This assessment requires you address the following topics:

  • Define the seven principles of patient- clinician communication
  • Explain how you apply three of the seven principles to your interactions with your own patients
  • Describe the three methods being used to improve interdisciplinary communication
  • Choose the one that you think applies best to your own area of practice, or the one that your area of practice currently uses, and clearly describe how you use it.
  • Explain the ethical principles that can be applied to issues in patient-clinician communication
  • Explain the importance of ethics in communication and how patient safety is influenced by good or bad team communication

Make sure you also include a clear, separate introduction and conclusion as a part of this assignment, as these are worth separate points on the grading rubric.This assessment is aligned with course objective 6 and the module objectives. 



Minimum of four (4) total references: two (2) references from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information)

Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.


Unless otherwise specified, all the written assignment must follow APA 7th edition formatting, citations and references.

Number of Pages/Words

Unless otherwise specified all papers should have a minimum of 600 words (approximately 2.5 pages) excluding the title and reference pages.



Last updated: 06/07/2017 © 2017 School of Nursing – Ohio University Page 1 of 2


Levels of Achievement

Accomplished Needs Improvement Not Acceptable


(5 Points)

5 to 5 Points

 Clearly states the purpose of the

 Provides a comprehensive overview
of topic or questions.

 Engages the reader.

 Organized and has easy follow.

2 to 4 Points

 Overview is provided, but key
points/ideas are missing.

 Purpose statement is not clear.

 Does not engage the reader.

 Somewhat disorganized but still

0 to 1 Points

 Does not provide an
overview of the paper or is


 No purpose statement.




Key Requirement 1 –
Principles of


8 to 8 Points

 Clear definition of each of the seven
principles with examples of how

three of the seven are applied to the

student’s own interactions with


 Evidence of critical thinking.

4 to 7 Points

 Defines each of the seven
principles, examples given are not

specific ones from practice but are

general to nursing

 Lacking organization or critical

0 to 3 Points

 Does not provide
definitions of each


 no examples given,

 no evidence of critical

Key Requirement 2 –

Methods of


8 to 8 Points

 Clearly defines and describes each
of the three methods of

interdisciplinary communication;

 Chooses one that best applies to
own practice, gives a clear

discussion of how the student uses
that method.

4 to 7 Points

 Lists the three methods of
interdisciplinary communication

but does not describe each in


 Does choose the one that applies

best, but discussion is

 More detail is needed.

0 to 3 Points

 Discussion of methods of

communication is weak

and disorganized;

 Example given is weak

and disorganized.

 No evidence of critical

Key Requirement 3 –

Ethical Principles and


8 to 8 Points

 Student clear defines at least four
ethical principles that can be

applied to patient clinician

communication and gives clear

examples of each;

 Explains the impact of ethical
communication and how patient

safety is impacted by team


 Thoughts are well organized, each


50 august 5 :: vol 29 no 49 :: 2015 NURSING STANDARD

Teamwork requires co-operation, co-ordination and communication
between members of a team to achieve desired outcomes. In industries
with a high degree of risk, such as health care, effective teamwork
has been shown to achieve team goals successfully and efficiently,
with fewer errors. This article introduces behaviours that support
communication, co-operation and co-ordination in teams. The central
role of communication in enabling co-operation and co-ordination is
explored. A human factors perspective is used to examine tools to improve
communication and identify barriers to effective team communication in
health care.

Heather Gluyas Associate professor, School of Health Professions,
Murdoch University, Mandurah, Western Australia.
Correspondence to: [email protected]

Communication, co-operation, human factors, patient safety,
revalidation, structured communication tools, team briefing, teamwork

All articles are subject to external double-blind peer review and checked
for plagiarism using automated software.

Prepare for revalidation: read this CPD article, answer the questionnaire
and write a reflective account. Go to

For related articles visit the archive and search using the keywords above.

To write a CPD article: please email [email protected]
Guidelines on writing for publication are available at:

E�ective communication and
teamwork promotes patient safety
NS805 Gluyas H (2015) Effective communication and teamwork promotes patient safety. Nursing Standard.
29, 49, 50-57. Date of submission: March 15 2015; date of acceptance: May 14 2015.

Aims and intended learning outcomes
This article aims to inform the reader about
effective teamwork and communication. The
behaviours required for effective teamwork,
the key elements of effective communication
and common tools that support successful
communication within a team are discussed.
After reading this article and completing the
time out activities you should be able to:
 Explain the pivotal role of effective

teamwork in promoting patient safety and
quality care.
 Describe the behaviours that are required for

effective teamwork.
 List the barriers to effective communication

in health care.
 Describe common tools that can be used to

improve team communication.
 Relate effective communication to your own

 Develop your communication skills

Patient-Clinician Communication:
Basic Principles and Expectations

Lyn Paget, Paul Han, Susan Nedza, Patricia Kurtz, Eric Racine, Sue Russell,
John Santa, Mary Jean Schumann, Joy Simha, and Isabelle Von Kohorn*

June 2011

Discussion Paper

*Working Group participants drawn from the Best Practices Innovation
Collaborative and the Evidence Communication Innovation Collaborative

of the IOM Roundtable on Value & Science-Driven Health Care

Advising the nation • Improving health

The views expressed in this discussion paper are those of the authors and not
necessarily of the authors’ organizations or of the Institute of Medicine. The paper
is intended to help inform and stimulate discussion. It has not been subjected to the
review procedures of the Institute of Medicine and is not a report of the Institute of
Medicine or of the National Research Council.

Patient-Clinician Communication:
Basic Principles and Expectations

Lyn Paget, Paul Han, Susan Nedza, Patricia Kurtz, Eric Racine, Sue Russell,

John Santa, Mary Jean Schuman, Joy Simha, and Isabelle Von Kohorn


Marketing experts, decision scientists, patient advocates, and clinicians have developed a

set of guiding principles and basic expectations underpinning patient-clinician communication.

The work was stewarded under the auspices of the Best Practices and Evidence

Communication Innovation Collaboratives of the Institute of Medicine (IOM) Roundtable

on Value & Science-Driven Health Care. Collaborative participants intend these principles and

expectations to serve as common touchstone reference points for both patients and clinicians, as

they and their related organizations seek to foster the partnership and patient engagement

necessary to improve health outcomes and value from care delivered.


Health care aims to maintain and improve patients’ conditions with respect to disease,

injury, functional status, and sense of well-being. Accomplishment of these aims is predicated

upon a strong patient-clinician partnership, in which the insights of both parties are drawn upon

to guide delivery of the best care, tailored to individual circumstances. An important component

of this partnership is effective patient-clinician communication.

In the 2001 IOM report Crossing the Quality Chasm, patient-centeredness was defined

as one of the six key characteristics of quality care and has continued to be emphasized

throughout the IOM’s Learning Health System series of publications. Dimensions of patient-

centeredness include respect for patient values, preferences, and expressed needs along wi