Communicating to Patients/Clients with Special Needs 46 – PST04106 Communication Skills

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NTA Level 4 • Semester 1 • PST04106

Communicating to Patients/Clients with Special Needs 46

Communication Skills • Source Session/Topic 8
Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability.

Session 8: Communicating to Patients/Clients with Special Needs 46

Background

There is currently an ever increasing demand for pharmaceutical personnel

in Tanzania. This is due to expanding investment in public and private

pharmaceutical sector. Shortage of trained pharmaceutical human resource

contributes to poor quality of pharmaceutical services and low access to

medicines in the country (GIZ, 2012).

Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together

with Development Partners (DPs) in Germany and Pharmaceutical Training

Institutions (PTIs) worked together to address the shortage of human

resource for pharmacy by designing a project named “Supporting Training

Institutions for Improved Pharmaceutical Services in Tanzania” in order to

improve quality and capacity of PTIs in training, particularly of lower

cadre pharmaceutical personnel.

The Pharmacy Council formed a Steering committee that conducted a

stakeholders’ workshop from18th to 22ndAugust 2014 in Morogoro to initiate

the implementation of the project.

Key activities in the implementation of this project included carrying out

situational analysis, curriculum review and harmonization, development of

training manual/facilitators guide, development of assessment plan,

training of trainers and supportive supervision.

After the curricula were reviwed and harmonized, the process of developing

standardised training materials was started in August 2015 through Writer’s

Workshop (WW) approach.

The approach included two workshops (of two weeks each) for developing

draft documents and a one-week workshop for reviewing, editing and

formatting the sessions of the modules.

The goals of Writers Workshopswere to build capacity of tutors in the

development of training materials and to develop high-quality standardized

teaching materials.

The training package for pharmacy cadres includes a Facilitator Guide,

Assessment plan and Practicum. There are 12 modules for NTA level 4 making

12 Facilitator guides and one Practicum guide.

Acknowledgment

The developmentof standardized training materials of a competence-based

curriculum for pharmaceutical sciences has been accomplished through

involvement of different stakeholders.

Special thanks go to the Pharmacy Council for spearheading the

harmonization of training materials in the pharmacy after noticing that

training institutions in Tanzania were using different curricula and train

their students differently.

I would also like to extend my gratitude to St. Luke Foundation

(SLF)/Kilimanjaro School of Pharmacy –Moshi for their tireless efforts to

mobilize funds from development partners.

Special thanks to John Snow Inc (JSI), Deutsche GesellschaftFür

Internationale Zusammenarbeit (Giz), Merck Kgaa, BoehringerIngelheimGmbhand

Bayer Pharma Ag and action medeor.V for the financial and technical

support.

Particular thanks are due to those who led this important process to its

completion, Mrs Stella M. Mpanda, Director Childbirth SurvivalIntenational

and Members from the secretariat of National Council for Technical

Education (NACTE) for facilitating the process.

Finally, I very much appreciate the contributions of the tutors and content

experts representing PTIs, hospitals, and other health training

institutions. Their participation in meetings and workshops, and their

input in the development of this training manual/facilitators guide have

been invaluable.

These participants are listed with our gratitude below:

Mr.Wilson Mlaki St. Luke

Foundation/Kilimanjaro School of Pharmacy

Mr.Samwel M. Zakayo Pharmacy Council

Ms. Ester A. Tuarira MUHAS

Ms. Tumaini H. Lyombe MUHAS

Mr, Wensaa E. Muro KSP

Ms. Dilisi J. Makawia KSP

Ms. Julieth Koimerek KSP

Rev. Baraka A.M. Kabudi MEMS

Mr. Kelvin E. Mtanililwa Royal Pharmaceutilcal Training Institute

Ms. Rose Bulilo CEDHA

Ms. Diana H. Gamuya CEDHA

Dr.Melkiory Masatu CEDHA

Dr.Benny Mboya CEDHA

Mr. Habel A. Habel City College of Health and Allied

Sciences

Ms. Zaina Msami Meru District Council

Director of Human Resources Development

Ministry of Health, Community Development, Gender, Elderly and Children

Introduction

Module Overview

This module content is a guide for tutors of Pharmaceutical schools for

training of students. The session contents are based on sub-enabling

outcomes and their related tasks of the curriculum for Basic Technician

Course in Pharmaceutical Sciences. The module sub-enabling outcomes and

their related tasks are as indicated in the Basic Technician Certificate in

Pharmaceutical Sciences (NTA Level 4) Curriculum.

Target Audience

This module is intended for use primarily by tutors of pharmaceutical

schools. The module’s sessions give guidance on the time, activities and

provide information on how to teach the session. The sessions include

different activities which focus on increasing students’ knowledge, skills

and attitudes.

Organization of the Module

The module consists of eight (08) sessions; each session is divided into

several parts as indicated below:

• Session Title:The name of the session
• Total Session Time: The estimated time for teaching the session,

indicated in minutes

• Pre-requisites: A module or session which needs to be covered before

teaching the session.

• Learning Tasks:Statements which indicate what the student is expected to

learn by the end of the session

• Resources Needed: All resources needed for the session are listed

including handouts and worksheets

• Session Overview: The session overview box lists the steps, time for each

step, the activity or method used in each step and the step title

• Session Content: All the session contents are divided into steps. Each

step has a heading and an estimated time to teach that step as shown in

the overview box. Also, this section includes instructions for the tutor

and activities with their instructions to be done during teaching of the

contents

• Key Points: Key messages for concluding the session contents at the end

of a session This step summarizes the main points and ideas from the

session, based on the learning tasks of the sssion

• Evaluation: The last section of the session consists of short questions

based on the learning tasks to check the understanding of students.

• Handouts: Additional information which can be used in the classroom while

teaching or later for students’ further learning. Handouts are used to

provide extra information related to the session topic that cannot fit

into the session time. Handouts can be used by the students to study

material on their own and to refer to them after the session. Sometimes,

a handout will have questions or an exercise for the participants

including the answers to the questions.

Instructions for Use and Facilitators Preparation

• Tutors are expected to use the module as a guide to train students in the

classroom and skills laboratory

• The contents of the modules are the basis for teaching and learning

Communication Skills.

• Use the session contents as a guide
• The tutors are therefore advised to read each session and the relevant

handouts and worksheets as preparation before facilitating the session

• Tutors need to prepare all the resources, as indicated in the resource

section or any other item, for an effective teaching and learning process

• Plan a schedule (timetable) of the training activities
• Facilitators are expected to be innovative to make the teaching and

learning process effective

• Read the sessions before facilitation; make sure you understand the

contents in order to clarify points during facilitation

• Time allocated is estimated, but you are advised to follow the time as

much as possible, and adjust as needed

• Use session activities and exercises suggested in the sessions as a guide
• Always involve students in their own learning. When students are

involved, they learn more effectively

• Facilitators are encouraged to use real life examples to make learning

more realistic

• Make use of appropriate reference materials and teaching resources

available locally

Preparation with Handouts and Worksheets

• Go through the session and identify handouts and worksheets needed for

the session

• Reproduce pages of these handouts and worksheets for student use while

teaching the session. This will enable students to refer to handouts and

worksheets during the session in the class. You can reproduce enough

copies for students or for sharing

• Give clear instructions to students on the student activity in order for

the students to follow the instructions of the activity

• Refer students to the specific page in the student manual as instructed

in the facilitator guide

Using Students Manual When Teaching

• The student manual is a document which has the same content as the

facilitator guide, which excludes facilitator instructions and answers

for exercises.

• The student manual is for assisting students to learn effectively and

acts as a reference document during and after teaching the session.

• Some of the activities included in facilitator guide are in the student

manual without facilitator instructions.

Abbreviations/Acronym

CEDHA Centre for Educational Development in Health Arusha

CUHAS Catholic University of Health and Allied Sciences

Giz Deutsche GesellschftFürInternationaleZusammenarbeit

HKMU Herbert Kairuki Memorial University

JSI John Snow Inc

KSP Kilimanjaro School of Pharmacy

LCD Liquid Crystal Display

LZHRC Lake Zone Health Resource Centre

MoHCDGEC Ministry of Health, Community Development, Gender, Elderly and

Children

MUHAS Muhimbili University of Health and Allied Sciences

NACTE National Council for Technical Education

NTA National Technical Award

RuCU Ruaha Catholic University

SLF Saint Luke Foundation

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