modifications to
them in order to produce the. desired
effects.

SKILLS OF THE SYSTEM THINKING

L2 - Components of Healthcare System

The World Health Organization (WHO) identified
six primary components of any healthcare system.

1. Leadership and Governance - refers to

the pieces of healthcare system that can
only be handled by government. 

L3 -Wellness
Wellness
 It is the conscious and deliberate process of
making choices to improve one's health.
 An integrated method of functioning which is
oriented toward maximizing potential of
which individual is capable.
L3 - Disease Prevention and Health Promotion
DISEASE PREVENTION
 The WHO defines disease prevention as
interventions aimed to reduce the impact of
disease and associated risk factors.
These actions may include:
1. mitigating or removing certain determinants of
poor health
2. encouraging health behavior (practicing oral
hygiene, regular monitoring BP in the presence of
hypertension, monitoring of blood sugar in the
presence of diabetes.
 Disease prevention is a model used to
classify and understand healthcare
interventions based on "health status" of the
individual.
CATEGORIES OF DISEASE PREVENTION
HEALTH PROMOTION
 According to WHO, Health Promotion is the
process of empowering people to increase
control over their health and its
determinants through literacy efforts and
multisectoral action to increase healthy
behaviors.
 Good health promotion interventions not
only to educate individuals to take control of
their own health, but also serve to increase
the skills of individual and provide a social
infrastructure to increase the chances of
success (AFMC).
 1. Individual Level - Focuses on behavioral
change through education and the
development of skills and self-efficacy
producing the behavior.
 2. Community Level - Involves changes in
the environment and the recognition that
lifestyle and environment are interrelated. It
requires community mobilization to provide
support.
 Blue zones - are parts of the world where
people live the longest.
M1 - L3 - Social Determinants of Health

SOCIAL DETERMINANTS OF HEALTH

 Determinants of health are range of
personal, social, economic, and
environmental factors that determine health
the health status of individuals or
populations.
 The World Health Organization (WHO,
2019) defines SDOH as the conditions in
which people are “born, grow, work, live,
and age, and the wider set of forces and
systems” (economic, social policies, and
political systems) that shape the conditions
of daily life. 
 PATIENT CENTERED CARE

 Patient-centered care means different

things to differentiate people.
 Patient-centered care requires patient/family
education, and patient-to-provider
information sharing. 
 Patient-centered care is a holistic care and
it is important to IPCP.

According to WHO:
People-centered health services is an approach
to care that consciously adopts the perspectives of
individuals, families and communities, and sees
them as participants as well as beneficiaries of
trusted health systems that respond to their needs
and preferences in humane and holistic ways.
People-centered care requires that people have the
education and support they need to make decisions
and participate in their own care. It is organized
around the health needs and expectations of
people rather than diseases.

Integrated health services is health services that

are managed and delivered in a way that ensures
people receive a continuum of health promotion,
disease prevention, diagnosis, treatment, disease
management, rehabilitation and palliative care
services, at the different levels and sites of care
within the health system, and according to their
needs, throughout their whole life.

Integrated people-centered health services is an

important new way to empower patients, fight
health system fragmentation and foster greater
coordination and collaboration with organizations
and providers across care settings, to deliver health
services that are aligned with the needs of people.

L3 - Patient-centered Care

Four types of Patient-centered care
(Tanenbaum, 2015)
1. Whole patient versus their parts - focus
on holistic view of the patient. (context of
primary care)
2. Patients versus providers - focuses on the
view of the patient as a consumer (equalize
power between patient and the provider)
3. Patients/Providers/States versus the
system - focus on the incentives -
economic, legal and professional that
motivate the providers to act in their own
interest.
4. Person-centered medicine - combine
several humanistic approaches and has
emerged, in part, as a response to
evidence-based medicine.
L3 - Principles of Patient-centered Care
PRINCIPLES OF PATIENT-CENTERED CARE
I - Respect for patient' values, preferences and
expressed needs - patients want to be kept
informed regarding their medical condition and
involved in decision-making.
Principle means:
1. Illness and medical treatment may affect
quality of life, so care should be provided in
an atmosphere that is respectful of the
individual patient and focused on quality-of-
life issues
2. Informed and shared decision-making is a
central component of patient-centered care;
3. Healthcare professionals should provide the
patient with dignity, respect, and sensitivity
to his/her cultural values.
II - Coordination and integration of care -
patients may feel vulnerable and powerless in
the face of illness.
Specific areas of coordination:
1. Clinical care
2. Ancillary and support services
3. front-line patient care
III. Information, communication, and education -
patients often express the fear that information
is being withheld from them and that they are
not being completely informed about their
condition and prognosis.
These fear can be alleviated by providing
information about:
1. the clinical status, progress, and prognosis
of the disease;
2. Describing the processes of the treatment;
and
3. By simulating autonomy, self-care, and
health promotion with information and
patient education.
IV - Physical comfort - physical care that
comforts patients when they are acutely ill.
Three area important to patients:
1. Pain management
2. Assistance with activities and daily living
needs; and
3. The hospital surroundings and environment,
which should be kept clean and accessible
to family and friends for visits while
preserving the privacy of the patient. 
V - Emotional support and alleviation of fear
and anxiety 
Healthcare professionals should focus on:
1. Anxiety over clinical status, treatment, and
prognosis;
2. Anxiety over the impact of the illness on
themselves and their family; and
3. anxiety over the financial implications of
illness.
VI - Involvement of family and friends - patient
become concern to the roles of their family and
friends.
These concerns can be addressed by:
 1. Accommodations to allow for family and
friends to provide social and emotional
support;
2. Respect for and recognition of the patient
advocate's role in decision-making;
3. Support for family members as caregivers;
and
4. Recognition of the needs of family and
friends.
VII - Continuity and transition - they show
anxiety about their ability to care for
themselves after discharge.
It requires healthcare provider to:
1. Provide understandable, detailed
information regarding medications, physical
limitations, and physical limitations, dietary
needs, and other important data; 
2. Coordinate and plan ongoing treatment and
services after discharge and ensure that
patients and family understand this
information; and
3. Provide information regarding access to
clinical, social, physical, and financial
support on a continuing basis.
At a personal level, lack of motivation and lack
of holistic view is also considered a barrier. For
health professionals to be engaged effectively in a
patient-centered care, they must believe in the
model and they must be interested in the whole
person, not just on the health concern related to
their own professional role and responsibilities.
Some institution-level barriers include:
1. Lack of teamwork coordination.
2. Lack of understanding about the role of
patient in the team.
3. Lack of Resources (shortage of personnel.
4. Lack of time
5. Workload pressures
6. Leadership

VIII - Access to care - patients need to know

that they can access care when it is needed.
The following areas are important to patients.
1. Access to the location of hospitals, clinics,
and physician offices;
2.  Availability of transportation;
3. Ease of scheduling appointments;
4. Availability of appointments when needed;
5. Accessibility to specialists or specialty
services when a referral is made; and
6. clear instructions regarding when and how
to get referrals.

L3 - Barriers to Patient-Centered Care

BARRIERS TO PATIENT-CENTRED CARE

Lack of evidence about the efficacy of the patient-

centered care approach can be a barrier.
Module 2: Foundations of Values and Ethics
ETHICS
 Is the study of right and wrong. Ethics is
defined as “the rules and principles which
govern right conduct” (O’Toole, 2017, p.
650). This definition can be expanded to
mean a set of moral principles.
 Ethics is a field of study that looks at the
moral basis of human behavior
 Why do we act as we do?
 Ethics attempts to determine the best
course of action in the face of conflicting
choices
 A code of ethics is a set of moral principles
or expected behaviors in which each
profession has a specific code of ethics that
each member of that profession must follow
at all times.
CODE OF ETHICS FOR PHARMACISTS
PREAMBLE
Pharmacists are health professionals who help
individuals protect themselves against diseases,
maintain good health and make the best use of
their medications. The pharmacists promote
rational use of drugs and ensure the provision of
safe, effective and quality drugs for improved
patient care and quality of life. This Code, prepared
and supported by pharmacists, is intended to state
publicly the principles that form the fundamental
basis of their roles and responsibilities which are
based on moral obligations and virtues and to guide
pharmacists in their relationship with patients,
health professionals and society.
1. A pharmacist places the well-being
of the patient at the center of professional
practice.
2. A pharmacist promotes the welfare
of each individual in a caring and
compassionate manner.
3. A pharmacist serves the needs of
the individual, community and society and
provides health for all.
4. A pharmacist respects the rights of
patients and upholds confidentiality of
patients’ records.
5. A pharmacist acts with honesty,
integrity and professionalism in relationship
with the patients and other health
professionals.
6. A pharmacist respects the abilities,
values and contributions of colleagues and
other health professionals and work with
them closely to ensure better patient care.
7. A pharmacist is committed to
continuously enhance professional
competence.
8. A pharmacist, in coordination with
the government and other health
professionals helps in the formulation and
implementation of health care policies,
standards and programs designed for the
benefit of society.
L1 - Bioethics, Values and Moral
Bioethics
 How do we decide what to do when people
disagree about a complex issue?
 Bioethics is a subfield of ethics applied to
the life sciences
 Helps us a society make decisions about
how best to use new scientific knowledge,
how to make policy decisions regarding
medicines or treatments, and how we
should behave with each other
 It is the “Identification, analysis, resolution of
ethical problems, issues, and dilemmas
associated with the biological sciences,
especially medicine, healthcare practice,
and research” (Scott 2009, p.30)
Values
 Are personal beliefs about the worth of a
given idea, attitude, custom, or object.
Values vary among cultures, individuals,
and even professions. 
 Personal (and professional) values may
change over time. Personal values develop
through influences from family, school,
religion, culture, and personal experience. 
 Values shape the way that we view the
world and determine perspective. Values
form the foundation for our judgements,
decisions, and actions (Schwartz, Preece, &
Henry, 2016). 
 It is important to understand that each
healthcare profession may have slightly
different values. 
 Values are neither right nor wrong; they
merely reflect what is important to a culture,
profession, or individual.
 It is important for healthcare professionals
to identify, acknowledge patients. 
 To become component in interprofessional
collaboration, you must value the concepts
inherent in the identified Core
Competencies of Values/Ethics, Teams and
Teamwork, Interprofessional
 Communication, and have risks and side effects that could
Roles/Responsibilities.  potentially cause harm.
 If you do not value interprofessional
practice, you are unlikely to become skilled Deontology
at interprofessional collaboration.  Known as duty-based ethics. Actions are
 To become component in interprofessional defined as right or wrong based on
collaboration, you must value the concepts adherence to ethical presence or absence
inherent in the identified Core of ethical principles. 
Competencies of Values/Ethics, Teams and  Right action is determined by examining the
Teamwork, Interprofessional presence or absence of ethical principles in
Communication, and Roles/Responsibilities. an individual situation, with no concern for
If you do not value interprofessional the ultimate consequences. 
practice, you are unlikely to become skilled  An act is considered moral if motives or
at interprofessional collaboration. intentions are good, regardless of outcome.
In this theory of ethics, “the means justify
Morals  the end”. 
 Are personal beliefs about what is right and  There are universal truths that determine
what is wrong which each person has his or which actions are right or wrong, no matter
her own individual morals. Morals are what; for example, it is wrong to lie, no
influenced by culture, religion, family matter what the situation.
teachings, and, in some cases, philosophies  
and world views. Like values, they differ Utilitarianism (Consequentialism)
from person to person and culture to  Also known as teleology or consequence-
culture.  based ethics. This type of ethics is almost
o “Golden Rule”: the need to treat the opposite of deontology. Here the
others in the way that you want to emphasis is on consequences, or the “end
be treated. Because morals are justifies the means”. 
personal, you should not be  Doing the greatest good for the greatest
compelled to follow another’s number of people is the standard used to
mortality.  determine right actions. The process by
 Morals can be taught of as personal ethics which the end is achieved is irrelevant.
and it is important to consider that  
healthcare professionals must adhere to
their profession’s code pf ethics regardless
of their personal morals.

L1 – Principle of Double Effect

Double Effect
 Although not one of the commonly accepted
ethical principles, the so-called principle of
double effect bears mentions in any
discussion of ethics. 
 The principle applies when the intent of
treatment or care is to benefit the patient,
but the result of treatment is unexpected
harm. 
 For example, a patient with a serious
infection is given penicillin, which is known
to cure the infection. The patient has no
known allergies but experiences a life
threatening allergic reaction to the penicillin
and nearly dies. The intent was to help the
patient, but the treatment nearly killed him.
That is the principle of double effect, and it
occurs often in healthcare. Most treatments Applied Ethics 
  Involves the practical application of ethical
and legal principles to a specific situation. It
is considered by some to be more concrete
and practical than some of the other ethical
theories.  him or her.
 Using applied ethics to make ethical
decisions or solve ethical dilemmas involves
careful consideration of the effect on the
individual and the legal aspects of the
decision.  is the responsibility of the team to fully
 Applied ethics deals with ambiguous
situations; decisions are made based on
facts and critical reasoning rather than
theory. Decisions are made on a case-by-
case basis, rather than preexisting rules or
protocols.   Beneficence
 It is often used by healthcare teams and
institutional ethics committees.
L1 - Distributive Justice in Health Care
Distributive Justice
 Is concerned with the fair allocation of
resources throughout a diverse society. In
healthcare, this raises many issues. In the
case of kidney, heart, or other organ
transplants, there are more people who
need transplants than there are organs
available for transplant. If all people are to
be treated equally, how can we decide who
gets the transplant? Many models exist that  
deal with this problem of resource
allocation.  
Please watch this video for better
understanding
https://theihs.org/initiatives/ppe/justice/distributive-
justice-2/ (Links to an external site.)
There is no single or easy way to ensure fair and
equitable distribution of healthcare resources. Many
injustices and disparities exist in all types of
healthcare systems despite efforts to adhere to the
principle justice.
L1 –Ethical Principles in Health Care
 
Autonomy (Respect for Persons)
 Is the right to self-determination. This
means that all human beings have the
right to decide what is best for them.
Each person can control what is done to
 
 Legal guardians must be appointed for
these patients and the guardians make
the decisions, not the healthcare team. It
inform patients or their guardians of the
risks and benefits of the treatment being
offered. This is known as full
disclosure. 
 It is the obligation to maximize the
good. It means that healthcare providers
mist actively work to secure the well-
being of the patient. This includes
advocating for the patient and making
sure the patient’s voice and desires are
heard and respected. The patient’s best
interests come first. Healthcare
professionals must take positive action
to help others.
Non-Maleficence
Means to do no harm. It is a corollary of
the principle of beneficence. It addresses
the obligation of healthcare
professionals to avoid harm and to do
everything possible to minimize the
risks and adverse effects of treatment.
However, many treatments may cause
discomfort or even temporary injury, as
in the case of surgery. 
 The key concept here is intent.
Healthcare professionals cannot
intentionally and maliciously harm
anyone in their care. This principle also
applies to omissions- failure to act when
one should (Scott, 2009).
Justice
 At its core, the principle of justice means
fairness. Access to care is an issue that
falls under the principle of justice. Is
healthcare a right or a privilege?  Also
included in the principle of justice are
 the concepts of right to privacy,
confidentiality, and protection of
vulnerable populations.
 According to the principle of justice,
healthcare professionals are responsible
to protect patients and population groups
from exploitation. The ethical principle
of justice requires healthcare
professionals to provide the highest
quality of care possible in the situation,
regardless of the background,
socioeconomic status, or other
characteristics of the patient.
 Fidelity
 Means “faithfulness”. It is the obligation
to provide care and follow through; in
essence, the non- abandonment of
patients. It has to do with professional
integrity. You, as healthcare provider,
cannot simply decide not to care for a
patient in need. The principle of fidelity
includes being faithful to responsibilities
and commitments.  acceptable. This must consider all
 Fidelity also includes the need to make
decisions regarding which
responsibilities take precedence in
certain situations.
 Fidelity forms the key foundation for the
therapeutic provider-patient relationship.
It is essential to effective
interprofessional collaboration. It is the
key to upholding most professional
codes of ethics and for maintaining
competence in one’s profession.
 Veracity
 Truth telling. You cannot lie to or
deceive patients or families. It is
fundamental to continued trust between
people. Veracity is fundamental to
continued trust between people. It
requires full disclosure of risks and
benefits of treatments, medications, and
alternate therapies that are available. It
requires honestly answering all patient
and family questions, even if the answer
may be difficult to hear.
L1 - Values clarification
Values clarification
 Is an ongoing personal process that can be
used to help you become aware of your own
values and to recognize how they may
affect your personal and professional
behavior. 
 This process requires active reflection and
critical thinking. When faced with a
disturbing ethical issue, use the following
set of questions as a process with which to
clarify your personal values related to the
issue.
L1 - Ethical Decision Making
 Knowledge of ethical theories, principles,
and one’s own morals and values provides
a foundation for ethical decision making.
However, to make decision when faced with
an ethical issue or dilemma requires more
than just foundational knowledge. 
 It requires more than just foundational
knowledge. It requires a process by which
to analyze the situation, weigh alternatives
and come with a solution or decision that
the interprofessional team finds ethically
stakeholders who may be affected by the
decision. 
 These stakeholders include the patient and
population at large, as n cases of
contagious disease.
Process in Interprofessional Team-based
Decision Making 
1. Identify the decision to be made.
2. Whose decision is it to make?
3. Identify the stakeholders.
4. Decide how the team will make the
decision.
5. Identify and gather information relevant to
the decision.
6. Identify all available options.
7. Analyze the risks, benefits, costs, and
feasibility of the options.
8. Choose the best option.
9. Implement the decision.
10. Evaluate the outcome.
L1 - Moral Courage
Moral Courage
 Resolution of ethical issues is a complex
process. 
 To remain true to your own professional
code of ethics, personal morals, and
function as an effective member of an
 interprofessional team, and as an advocate promoting health and health equity across
for patients and families, you ay be called the lifespan.
upon to demonstrate moral courage.   VE2: Respect the dignity and privacy of
 Moral courage comes from “an ethical patients while maintaining confidentiality in
commitment, a kind of inner moral compass the delivery of team-based care.
calibrated by a set of core values” (p. viii).   VE3: Embrace cultural diversity and
 According to Kiddler, ethical issues individual differences that characterize
arise for two reasons.  patients, populations, and the health team.
o The first is being tempted to violate  VE4: Respect the unique cultures, values,
core values, such as engaging in roles/responsibilities, and expertise of other
cheating to get a better or lying to health professions and the impact these
protect a co-worker.  factors can have on health outcomes.
o The second is facing a dilemma in  VE5: Work in cooperation with those who
which “two deeply held values are in receive care, those who provide care, and
opposition. Fairness, perhaps versus others who contribute to or support the
compassion” (p. viii).  delivery of prevention and health services
 These two reasons may be characterized and programs.
as “right versus wrong” and “right  VE6: Develop a trusting relationship with
versus right” patients, families, and other team members
(CIHC, 2010).
 VE7: Demonstrate high standards of ethical
L2 - The Sub-Competencies of Values/Ethics for conduct and quality of care in contributions
Interprofessional Practice to team-based care.
 VE8: Manage ethical dilemmas specific to
The Sub-Competencies of Values/Ethics for interprofessional patient/population
Interprofessional Practice centered care situations.
 All healthcare professionals, regardless of  VE9: Act with honesty and integrity in
discipline, face ethical issues and dilemmas relationships with patients, families,
throughout their careers.  communities, and other team members.
 Addressing ethical dilemmas that arise  VE10: Maintain competence in one’s own
while collaborating with team members is profession appropriate to scope of practice.
key to successful resolution. 
 To collaborate effectively, you must be able
to reflect on your own personal and
professional values. As a healthcare L2 - The Sub-Competencies of VE 1 to 5 for
professional, you must be able to identify Interprofessional Practice
how your values and those of other team VE1: Place the interests of patients and
members impact team functioning and populations at the center of interprofessional
ethical decision-making ability (University of healthcare delivery and population health
Toronto, 2008). programs, with the goal of promoting health
 Interprofessional values and ethics are and health equity across the lifespan.
“patient centered with a  Competency of values/ethics places the
community/population orientation, grounded interests of patients and populations at the
in a sense of shared purpose to support center of interprofessional health care
common good in health care, and reflect a delivery. 
shared commitment to creating safer, more  The patient or population is the focus of
efficient, and more effective systems of care; the patient may be an individual, a
care” (IPEC, 2011, p.17) family, a community, or a population.
 Healthcare planning and decision making
The Sub-Competencies of Values/Ethics for should be based on meeting patient needs
Interprofessional Practice in the safest, most effective way that takes
 VE1: Place the interests of patients and into account patient values, culture, spiritual
populations at the center of needs, and preferences. 
interprofessional healthcare delivery and  In planning care, the interprofessional team
population health programs, with the goal of must consider patient values, culture,
spiritual needs, and preferences.
  Each profession has its own code of ethics
VE2: Respect the dignity and privacy of patients that all members of that profession must
while maintaining confidentiality in the delivery follow unconditionally. 
of team-based care.  The importance lies in recognizing that each
 Human beings have a basic right to professional has an obligation to practice
privacy.  according to the specific ethical guidelines
 Addresses the many tasks that healthcare of his or her profession, and in respecting
professionals must perform during the this obligation. 
delivery of care that have the potential to
violate privacy and dignity if care is not VE5: Work in cooperation with those who
taken to respect patient rights.  receive care, those who provide care, and
 In healthcare facilities, it is often difficult to others who contribute to or support the delivery
maintain patient privacy; however, it can be of prevention and health services and
done if all healthcare works make a programs.
conscious effort to do so.  Those who receive care may be individuals,
 It is important to know that you may not families, communities, or entire
release patient information to anyone populations. 
without the patient’s written permission.   Those who provide care may include family
 This includes the patient’s family members, members; community agencies; home
other healthcare facilities, and, in certain health agencies; primary, secondary, and
cases, other members of the healthcare higher education facilities; and public health
team.  agencies. 
 As a healthcare professional, you must
VE3: Embrace cultural diversity and individual learn to work cooperatively with those who
differences that characterize patients, receive care, provide care, prevent illness,
populations, and the health team. and promote health to achieve the possible
 This is critical to understanding this Sub- healthcare outcomes. 
competency. To embrace is to welcome,  Healthcare professionals can support the
incorporate, or support. It does not mean delivery of prevention and health services
merely to tolerate, accept, put up with, or and programs referring patients and posting
endure cultural differences.  or otherwise providing information to those
 Healthcare team culture may be defined as who may benefit from such resources.
“that complex whole which includes
knowledge, beliefs arts, morals, laws, VE6: Develop a trusting relationship with
customs, and any other capabilities and patients, families, and other team members
habits acquired by a human as a member of (CIHC, 2010).
society.   This addresses the need to develop a
 Healthcare professionals’ cultural trusting relationship with patients, families,
backgrounds influence how they see their and other team members.
patients, in the same way that the culture of  This highlights the need for open and
patients influences the way they see honest communication among healthcare
healthcare professionals.  professionals, patients, families, and other
 It calls for “embracing the cultural team members to build trust. 
diversity” of the healthcare team.   It requires truth telling (veracity) and
keeping to your word (fidelity). It requires
VE4: Respect the unique cultures, values, you to believe (trust) that others are telling
roles/responsibilities, and expertise of other the truth.
health professions and the impact these factors  Interprofessional communication is essential
can have on health outcomes. to building a rusting relationship. It is
 Each individual healthcare profession has important to understand that there are times
its own culture, values, that you may not be able to form a trusting
roles/responsibilities, and expertise.  relationship with some people due to their
 Each profession also has its own set of personal issues, past experiences, or
skills and standards, although some specific general mistrust of the healthcare system
skills may be shared with other professions. and healthcare professional. 
VE7: Demonstrate high standards of ethical information be freely given and not
conduct and quality of care in contributions to withheld. 
team-based care.  It requires transparency in all that you do as
 When working with an interprofessional a healthcare professional. 
team, it is essential to demonstrate high  Acting with integrity means to act with high
standards of ethical conduct and quality of moral and ethical standards and to
care.  consistently “do the right thing”. It means to
 This requires adhering to the ethical live and act according to your own values
principles of respect for persons, and ethics and those of your profession.
beneficence, nonmaleficence, fidelity,
veracity, and justice when contributing to VE10: Maintain competence in one’s own
team-based care.  profession appropriate to scope of practice.
  Acting according to high ethical standards  Maintaining competence in your own
means keeping your commitment to the profession within your scope of practice is
team and the patient, telling the truth, an ethical obligation. 
treating others fairly, and respecting others.  The science of healthcare is changing
 Rather than acting individually, respecting rapidly, with new developments in
other members of the team and allowing medication, technology, and treatment
them to use their expertise, voice their strategies occurring with increasing
opinions, and enter also into discussions frequency. 
about care, results in better patient  Each healthcare profession fulfills a specific
outcomes.   need of society; patients, families, and other
team members depend on healthcare
VE8: Manage ethical dilemmas specific to professionals executing their duties
interprofessional patient/population centered competently. 
care situations.  Each healthcare professional is accountable
 An ethical dilemma specific to to consumers for the provision of high
interprofessional patient- or population- quality care with predictable outcomes. 
centered care situations in any ethical
dilemma that arises during the team-based L3 - Values and Ethic Case Studies
care of an individual or population. 
 Managing ethical dilemmas in healthcare
situations is a difficult skill to develop. 
 It requires understanding that you as a
healthcare professional are not working in
isolation; you may have a team to draw
upon. It requires an understanding of basic
ethical principles and theories. 
 To effectively manage ethical dilemma, you
and the healthcare team must actively use
an agreed upon formal ethical decision-
making model.

VE9: Act with honesty and integrity in

relationships with patients, families,
communities, and other team members.
 Acting with honesty and integrity in
relationships requires adherence to the
ethical principles discussed. It requires
adherence to state and federal laws and
institutional policies. 
 It not only means to tell the truth to
colleagues, patients, families, and
communities, but also includes the absence
of deception. It also requires that
Module 3: Roles and Responsibilities  Interprofessisonal collaboration begins with
mutual respect, clear communication, and a
L1 - Basics of Professional Roles and Public focus on patient as the center of care. These
Health characteristics are necessary to the development
of shared goals and shared decision making. The
end result is collaboration
BASICS OF PROFESSIONAL ROLES

 ROLE – is generally used to refer to a set of

behaviors that fir together into a unified
whole. It is those that characterize a
person’s expected actions in a given context.
It refers to the duty that one has or is
expected to have.
 PUBLIC HEALTH – promotes and
protects the health of people and the
PROFESSION
communities where they live, learn, work
 A profession is defined as a calling requiring
and play. (APHA, 2017)
specialized knowledge and long and intensive
academic preparation (Merriam-Webster, 2015)
Public health is concerned with 
EDUCATION
1. improving access to health care  Education is extended, is standardized and takes
2. health promotion place in institutions of higher learning.
3. preventing and controlling infectious disease
and UNIQUE BODY OF KNOWLEDGE
4. reducing environmental hazards, violence,
 It is specific to the professional discipline and
substance abuse and injury.
serves as the basis for the practice of the
profession (Birden et. Eal, 2014)
Health professionals in public health practice: 
SERVICE
1. epidemiologist  A specific need of society is served by the
2. nurses, profession. Professions are characterized by
3. social workers, their service. There is a sense of calling to the
4. biostatisticians, discipline, a sense of mission and a
5. infectious disease specialists, responsibility to the public.
6. physicians,
7. health educators, and AUTONOMY
8. field workers  Autonomy is defined as the quality or state of
being self-governing. Self-governing or self-
regulation, means that it is only members of the
profession themselves who decided what is
required educationally and legally to become
and remain a practitioner of that profession.

CODE OF ETHICS
 Code of ethics is a written document
encompassing the set of rules based on values
and standards of conduct to which practitioners
of a profession are expected to conform.
 A code of ethics acts as a framework for
decision making and is an example of a standard
for practice.

L1 - Characteristic of Collaboration
L1 - Scope of Practice and Professional Identity
CHARACTERISTICS OF COLLABORATION Development
SCOPE OF PRACTICE
 Scope of practice denotes those activities that
members of a specific profession are legally
allowed to do as a result of their education.
 Special interest in understanding
Interprofessional Collaboration Practice
 Collaboration between healthcare providers
should be the professional norm.
 No single profession owns a specific skill or
activity.
 No professional has enough skills or knowledge
to perform all aspects of the profession’s scope of
practice
PROFESSIONAL IDENTITY DEVELOPMENT
 Part of the professionalization process is the
development of your own professional identity.
 Professional identity is defined as one’s
professional self-concept based on attributes,
beliefs, values, motives, and experiences.
Professional identity development is a lifelong
process.
L1 - Self-reflection as a Learning Tool
SELF REFLECTION AS A LEARNING TOOL
 Self-reflection can be defined as the ability to
engage in introspection with the willingness to learn
something about oneself in the process and the
desire to grow and change.
 Professional identity is defined as one’s
professional self-concept based on attributes,
beliefs, values, motives, and experiences.
Professional identity development is a lifelong
process
Components of Self-reflection
1. Examination of our own feelings and thoughts
2. Willingness to learn something from engaging in
introspection.
Skills Needed for self-reflection
1. Awareness – being conscious of oneself,
including beliefs, values, qualities, strengths, and
limitations. (Enuku & Evawoma-Enuku, 2015)
2. Description – refers to the ability to state the
characteristics of something in a non-judgmental
manner. (Enuku & Evawoma-Enuku, 2015)
3. Critical analysis – is the ability to examine the
components, internal structure, and interactions of a
whole to understand it. (Enuku & Evawoma-Enuku,
2015)
4. Synthesis – is the ability to form a single
coherent idea out of several different elements.
(Enuku & Evawoma-Enuku, 2015)
5. Evaluation – is the ability to pass judgement
over something using a set of criteriaor standard.
(Enuku & Evawoma-Enuku, 2015)
6. Action intervention – is the ability to decide
whether and how to take action, once a new
perspective has been developed through self-
reflection (Sherwood & Horton-Deutsch, 2012)
L1 - Roles and Responsibilities in the Context of
Teamwork
ROLES AND RESPONSIBILITIES IN THE
CONTEXT OF TEAMWORK
What is a Healthcare team?
 Group can be defined as two or more individuals
who are connected to one another by social;
relationships.
 Interprofessional Collaborative Healthcare Team
is defined as a team that engages in cooperation,
coordination, and collaboration that is characterized
by the relationships between the professionals
involved in the delivery of patient-centered care.
Clarify roles in Healthcare teams
 All team members must be able to explain team
roles and responsibilities, for themselves and for
other team members, as a precursor to clarifying
how the team members, as a precursor to
clarifying how the team will work together in a
specific
L2 - Competencies of Roles and Responsibilities
Competencies of Roles and Responsibilities
 Knowing the roles and responsibilities of a
member of the health care team is important to
clearly identify the tasks with a professionals
scope of practice for which a professional will
be responsible in a given care situation and
further, to identify those that may overlap with
those of one or more other healthcare
professionals  in a given care situation.
 For true collaboration to take place , each
professional who is a member of the health care
 team must be part of the planning. They must
plan together with other professionals, with
patients and families, with nonprofessional
organizations and volunteers, within and
between organizations, and within communities
to clearly identify who will be responsible for
certain roles (IPEC, 2011).
 Use the knowledge of one's own role and those
of other profession to appropriately assess and
address the healthcare needs of patients and to
promote and advance the health of population
served (IPEC, 2016).
L2 - Specific Sub-competencies of
Roles/Responsibilities
Specific Sub-competencies of
Roles/Responsibilities(RR):
 RR1. Communicate one's roles and
responsibilities clearly to patients, families,
community members, and other professionals.
 RR2. Recognize one's limitations in skills,
knowledge, and abilities.
 RR3. Engage diverse professionals who
complement one's own professional expertise, as
well as associated resources, to develop
strategies to meet specific health and healthcare
needs of patients and populations.
 RR4. Explain the roles and responsibilities of
other providers and how the team works together
to provide care, promote health, and prevent
disease.
 RR5. Use the full scope of knowledge, skills,
and abilities of professionals from health and
other fields to provide care that is safe, timely,
efficient, effective, and equitable.
 RR6. Communicate with team members to
clarify each member's responsibility in executing
components of a treatment plan or public health
intervention.
 RR7. Forge interdependent relationships with
other professions within and outside of the
health system to improve care and advance
learning.
 RR8. Engage in continuous professional and
interprofessional development to enhance team
performance and collaboration.
 RR9. Use unique and complementary abilities of
all members of the team to optimize health and
patient care.
 RR10. Describe how professionals in health and
other fields can collaborate and integrate clinical
care and public health interventions to optimize
population health.
L2 - Continuum of Interprofessional Education (IPE)
An enhanced professional education model capturing
essential concepts of interprofessional education
NOTE: CE = continuing education; CIPE = continuing
interprofessional education; IPE = interprofessional
education.
  This model builds on earlier thinking about a
patient-centered approach to learning in the
health professions and describes the
intersections of IPE with basic education,
graduate education, and continuing IPE; it also
captures the understanding that point-of-care
learning is a key component of lifelong learning
(Josiah Macy Jr. Foundation, 2010 (Links to an
external site.)).  directed to consider and apply specific sub-
 This broad definition of continuing education
encompasses all learning (formal, informal,
workplace, serendipitous) that enhances
understanding and improves patient care (IOM,
2010 (Links to an external site.); Nisbet et al.,
2013 (Links to an external site.)). 
 All of these elements are important in linking
IPE to individual, population, and system
outcomes.
 NOTE: For this model, “graduate education”
encompasses any advanced formal or supervised
health professions training taking place between
completion of foundational education and entry
into unsupervised practice.
 The interprofessional learning continuum
(IPLC) model encompasses four interrelated
components:
o a learning continuum;
o the outcomes of learning; individual and
population health outcomes;
o system outcomes such as organizational
changes, system efficiencies, and cost-
effectiveness; and
o the major enabling and interfering
factors that influence implementation
and overall outcomes.
It must be emphasized that successful application of this
model is dependent on how well the interdependent
education and health care systems, as described in the
previous chapter, are aligned.
L3 - Roles and Responsibilities Case Studies
CASE STUDY ACTIVITY GUIDELINES 
 For each practice case study, you will be
competencies of Roles/Responsibilities. Case
studies can be used as individual problem-based
learning activities. 
ACTIVE LEARNING ACTIVITIES
1.To learn how to clearly communicate your
professional role to patients and family members, as well
as to other members of the health care team, try the
following: (a)Explain your professional role in three
sentences or fewer. Use your professional organization
as a resource or reference (PPhA); (b) Ask for feedback
from a peer.
2.Explore your own assumptions. (a) select two
healthcare professions and write down all things you
think these professions do.; (b) Then go to the websites
of the respective professional organizations or interview
members of the professions to explore the role of each
profession; (c) compare your "assumptions" about the
role with what you found in your research; (d) Identify
where you may have inadvertently stereotyped that
profession.
3.List at least five healthcare activities that more than
one professional may be qualified to do and who can do
them. Example measuring blood pressure:nurses:
physicians, pharmacists, etc.
4.Explain how distribution of responsibilities will result
in safe, timely, efficient, effective, and equitable care for
the patient.
5.Building your own interdependent relationships. (a)
Name at least three things that you currently do to
promote interdependent relationships with your
professional peers within and outside of the health
system; (b) Identify at three things that you can do in the
future to increase number and strength of
yourinterdependent relationship with professional
colleagues within and outside of the health system.
6.Identify three opportunities for professional and
interprofessional development in your discipline that
would enhance interprofessionalcollaboration.

7.Describe how professionals in health and other health

fields can collaborate and integrate clinical care and
public health interventions to optimize population health.
(a) List some ways that you could collaborate to
integrate clinical care with public health interventions in
your own practice. Think about an individual patient,
and identify public health resources that may benefit him
or her. (b) Are there community or public health
program that are available or need to be developed that
would promote the health of the community that you
serve? (c) What can you do to improve the health of the
population you serve?
Module 4: Interprofessional Communication
L1 - Foundations of Communication Theory
Interpersonal communication is an essential component
of Interprofessional Collaborative Practice IPCP), and is
key to team relationships and patient safety.
 Communication failures have been cited as the
leading cause of medical errors, delay of
treatment, and wrong site surgeries.
 Health professionals communicate with patients
and their families, colleagues, other staff and
team members with varied educational levels.
 To develop competency in interprofessional
communication it is necessary to recognize and
understand that in interprofessional healthcare
teams "communication phenomena are surface
manifestations of complex configurations of
deeply felt beliefs, values, and attitudes"
https://youtu.be/I6IAhXM-vps
COMMUNICATION PROCESS
L1 - Basics of Interprofessional Communication  to relate to
BASICS OF INTERPROFESSIONAL
COMMUNICATION.
 According to IPEC, 2016. It is important to
communicate with patients, families,
communities, and professionals in health and
other fields in a responsive and responsible
manner that supports a team approach to the
promotion and maintenance of health and the
prevention and treatment of disease.
 The ability to communicate clearly and
respectfully is essential to interprofessional
collaboration. 
OVERVIEW OF THE COMMUNICATION
PROCESS
 To understand the competency of intprofessional
Communication and its Sub-competencies
(IPEC, 2016), this communication process could
be used as as a guide.
THE COMMUNICATION PROCESS
 Stimulus - need for information, comfort,
advice etc.
 Sender - the source of information
o Message Filters through Personal
Factors
 Personal agenda/goals, Personal
bias, Personal
relationship, Culture, Past
experience, Mood/Attitude, Val
ues system, Knowledge, Ability
others, Environmental
factors, Gender roles
  Message - content.   Environmental Factors
o It can be... o lack of privacy
 Verbal o unfamiliar or uncomfortable
 Nonverbal-  visual (e.g., body surroundings,
language, tactile (e.g., o unfamiliar smells.
hug), smell (e.g., body
odor), silence
 Both verbal and nonverbal
 may contradict, may L1 - Types of Communication
substantiate
o Message influenced by transmission
VERBAL COMMUNICATION
quality
 Amount of input, Clarity of
o Verbal communication is a
input, Relevance of input
form of communication in which you use words to
 Person(s) receiving the message
interchange the information with other people either
o Message Evaluated through Personal
in the form of speech or writing
Filters o .Verbal communication is the
o Interpretations of message sent are
use of words and sounds to express yourself to
influenced by the same common factors another person. 
as for the sender.
 Formulation of Feedback
The communication can be done in two ways (i) Oral –
o Receiver
like face to face communication, lectures, phone calls,
 Agrees with message, Disagrees seminars, etc. (ii) Written – Letters, E- mail, SMS, etc.
with message, Needs There are two types of communication, they are:
clarification: "Is this what you
mean?", Provides
 Formal Communication: Also
information, Requests
termed as official communication, it is a type of
information, Gives feedback,
communication in which the sender follows a pre-
which takes many forms
defined channel to transmit the information to the
(Verbal, Nonverbal, Both verbal
receiver is known as formal communication.
and nonverbal)
 Informal
Communication: Most commonly known as
grapevine, the type of communication in which the
sender does not follow any pre-defined channels to
L1 - Factors Affecting Communication transmit the information is known as informal
communication.
 There are factors that can obstruct or distort
communication at any point in the process
causing inaccurate formulation of the message,
inaccurate or improper transmission or
inaccurate interpretation by the receiver.
NON-VERBAL COMMUNCIATION
These factors include:
o Chronemics: The use of time in
 Personal factors communication is chronemics, which speaks
o sender's and receiver's emotional state, about the personality of the sender / receiver like
mood, or response to stress punctuality, the speed of speech, etc.
o developmental level (child, adult etc.) o Vocalics: The volume, tone of voice and
o generational differences pitch used by the sender for communicating a
o Cognitive factors  message to the receiver is known as vocalics or
o Physical factors2. Relationship factors paralanguage.
 Relationship factors o Haptics: The use of touch in
communication is the expression of feelings and
o Social and professional factors emotions.
 o Kinesics: It is the study of the body
language of a person, i.e., gestures, postures,
facial expressions, etc.
o Proxemics: The distance maintained by
a person while communicating with others,
communicates about the relationship of the
person with others like intimate, personal, social
and public.
o Artifacts: The appearance of a person
speaks about his personality, i.e. by way of
clothing, carrying jewelry, lifestyle, etc. This
kind of communication is known as artifactual
communication.

VERBAL NON-VERBAL
BASIS FOR
COMMUNICATIO COMMUNICATIO
COMPARISON
N N
The communication The communication
in which the sender that takes place
uses words to between sender and
Meaning transmit the message receiver with the use
to the receiver is of signs is known as
known as verbal non-verbal
communication. communication.
Chronemics,
Vocalics, Haptics,
Types Formal and Informal
Kinesics, Proxemics,
Artifacts.
Time Consuming No Yes
Chances of
Happens most of the
transmission of wrong Rarely happens.
time.
message
Yes, in case of
Documentary
written No
Evidence
communication.
Helpful in
The Message can be
understanding
clearly understood
Advantage emotions, status,
and immediate
lifestyle and feelings L1 - Active Listening Techniques
feedback is possible.
of the sender.
The message can be
transmitted through
How well do you listen to your parents, friends,
The personal presence patients, healthcare professionals and other people you
letters, phone calls,
of both the parties to
Presence etc. so the personal
communication is a
encounter? Are you a passive or active listener?
presence of the
must.
parties, doesn't make
any change.  Listening is really important in healthcare and
other forms of communication.
 Active listening - it is the act of fully hearing
and comprehending the meaning of what
someone else is saying.
 COMMIT (priority) and PRACTICE (work on
it)
 Avoid being destructed by your own thoughts
while talking to another person, instead focus on
the speaker and topic instead.
 Try not to interrupt the other person, let them
finish what they are saying. Show that you are
 listening by your body language and make notes
if possible.
 FOUR QUALITIES of ACTIVE
Listening  (according to Alex Lyon) involves:
o 1. Nonverbal communication
(demonstrating that you are engaged,
and nonverbal views of the speaker)
o 2. Verbal communication (asking good
questions, lets the speaker answer it,
small utterances)
o 3. Responding to what somebody just
said. (questions --> respond --> question
--> respond). You ask question, they
respond and you can confirm and make
follow up question)
o 4. Let the focus on them and let them
talk. (all about the other person not
about you.)
L1 - Active Listening Techniques Description
1. USING SILENCE
o Refrain from speaking. Gibe the person
time to think and organize and share
their thoughts without interruption.
o A healthcare professional may express
interest nonverbally through body
language.
2. OFFERING GENERAL LEADS
o The use of short phrases to encourage
the person to continue talking.
3. ACCEPTING
o A nonjudgemental attitude and response
that indicates understanding (but not
necessarily agreement).
4. RESTARTING
o Healthcare professionals use their own
words to repeat the main idea expressed
by the person.
o This gives the person the opportunity to
correct inaccuracies. 
5. REFLECTING
o Questions are reflected back to the
person so that he or she can process his
or her own answers.
o The healthcare professional verbalizes
the implied feelings in the person's
comment.
6. FOCUSING
o Call attention to certain points, words, or
events of importance; this is especially
useful when the person moves rapidly
from subject to subject.
7. EXPLORING
o Examining certain ideas, experiences, or
relationships further.
8. SEEKING CLARIFICATION
o An attempt to clearly understand the
meaning of the person's statements by
asking for further information.
9. VERBALIZING THE IMPLIED
o Put into words what the person has only
said indirectly. 
o This allows the person to agree or
disagree.
10. SUMMARIZING
o The healthcare professional highlights
the main idea expressed during the
interaction. 
L1 - SBAR Communication Tool
What is SBAR? 
 SBAR is an easy to use, structured form of
communication that enables information to be
transferred accurately between individuals. 
 SBAR was originally developed by the United
States military for communication on nuclear
submarines, but has been successfully used in
many different healthcare settings, particularly
relating to improving patient safety. 
 SBAR consists of standardized prompt questions
in four sections to ensure that staff are sharing
concise and focused information. It allows staff
to communicate assertively and effectively,
reducing the need for repetition and the
likelihood for errors. 
  As the structure is shared, it also helps staff o Clinical impressions, concerns. 
anticipate the information needed by colleagues  R – recommendation Finally, what is your
and encourages assessment skills.  recommendation? That is, what would you like
 Using SBAR prompts staff to formulate to happen by the end of the conversation. Any
information with the right level of detail. advice that is given on the phone needs to be
repeated back to ensure accuracy. 
When to use it? o Explain what you need – be specific
about request and time frame.
 SBAR helps to provide a structure for an o Make suggestions. 
interaction that helps both the giver of the o Clarify expectations. 
information and the receiver of it. It helps the
giver by ensuring they have formulated their
thinking before trying to communicate it to
someone else. 
 The receiver knows what to expect and it helps
to ensure the giver of information is not
interrupted by the receiver with questions that
will be answered later on in the conversation. 
 SBAR can be used in any setting but can be
particularly effective in reducing the barrier to
effective communication across different
disciplines and between different levels of staff. 
 When staff use the tool in a clinical setting, they
make a recommendation that ensures the reason
for the communication is clear. 
 This is particularly important in situations where
staff may be uncomfortable about making a
recommendation, eg those who are
inexperienced or who need to communicate with
someone who is more senior than them. 
 The use of SBAR provides clarity to
communication and prevents the unreliable
process of ‘hinting and hoping’ that the other
person understands.

L1 - SBAR TO HOW TO USE IT?

 S – situation
o Identify yourself the site/unit you are
calling from. 
o Identify the patient by name and the
reason for your communication. 
o Describe your concern. 
 B– background 
o Give the patient’s reason for admission 
o Explain significant medical history
o Inform the receiver of the information of
the patient’s background: admitting
diagnosis, date of admission, prior
procedures, current medications,
allergies, pertinent laboratory results and
other relevant diagnostic results. 
 A – assessment
o Vital signs
o Contraction pattern
L2 - Competencies of Interprofessional
Communication

Communicate with patients, families, communities, and

professionals in health and other fields in a responsive
and responsible manner that supports a team approach to
the promotion and maintenance of health and the
prevention and treatment of disease. (Interprofessional
Communication)

1. Choose effective communication tools and

techniques, including information systems and
communication technologies, to facilitate
discussions and interactions that enhance team
function.
2. Communicate information with patients,
families, community members, and health team
members in a form that is understandable,
avoiding discipline-specific terminology when
possible. 
3. Express one’s knowledge and opinions to team
members involved in patient care and population
health improvement with confidence, clarity,
and respect, working to ensure common
understanding of information, treatment, care
decisions, and population health programs and
policies. 
4. Listen actively, and encourage ideas and
opinions of other team members
5. Give timely, sensitive, instructive feedback to
others about their performance on the team,
responding respectfully as a team member to
feedback from others.
6. Use respectful language appropriate for a given
difficult situation, crucial conversation, or
conflict.
7. Recognize how one’s uniqueness (experience
level, expertise, culture, power, and hierarchy
within the health team) contributes to effective
communication, conflict resolution, and positive
interprofessional working relationships
(University of Toronto, 2008).
8. Communicate the importance of teamwork in
patient-centered care and population health
programs and policies. 

L3 - Interprofessional communication Case Studies