96813 Team-Based Patient Care
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
A team-based approach to patient care is transforming and improving primary care provision for both patients and their families and members of the health care team. Evidence shows utilising the complementary strengths and expertise of individual members of the health care team improves patient care overall. Acting effectively as a member of an inter-professional team is an essential skill for advanced practice pharmacists
The development of advanced level communication skills is essential for the performance of this advanced practice roles. This subject equips students with the skills and knowledge to enable them to participate as an active member of a health care team, communicate at an advanced level with their peers and to develop and maintain effective interpersonal working relationships.
Subject learning objectives (SLOs)
| 01. | Accurately take comprehensive medication histories and perform medication reconciliations. |
|---|---|
| 14. | Effectively communicate with patients, carers, general practitioners and other health care professionals. |
| 15. | Participate in health promotion activities. |
| 16. | Set patient goals and demonstrate the ability to assist patients achieve the goals. |
| 17. | Demonstrate an ability to coordinate care for patients with chronic diseases. |
| 18. | Formulate, document and implement patient care plans. |
| 19. | Provide group education for chronic disease and/or smoking cessation. |
| 20. | Recognise when to refer to GPs, specialists or other appropriate healthcare professionals. |
| 21. | Participate in multidisciplinary reviews of patients through developing a patient care plan and/or case conferencing. |
| 22. | Act as a patient advocate. |
| 23. | Demonstrate an ability to liaise with hospital and community pharmacists and across the health sector. |
| 24. | Collaborate with other healthcare professionals for example, GPs, dietician, nurse practitioner. |
| 25. | Present at meetings with other healthcare professionals. |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Demonstrate safe and competent operational, interpersonal and clinical skills for the benefit and care of patients and the wider community. (.01)
- Reflect on the knowledge, skills and attributes required for the evaluation and integration of emerging evidence into practice, promoting the growth of personal and professional learning, and the education of others. (.02)
- Analyse and synthesise knowledge of health science concepts and theory, and apply skills of scientific research and clinical reasoning to support decision-making in pharmacy practice. (.03)
- Engage in team undertakings adopting a range of roles in diverse teams, building cohesion and maximising team contributions. (.04)
- Demonstrate sound, ethical, compassionate and respectful patient-focussed care, taking responsibility for personal health and wellbeing. (.05)
- Capably communicate to patients, their families, carers and members of the health care team, contribute to wider health education and promotion, choosing and adapting communication modes to address cultural and linguistic diversity. (.06)
- Represent pharmacy perspectives in multidisciplinary environments, and optimise patient outcomes through self- awareness and acknowledgement of the contributions of other health care disciplines. (.07)
- Integrate into daily practice knowledge of health systems and concerns in national and global communities, with awareness of the social and cultural contexts of health to meet the diverse needs of individuals and communities. (.08)
- Demonstrate respect and value for diverse ways of knowing, being and doing, in particular recognising the diversity of indigenous Australians, while critically reflecting on the impact of ongoing colonisation and its pervasive discourse on their health and wellbeing, and integrating this knowledge into practice. (.09)
Contribution to the development of graduate attributes
This subject contributes to the Graduate Certificate in Advanced Pharmacy Practice by providing students with an understanding of multidisciplinary communication and collaboration.
This subject contributes to the development of the following graduate attributes:
Lifelong learning
Graduates of the Graduate Certificate in Advanced Pharmacy Practice are lifelong learners, committed to and capable of reflection and inquiry in their quest for personal development and excellence in professional practice.
Professional capacity
Graduates of the Graduate Certificate in Advanced Pharmacy Practice are client-focussed, ethical practitioners with the understanding and proficiency to be leaders in their profession, capable of effectively researching and communicating solutions in a global context.
Cultural competence
Graduates of the Graduate Certificate in Advanced Pharmacy Practice are culturally competent professionals, able to reflect on and explain their own cultural perspectives, accommodate cultural differences and achieve optimal outcomes through the adoption of a consultative approach to health care with indigenous Australians and other cultural groups.
Teaching and learning strategies
This Subject takes a patient- and health care professional case-focussed approach, supported by learning activities dealing with the theoretical underpinnings of team-based patient care. At the start of semester, students will attend a three-day intensive online component for workshops, activities and assessments. During semester students will engage and collaborate with other students via posting on discussion boards, contributing to group activities and attending online Zoom workshops.
Strategy One Core learning:
Core learning material, activities and readings are undertaken in Canvas prior to fortnightly live and online workshops. Students will be provided with learning activities each week, including readings, discussions, reflection questions, case studies and videos that prepare them for the live and online sessions. Please ensure Canvas work is carried out prior to the live and online session so that you have spent time accessing and making sense of ideas.
Attending the live and online workshops will allow you to test these ideas and get feedback from the academic staff and peers which will further consolidate your learning.
Live and online workshops:
Fortnightly live and online workshops provide students with opportunities to participate in discussions, role play and case-based learning activities. The activities in the workshops build on the Canvas work and allow time to clarify and ask questions on content learning. Students will work collaboratively in pairs, small groups and as a class during the workshops. Group discussions will often involve case-based learning activities.
Students will participate in role-play and learning activities to assist with the development of communication skills in preparation for clinical placement. Feedback will be provided by the teacher and by peers.
Online intensive workshops:
Students will attend a three-day intensive block online, during which they will participate in workshops that will include discussion, role play, simulation, problem-based learning activities, and practice of advanced communication skills for advanced practice pharmacists. When communication skills are practised, the faculty member will provide live guidance on how feedback should be provided, so that students receive immediate constructive feedback from peers and from the faculty member.
Early and consistent feedback
Structured feedback is provided following the Zoom online discussions. The collaborative learning approach utilised in the class will enable ongoing feedback to be provided as areas of learning need are identified. The continuous formative feedback provided during the semester will allow students improve towards their assignments and assessment activities.
Content (topics)
This subject covers the following key areas:
- Introduction to team-based care
- Multidisciplinary care plan development
- Case Conferencing
- Health promotion and health education
- Advanced Communication
Assessment
Assessment task 1: Ongoing Assessable Activity
| Intent: | Throughout the semester you will have the opportunity to check your understanding of the course content via graded assessments through the Canvas platform. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 01, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24 and 25 This task is aligned with the following course learning outcomes: .01, .02, .03, .04, .05, .06, .07, .08 and .09 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Varying length dependant on task allocated. |
Assessment task 2: Oral Presentation
| Intent: | To assess student ability to communicate verbally and understand the role of members of the multidisciplinary care team. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 01, 14 and 20 This task is aligned with the following course learning outcomes: .01, .02, .03, .04, .05, .06, .07, .08 and .09 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 25% |
| Length: | 20 minutes with 5 minutes for questions |
| Criteria: | Assessment marking criteria are available under the Assignment tab in Canvas. |
Assessment task 3: Patient Group-Educational Activity
| Intent: | To assess student ability to conduct health promotion and group education activities. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 14, 15, 16, 17 and 19 This task is aligned with the following course learning outcomes: .01, .02, .03, .04, .05, .06, .07, .08 and .09 |
| Type: | Project |
| Groupwork: | Individual |
| Weight: | 25% |
| Length: | 15 minute recorded Power-point presentation and supporting educational materials |
| Criteria: | Assessment marking criteria are available under the Assignment tab in Canvas. |
Assessment task 4: OSCE
| Intent: | Students will be presented with a patient case conferencing scenario which will test them on their understanding of this subject and require them to demonstrate effective communication skills. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 01, 14, 16, 17, 18, 20, 21, 22, 23, 24 and 25 This task is aligned with the following course learning outcomes: .01, .02, .03, .04, .05, .06, .07, .08 and .09 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 20 minutes |
| Criteria: | Assessment marking criteria are available under the Assignment tab in Canvas. |
Minimum requirements
Students are required to attend 85% of scheduled online classes
Note: Students must achieve an overall grade of 50% in the subject and submit all assessment tasks.
Required texts
Policy for Assessment of Coursework Subjects
Procedures for assessment of Coursework Subjects
Graduate School of Health Policy, Guidelines and Procedures (login required)
See weekly information on subject Canvas site.