Communication Skills-1

UNITED REPUBLIC OF TANZANIA
Ministry of Heath, Community

Development, Gender, Elderly and
Children
PST 04106
Communication Skills
NTA Level 4 Semester 1
Facilitator Guide
December 2016
Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 2016
PST 04106 Communication Skills NTA Level 4 Semester 1 Facilitator Guide
ii
Table of Contents
Background .............................................................................................................. iv
Acknowledgment .......................................................................................................v
Introduction ............................................................................................................. vii
Abbreviations/Acronym ........................................................................................... ix
Session 1: Introduction to Communication Skills ...................................................1
Session 2: Media of Communication .........................................................................7
Session 3: The Process of Communication.............................................................14
Session 4: Using Skills of Communication .............................................................19
Session 5: Barriers to Effective Communication ....................................................24
Session 6: Writing Formal Letters and Technical Reports ......................................30
Session 7: Customer Care in Provision of Pharmaceutical Services .......................40
Session 8: Communicating to Patients/Clients with Special Needs ........................46
iii
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.
iv
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
Mr. Amour Idd Pharmacy Council
Mr. Selemani Majindo NACTE
Mr. Dennis Busuguli MoHCDGEC
Mr. Amani Phillip HKMU
Mr. Karol J. Marwa CUHAS
Mr. John M. Bitoro CUHAS
Mr. Omary S. Mejjah CUHAS
Mr. Sixbert Nkwenge LZHRC
Ms. Ester A. Tuarira MUHAS
Mr. Rajabu I. Amiri MUHAS
Mr. Peter J. Njalale MUHAS
Ms. Tumaini H. Lyombe MUHAS
Mr. Oswald Paschal KSP
v
Mr. Peter Benedict KSP
Mr, Wensaa E. Muro KSP
Ms. Dilisi J. Makawia KSP
Mr. Nsabo Y. Kihore KSP
Mr. Kolonjoi Olekiyapi KSP
Ms. Julieth Koimerek KSP
Rev. Baraka A.M. Kabudi MEMS
Mr. Kelvin E. Mtanililwa Royal Pharmaceutilcal Training Institute
Mr. George Kilimanjaro Royal Pharmaceutilcal Training Institute
Ms. Rose Bulilo CEDHA
Ms. Diana H. Gamuya CEDHA
Dr.Melkiory Masatu CEDHA
Dr.Benny Mboya CEDHA
Mr. Jackson Shayo CEDHA
Dr. Peter A. Sala CEDHA
Mr. Goodluck Mdugi RuCU
Mr. Gaspar Baltazary RuCU
Mr. Silvester Andrew St. Peter College
Mr. Emanuel Mayunga St. Peter College
Mr. Habel A. Habel City College of Health and Allied Sciences
Ms. Zaina Msami Meru District Council
Mr. John Paschal Mount Meru Regional Hospital
Mr. Mugisha G. Wilson JSI
Mr. Matiko M. Machage JSI
Mr. Dickson Mtalitinya SIBS
Mr. Nemes P. Uisso Moshi District Council
Dr. O. Gowele
Director of Human Resources Development
Ministry of Health, Community Development, Gender, Elderly and Children
vi
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.
vii
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.
viii
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
ix
Session 1: Introduction to Communication Skills
Total Session Time: 120 minutes + 2 hours Assignment
Prerequisites
 None
Students Learning Tasks

By the end of this session students are expected to be able to:
 Explain the importance of communication
 Describe different forms of communication
 Describe different methods of communication
Resources Needed:
 Flip charts, marker pens, and masking tape
 Black/white board and chalk/whiteboard markers
 Computer and LCD projector
SESSION OVERVIEW
Activity/
Step Time Content
Method
1 05 minutes Presentation Introduction, Learning Tasks
2 05 minutes Presentation Definition of Communication

20 minutes Presentation Importance of Communication
3
Buzzing
60 minutes Presentation Different Methods/ Forms of Communication
4
Role Play
5 10 minutes Presentation Key Points
6 10 minutes Presentation Evaluation
7 10 minutes Presentation Assignment
1
SESSION CONTENTS
STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify
ASK students if they have questions before continuing
STEP 2: Definition of Communication (5 minutes)

 Communication
o Process in which message is conceived, organised, transmitted, received and
responded to. OR
o Process of exchanging information, thoughts, feeling , idea, instructions or

knowledge
 Effective Communication
o Process in which message is effectively conceived, organised, transmitted,
received and responded to
STEP 3: Importance of Communication (20 minutes)
Activity: Buzzing (10 minutes)

ASK students to pair up and buzz on the following question for 2 minutes
 What are the importances of communication?
ALLOW few pairs to respond and let other pairs to add on points not mentioned
WRITE their response on the flip chart/board
CLARIFY and SUMMARIZE by using the content below
Importance of communication
Management
 Helps in building effective relationship within an organization. Without timely

communication of accurate information, management cannot effectively conduct its
function of organizing, directing, controlling and coordinating the activities of
organization
 Helps in relationship outside organization in order to maintain its external relationships
2
Office
 It helps office to receive, record and process information
 It helps to communicate the processed information to the management so as to make

timely decision
 It helps the office to communicate the management decision to different levels of staff
and outsiders
Therefore Communication is necessary to:

o Share knowledge and experiences
o Build relationships
o Motivate
o Inform
o Teach
o Persuade
o Entertain
o Inspire
o Giving or receive direction
STEP 4:Different Methods/Forms of Communication (60 minutes)

Communication can either be:
 Verbal: through spoken words
 Non-verbal
o Gestures (smiling, leaning forward, nodding)
o The way we stand
o The way we sit
o Facial expressions
o Silence
o Eye contact
 People often say one thing but seem to feel a different way
o Crying while saying, „I am fine‟
o Saying that you are listening when you are not making eye contact with the speaker
and you are looking all around the room while the speaker is talking
o Saying that you are not bored or tired when you are yawning
Communication can also be categorised according to the nature of the communication

process, as follows:
 Interpersonal communication: it involves more than one individual; it may be between
two people or among many people. For example in group meetings, interviews,
conversation among individuals or memos to members of staff.
 Intrapersonal:
o Occurs within an individual
o Involves thoughts, feelings, and the way a person looks at himself/herself
o Sender and receiver are the same person
o The channel is the individual‟s brain, processing the thoughts and feelings
3
o There is feedback through discarding certain ideas and replacing them with new
ideas
o Largely influenced by experiences one has gone through, and relationships with
other people
Activity: Role Play (20 minutes)
ORGANISE the students into small manageable groups.
ASK each group to select a speaker, a listener and an observer for the first round. (Speaker
and listener will switch roles for the second round so they are given a chance to play both
roles).
TELL the speakers to choose a topic that interests them, something that they feel they can
speak about for 2 minutes. It does not matter what topic they choose to speak on as long as
they can speak for 2 minutes about it.
TELL the listener that s/he is not supposed to speak during the 2 minutes but should
concentrate on using the non-verbal communication to ensure the speaker that s/he is
listening.
TELL the observer to pay attention to both the speaker and the listener, in order to provide
feedback regarding both of their verbal and non-verbal communication skills.
ASK if there are any questions before beginning the exercise.

ALLOW 2 minutes for the first speaker, and then ask the students to switch roles and allow 2
minutes for the second and third speaker. The students will formally end their roles by
‟derolling‟ before the large group discussion.
CONDUCT a large group discussion using the following questions after each student has
had a chance to be the speaker:
• How did it feel to speak for 2 minutes without being interrupted?
• Did you feel that your partner was listening to you? Why or why not?
• Did you feel that your partner understood you? Why or why not?
• How did you know that your partner was listening and understanding?
•For the observer: Did you think the listener was showing active listening? Why or why not?
What could he or she do better?
SUMMARISE the activity with the following points: • This exercise demonstrates the
impact of verbal and non-verbal communication. • Through this exercise we have learned the
necessity of being aware of both verbal and non-verbal communication in the healthcare
setting.
INFORM students that actions speak louder than words.
4
STEP 6: Key Point (10 minutes)
 Communication is transfer of information to achieve a goal
 Communication can either be verbal on non-verbal or Interpersonal or intrapersonal
 It is important to be aware of both verbal and non-verbal communication in the healthcare
setting.
 Effective communication helps organizations and individuals to work efficiently
STEP 7: Evaluation (10 minutes)

 What is communication?
 What is effective communication?
 What is the importance of communication?
 What are the forms of communication?
STEP 8: Assignment (10 minutes)
Activity: Take Home Assignment (10 minutes)
DIVIDE students in groups or individuals
ASK the students to work on the following assignment

 Prepare a fifteen minutes talk on any subject of their interest and present to their
colleague. After presentation students should discuss on the methods/ forms of
communication used
ALLOCATE time for students to do the assignments and submit
REFER students to recommended reference
5
References
Burger,B.A. (2009) Communication skills for pharmacist; building relationships,
improving patient care (4th ed.). New York: American pharmacist association
Burnard, P. (1992). A communication skills guide for health care workers (1st ed.). London:
Edward Anorld
Hubley, J. (1993). Communicating Health. An action guide to health education and health
promotion (1sted.). London: Macmillan
Kadeghe, M. (2005) Communication skills; theory and practice (3rded.). Dar essalaam:
Afroplus Industries Ltd.
Kariuki, M. K.&Munga E. C. (2011)Fundamentals of communication skills (1sted.). Mwanza:

Victoria Education Promotional Centre Ltd.
Kurtz, S.,Silnerman,.J.& Draper, J. (1998) Teaching and learning communication skills in

medicine (1st ed.). London:Raddiffe Medical Place Ltd.
Mahundu, C.M. (1999). A manual on communication skills (1st ed.). Ndanda: Benedictine
Publishers
Rungapaidiachy, D. M. (1999) Interpersonal communication and psychology (1sted.).

Massachusetts: Butterworth-Heinemann
Pitt, B. (1991). Health, teacher’s diploma communication. Harare: MOH
6
Session 2: Media of Communication
Total Session Time: 120minutes + 2 hours Assignment
Prerequisites
 None
Students LearningTasks
 Define media of communication
 Explain types of communication media
 Explain advantages and disadvantages of communication media
 Describe factors influencing choice/selection of communication media
Resources Needed
 Computer and LCD Projector
SESSION OVERVIEW
Activity/
Step Time Content
Method
10 minutes Presentation Definition of Communication media
2
Brainstorming
3 15 minutes Presentation Types of Communication Media
35 minutes Advantages and Disadvantages of

Presentation
4 Communication Media
Buzzing
40 minutes Presentation Factors Influencing Choice of Communication
5 Small Group Media
discussion
7
SESSION CONTENTS
STEP1: Presentation of Session Title and Learning Tasks (5 minutes)
STEP 2: Media of Communication (10 minutes)
Activity: Brainstorming (5 minutes)
Ask students to brainstorm on the following question:
 What are the media of communication?
ALLOW few students to respond
WRITE their responses on the flip chart/ board
CLARIFY and SUMMARISE by using the content below
Media of communication are those channels that the message passes to get to the target
receiver or audience.
STEP 3: Types of Media of Communication (15 minutes)
Some of the commonly used media are;

 Written medium: Involve transmitting a message in a written form, for examples; Books,
articles, letters, newspapers, memos, reports, email, notes,short text messages and social
media
 Visual medium: Relies on the eye for impression and information, for examples; use of
diagrams, symbols, posters, pictures, billboards, projected images and sign languages
 Oral medium: Message is passed by words of mouth, for examples; Telephone calls, face
to face conversation, radio broadcast, group discussion and speeches
 Audio medium: This involves electronic media employing sound signals, for example the
use of radio
 Audio-visual medium: This involves electronic media employing a combination of sight

and sound signals (Audience can see and hear), for examples; Television,
teleconferencing and films
8
STEP 4: Advantages and Disadvantages of Communication Media(35
minutes)
 What are the advantages and disadvantages of each communication medium?
Written medium
Advantages:
 It provides a permanent record of information
 It is widely accessed compared to other media
 Facilitates organisational performance by standardisation of standards, formalisation of
appointments and delegation of duties
 It binds legally-whatever is agreed in on, put in writing and signed becomes a formal
commitment supported by the Laws
Disadvantages:
 Costly in terms of time, energy, material and logistics
 Quick clarification is not available (feedback)
 Requires skills and competence in the use of language and vocabulary
Visual medium
Advantages:
 Wide reach
 Simple, high status with standardised meaning
 Saves time
Disadvantages:
 They are risky-based on the trust that the audience has a capacity to interpret signs
intended by a sender
Oral medium
Advantages:
 Provides high level of understanding and transparency
 Flexible- adjustments and changes can be done during presentation
 Feedback can be given immediately
 It is cheap
 It is a common medium used in conflict resolution
 It promote friendly relation
 Better medium for transmitting private and confidential information
9
Disadvantages:
 Has no immediate permanent records,
 It rely only on oral communication which may not be sufficient in business settings
 It is less authentic than written medium
Audio medium
Advantages:
 Medium to wide reach
 High status
 Good for simple messages and slogans
 Relatively inexpensive (compared to Audio-visual media
 Can help to generate interests, awareness and excitement
Disadvantages
 Programmes not always on at convenient times
 No room for interaction
 Audio only, no visual communication
Audio-visual medium
Advantages:
 Self-sufficient-it employs visual image back-up for audio presentation
 It has long lasting impact (images aid retention)
 It has broader catchment
Disadvantages:
 Limited chances for clarification and feedback
 Risks of communication breakdown
 Expensive
 Not everyone has a television set
 Programmes not always on at convenient times
STEP 5: Factors Influencing Choice of Communication Media (40 minutes)
Activity: Small Group discussion (30 minutes)
DIVIDE students into small manageable groups
ASK students to discuss on the following question
 What are the factors influencing the choice of communication media?
ALLOW students to discuss for 15 minutes
ALLOW few groups to present and the rest to add points not mentioned
10
The following are factors to be considered when choosing medium of communication:
Reliability
Effective communication is that which links the sender and the audience well.
One should consider the channel chosen is reliable.
For example it is pointless to send a message that will not be delivered to the intended
recipient.
Receiver
The choice of media of communication should be appropriate to the receiver.
For example, understanding the capacity and interest of audience, literacy level,
Other consideration can include gender, social status, cultural background, etc.
Relationship with the receiver

Consider whether the receiver is senior or junior or both of the same rank.
Level of Formality
Some kinds of communication are more formal than others and demand a more formal way
of sending than others
For example; Orders and requests must be sent using formal letters and not oral or visual
communication
Confidentiality
Some messages are confidential and should be read or heard only by intended recipients.
For example; the results of the medical test on HIV/AIDS are meant for patient only, unless
he decides to release them to other people.There are other information that has to be kept
confidential. When one aims at secrecy, letter will achieve the aim. In other communication
systems, secrecy may leak out to unwanted persons.
Cost
Some media of communication are more expensive than others
For example; a short local telephone call is cheaper than a letter in terms of typing and
stationary used and postage. Therefore before adopting any system, the expenses in different
means may also be considered. The material cost (stationery) and labour cost in preparing the
letter, making a phone call, writing e-mail or using television programmes should be
considered.
Speed
The urgency of the message is also considered during choosing the medium of
communication.
Oral communication can be faster compared to writing a letter.One must speed up the
transmission of message on the basis of importance and urgency of transaction. If the party is
available in the transacted place, oral communication is enough. If the party is not around that
place, telephonic message is good. If the matter is not urgent, a mere letter will be sufficient.
Accuracy
If the accuracy of the message is the prime motive, written media will serve the purpose for
example using emails or letter. Telephonic conversation might be misheard by the other
party. Therefore, the communication medium which is selected should ensure accuracy in the
transmission of messages.
11
Record
Record of the message is essential and is possible only if it is in writing. For this purpose,
duplicate copies of the letters can be preserved and they are good proof against disputes,
relating to the information, in future. There is no record for oral communication.
Distance
Distance between the persons who are parties to communication is an important factor. If
distance is too short, face to face communication is suitable. If there is distance, message can
be transmitted through phone or telegram or letter.
STEP 6: Key Points (5 minutes)

 Media of communication are those channels that the message passes to get to the target
receiver or audience.
 Types of media communication include written, visual, oral and audio visual.
 There is no single „right‟ medium for the choice of communication medium, because they
all have advantages and disadvantages to be considered.
 There are several factors to consider while choosing a media of communication such as
confidentiality, cost, urgency and accuracy just to mention a few.
 What is media of communication?

 What are the types of communication media?
 What are advantages and disadvantages of different types of media?
 What are the factors influencing choice of communication media?


 Prepare a message to be communicated and choose appropriate medium of
communication. Give reasons for selecting such medium
12
References
Burnard, P. (1992). A communication skills guide for health care workers (1sted.). London:
Edward Anorld
Hubley, J (1993)Communicating Health. An action guide to health education and health

Kariuki, M. K.&Munga, E. C. (2011) Fundamentals of communication skills (1sted.).

Mwanza: Victoria Education Promotional Centre Ltd.
Kurtz, S. Silnerman,J.& Draper, J. (1998) Teaching and learning communication skills in

medicine (1st ed.). London: Raddiffe Medical Place Ltd.
Mahundu, C.M. (1999). A manual on communication skills (1sted.). Ndanda: Benedictine

Publishers
Rungapaidiachy, D. M. (1999) Interpersonal communication and psychology (1st ed.).

13
Session 3: The Process of Communication
Prerequisites
 None
Students Learning Tasks

 State elements of communication
 Describe the process of communication
Resources Needed
SESSION OVERVIEW
Activity/
Step Time Content
Method
25 minutes Presentation
2 Elements of Communication
Buzzing
3 Small Group The Process of Communication
Discussion
14
SESSION CONTENTS
STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

READ orASKstudents to read the learning objectives and clarify
ASK students if they have questions before continuing.
STEP 2:Elements of Communication (25 minutes)

 What are the elements of communication?
The Five Important Elements of Communication:

 A speaker/sender/source
 Message
 Channel
 Receiver/recipient
 Feedback
STEP 3: The Process of Communication (60 minutes)
Activity: Small Group Discussion (15 minutes)
 How are elements of communication involved in the process of communication?
ALLOW few groups to present and the rest to add on points not mentioned
15
The elements of the Process of Communication
 Source
o Initiator/originator of the message
o Bear initial purpose of the communication process cycle
o Source can be an individual, organisation or government ministry
o Source can also become recipient or the receiver of the message when sender give
feedback
 Message
o Refers to content of communication. Pieces of information transmitted from the
source (sender) to the receiver at each cycle.
o The message can be either verbal or non-verbal
 Channel
o Path or medium through which the message passes from the source towards the target
receiver.
o For example written, oral, visual and audio visual channels
 Receiver
o Person whom message is intended.
o Receiver interpret the message and give the response
 Feedback
o Response of the receiver to the sender‟s message
o Confirms the level of success of a communication process
16
STEP 6: Key Points(10 minutes)
 The elements of communication are a speaker/sender/source, message, channel,
receiver/recipient and feedback
 The process of communication employs all elements to complete the cycle so as to get
effective communication
 What are the elements of communication?

 How are the elements of communication involved in the communication process?

 Prepare a scenario involving different elements of communication,
 Identify the elements used in the scenario and the way they were used in the process of
communication.
17
References
Edward Anorld
Communicating Health. An action guide to health education and health promotion (1sted.).
London: MacmillanKadeghe, M. (2005) Communication skills; theory and practice
(3rded.). Dar essalaam: Afroplus Industries Ltd.
Kariuki, M. K.&Munga E. C. (2011)Fundamentals of communication skills (1st ed.).
Publishers
18
Session 4: Using Skills of Communication
Prerequisites
 None
 Define communication skill
 Describe different types of communication skills
 Describe principles of effective communication
 Demonstrate communication skills
Resources Needed
SESSION OVERVIEW
Activity/
Step Time Content
Method
Presentation
2 10 minutes Definition of Communication Skill
Brainstorming
Presentation
3 25 minutes Types of Communication Skills
Buzzing
4 Small Group Principles of Effective Communication
Discussion
6 10minutes Presentation Evaluation
19
SESSION CONTENTS

STEP 2: Definition of Communication skill (10 minutes)
 What is communication skill?
 Skill: It is learned ability to perform an action.

 Communication Skill: It is the ability to convey information to another person effectively
and efficiently
STEP 3: Types of Communication Skills (25 minutes)

 What are the types of communication skills?
ALLOW few pairs to respond and let other pair to add on points not mentioned
Types of Communication Skills
 Listening skill: It is the ability to hear and understand the messages that others are
communicating. These messages are transmitted verbally or non-verbally
 Reading skill: These are skills that enable the reader in interpreting and deriving meaning
from written or printed text
 Presentation skill: These are skills that will enable your message to be delivered
effectively
 Writing skill: It is a process in which mental concepts and ideas are presented through
readable forms
20
 Non-verbal skill: Non-verbal is communication through body language for example eye
contact, facial expression, hand gestures and head nod. It often takes on more meaning in
interpersonal and/or emotional exchanges
STEP 4: Principles of Effective Communication (55 minutes)
Activity: Group Discussion (15 minutes)
 What are the principles of effective communication?
The following are Principles of Communication:
Principles of Active Listening:

 Pay attention – force yourself to pay attention, focus on the speaker, don‟t destruct, let
them to know they are being head
 Use body language - direct eye contact, face the person, adopt an open body posture
 Use listening responses – “yes”, “uh huh
 Listening the whole message
Principles of writing skills:

 Simplicity
 Readability
 Clarity
 Grammatical correct
Principles of Reading Skills:

 Pay attention
 Concentration
 Develop interest
Principles of Presentation skills:

 Confidence
 Think before you speak
 Voice variation
21
 Speak loudly and clearly
 Organize your talk
Principles of Non-verbal skills:
 Use them with care to avoid misunderstanding. This is evidenced by the fact that some
nonverbal communication has the same meaning across cultures

 Communication skills is the ability to convey information to another person effectively
and efficiently
 Types of communication skills include listening skill, reading skill, presentation skill,
writing skill, non – verbal skill
 The principles of effective communication are active listening, writing skill, reading skill,
presentation skill and non - verbal

 What is communication skill?
 What are different types of communication skills?
 What are the principles of effective communication?

DIVIDE students in groups or individual

 Prepare a presentation to be delivered to the class indicating the skills and principles that
must be adhered while presenting
22
References
improving patient care (4thed.). New York: American pharmacist association
Edward Anorld

Kariuki, M. K.&Munga E. C. (2011) Fundamentals of communication skills (1sted.).


medicine (1st ed.). London: Raddiffe Medical Place Ltd.

Publishers

23
Session 5: Barriers to Effective Communication
Prerequisites
 None
Learning Tasks
 Define barriers to effective communication
 Explain barriers to effective communication
Resources Needed
SESSION OVERVIEW
Activity/
Step Time Content
Method
Presentation Definition of Barriers to Effective
2 10 minutes
Brainstorming Communication
Presentation
3 80 minutes Small Group Barriers to Effective Communication
Discussion
24
SESSION CONTENTS
STEP1: Presentation of Session Title and Learning Task (5 minutes)

STEP 2: Definition of Barriers to Effective Communication (10 minutes)
 What is effective communication?
Barriers to Effective Communication
These are factors that reduce the intended smooth flow of information, or completely cut off
the process of communication.
25
STEP 3: Barriers of Communication (80 minutes)
Activity: Small Group Discussion

Pass the Message (40 minutes)
Have a message written on a piece of paper prepared before the exercise.
INFORM the students that they are going to do an exercise and the exercise will start from
the first student passing a message and each will pass the message to next student until all
students get a turn. If necessary, divide a large class into two groups to do the exercise.
GIVE the written message to the first student in the row.
INSTRUCT the student to whisper the message to the second student in the same row
LET the second student whisper to the third student the message, then third whispers to the
fourth, then the fourth to the fifth until all the students had a chance to hear and whisper the
message to another student
INSTRUCT the last student to write down the whispered message and read out loud to the
whole class.
ASK the first student to read the written message loudly and compare the two messages.
COMPARE with the actual message by reading it aloud. There will be laughter, as always
there is distortion.
ASK the students what they have learned from the exercise. Let them brainstorm and write
on the flipchart: • Where there barriers to communication? • How effective was the channel
of communication? • Would giving feedback helped to clear up confusion?
SUMMARISE the exercise by informing them that information can be distorted if not passed
properly using appropriate channel and without feedback.
INFORM them that face-to-face verbal communication can be effective, but if it is to be

passed through many people, the messages need to be documented using another channel
(written or recorded) in order for everyone to receive the same message.
Barriers to Communication
Wrong choice of medium:

 Wrong choice of medium will include oral, written, visual and audio-visual has
advantages and disadvantages.
 Wrong choice of medium for certain types of messages results in failure to communicate
successfully.
o Example, minutes of meeting can only be written for proper communication in
subsequent meeting. If orally taken, it becomes impossible to present them well
when needed.
26
Physical barrier:
 Physical barrier may be due to inadequate facilities, faulty procedures, inaccuracy in
processing and delivering of information, or obstructions due communication process
 Most common of physical barriers include noise, time and distance
Psychological barrier:
There are barriers of communication that arise out of human behavior and metal processes
which include;
 Emotions:
For example a message may be interesting and good if the sender is happy. If the receiver
feels that the sender is angry, interpretation is that the information being communicated is
very bad
 Credibility of the source of information:

If one of the communicating partner doubt the credibility of the other, their
communication will be weak
 Inattentiveness:
o Senders and receivers must pay attention to their roles, for a successful and effective
communication process
o Inattentiveness can result from several reasons, for example if the information being
passed has nothing new, or if there distractions in the environment of communication
 Poor retention:
One may not always retain what is received if there is interest in the message being
communicated
 Semantic barriers:
o Semantics refers to how meanings are obtained from the language used
o Semantics barrier occurs when the communicating partner interpret some words or
statement differently

 Communiation barriers are those factors that reduce the intended smooth flow of
information, or completely cut off the process of communication
 Barriers to effective communication include wrong choice of medium, physical
barrier, psychological barrier, semantic barrier
 What are the barriers to effective communication?

 What are different types of barriers to effective communication
27
STEP 6: Assignment (10minutes)
ASK the students to work on the following Assignment

 Prepare presentation on how to prevent barriers to effective communication
28
References
Burger,B.A.(2009) Communication skills for pharmacist; building relationships,

Communicating Health. An action guide to health education and health promotion
(1sted.). London: Macmillan
Kadeghe, M. (2005) Communication skills; theory and practice (3rd ed.). Dar essalaam:
Kurtz, S. Silnerman,.J. &Draper, J. (1998) Teaching and learning communication skills in
Publishers
Rungapaidiachy, D. M. (1999) Interpersonal communication and psychology (1st ed.).
29
Session 6: Writing Formal Letters and Technical Reports
Prerequisites
 None
LearningTasks
 Define formal letter and technical report
 List common types of formal letters and technical reports
 Explain essential components of formal letters and technical reports
 Write formal letters and technical reports
Resources Needed:
 Handout 6.1: Formal Letters
 Handout 6.2: Sample Technical Report
SESSION OVERVIEW
Activity/
Step Time Content
Method
Presentation
2 05 minutes Definition of a Formal Letter
Brainstorming
3 Common Types of Formal Letters
Presentation
4 25 minutes Essential Components of a Formal Letter
Buzzing
5 10 minutes Presentation Formal Letter Writing
Presentation
6 05 minutes Definition of Technical Report
Brainstorming
Presentation
7 10 minutes Common Types of Technical Reports
Presentation
8 15minutes Essential Components of a Technical Report
Buzzing
9 10minutes Presentation Technical Report Writing
12 10 Minutes Presentation Assignment
30
SESSION CONTENTS

READ orASKstudents to read the learning tasks and clarify
STEP 2: Definition of a Formal Letter (5 minutes)
 What is a formal letter?
This is a letter exchanged between or among people/organisations for certain purposes.
STEP 3: Common Types of Formal Letters (10 minutes)
Common Types of Formal Letters
 Letter of inquiry
 Letter of offer
 Letter of acknowledgement
 Letter of acceptance
 Letter of complaint
 Letter of application
 Letter of resignation
 Recommendation letter
 Cover letter
 Order letter
 Follow-up letter
31
STEP 4: Essential Components of a Formal Letter(25 minutes)
 What are the essential components of a formal letter?
ALLOW few pairs to respond and let other pair to add on points not mentioned
Essential components of a Formal Letter
Writer’s address
This can be:
 Personal address to include street/location and postal office box number/city
 Company address to include company‟s name, street location or postal address and city
Date
Full calendar date of when the letter was written, for example 06 September 2015.
Reference number
A number useful for reference by a recipient for relevant matters.
Receiver’s/Reader’s address
Address of the reader to include reader‟s name/title, Company Street or postal address and
city
Salutation
 It set the speed for the tone of the letter. For example, Dear Sir, with first names or
Surname name
 The use of salutation is determined by the relationship between the sender and the
receiver.
Subject or Reference statement

 This is the theme of the letter
 It should be short, clear, and written in the capital letter
Body of the letter

This includes introductory, discussion, concluding paragraphs
Complementary close
 It is determined by the salutation, such as;
o “Dear Sir” takes a “Yours faithfully”, complementary close,
o With a “Dear Mr/Mrs”, salutation, takes a “Yours sincerely” complementary close.
Signature (writer‟s signature)

32
Sender’s name
 Type the name of the sender
 Mention your title/position (optional)
Copy to (if any)

For copy of letter write
 cc (complimentary copy)
 pc (photocopy)
STEP 4: Formal Letter Writing(10 minutes)
 Ways a Formal Letter should be written:

o The address of the writer (sender‟s) should appear in the top right hand corner
o The date should go under the address
o Always write the name and the address of the addressee on the left, above the
salutation
o Always leave a wide margin on the left, so that when filed the letter is still legible
o If writing to someone who is not personally known to the writer, begin with Dear Sir
or Dear Madam
o A writer should be as brief as s/he can; but s/he should include as much relevant
information as possible
o Whenever possible the subject of the letter may be placed as a heading beneath the
salutation
o Formal letters almost always end with: yours faithfully, though: yours truly is also
possible if the writer wants to be less formal
 Refer students to Handout 6.1: Sample of Formal letter
STEP 6: Definition of a Technical Report (5 minutes)
 What is a technical report?
A technical report is a specific form of writing that is organized to guide management and
organization to make decisions.
33
STEP 7: Common Types of Technical Reports (10 minutes)
Common Types of Technical Reports
 Investigative reports:
Any organization or Government can commission a report to investigate a matter, a
question or a situation
 Informative reports:
Require written information about a certain issue/topic
 Business reports:
It is written administrative reports
 Special reports:
o Reports specific to certain organization
o Contents of reports relate specifically to the work of the place/area, for example
hospital reports, pharmacy reports and Court reports (deals with matters relating to
Court of Law).
STEP 8: Essential Components of Technical Reports (15 minutes)

Common report structures
 Short report
o Title page
o Introduction
o Discussion
o Recommendations
o References
 Science report
o Title page
o Introduction
o Method & materials
o Results
o Discussion
o Conclusion
o Appendices
o References
 Business report
o Title page
o Executive summary
34
o Table of contents
o Introduction
o Discussion
o Conclusion
o Recommendations
o Appendices
o References
STEP 9: Technical Report Writing (10 minutes)

Guidelines for report writing
 The purpose of the report should be clearly stated

 Set a schedule on the tasks and time required to complete the report.
 Arrange the information in a logical order for example accurate details, logical conclusion
and recommendations (if any)
 Use indirect speech except for personal reports
 Give the report a clear heading
 Plan the lay-out carefully, pay attention to headings and paragraphs
 Write the date and sign the report
Refer students to Handout 6.2: Sample of Formal/technical report
STEP 10: Key Points (5minutes)

 Formal letter is the one exchanged between or among people/organizations for certain
purposes while a technical report is a specific form of writing that is organized to
guide management and organization to make decisions
 There are various types of formal letters and technical reports depending on the need
and purpose
 In writing formal letters and technical reports it is important to consider the essential
components and guidelines

 What are the formal letters and technical reports?
 What are the common types of formal letters and technical reports?
 What are the essential components of formal letters and technical reports?
 What are guidelines for writing formal letter and technical reports?
35

 Prepare official letter to DMO requesting for fast moving medicines in your pharmacy
 Prepare and submit an official weekly report on consumption of medicine in the
dispensing unit
36
References
Edward Anorld
Hubley, J (1993).Communicating Health. An action guide to health education and health
promotion (1sted.). London: MacmillanKadeghe, M. (2005) Communication skills;
theory and practice (3rded.). Dar essalaam: Afroplus Industries Ltd.
Kariuki, M. K.&Munga, E. C. (2011)Fundamentals of communication skills (1st ed.).
Publishers
37
Handout 6.1 Sample of Official Letter
38
Handout 6.2: Writing Formal/Technical Report
 A formal report provides information and presents recommendations based on that
information.
o Examples include weekly/monthly reports, research reports and problem
solving reports.
 Each type of report has its own specific requirements for effective preparation, but
general guidelines can be applied to all formal reports using the following format;
Components of the Formal Report

The following components are found in most formal reports. They can be omitted or included
as required:
1. Front Matter
 Letter to introduce the report to the person who requested it and/or to whom the report
is being sent o Brief summary of the entire report
 Title page
 Table of contents o List of figures o List of tables
2. Body
 Introduction: The purpose, problem statement, background information, research
methods, limitations and preview of the report
 Discussion: Data, findings and results
 Conclusion: Summary of purpose, problem statement, relevant background, research
methods and findings, recommendations to the reader on the best course of action
3. Back Matter
 Appendix or appendices
 Bibliography or references
 Glossary
39
Session 7: Customer Care in Provision of Pharmaceutical
Services
Prerequisites
 None
LearningTasks
 Define a customer, customer service and customer care
 Describe the importance of customer care in pharmaceutical services
 Describe factors influencing customer care
 Describe skills influencing customer care
Resources Needed
SESSION OVERVIEW
Activity/
Step Time Content
Method
Presentation Definitions of a Customer, Customer Service
2 15 minutes
Brainstorming and Customer Care
10 minutes Importance of Customer Care in
Presentation
3 Pharmaceutical Services
Buzzing
4 Factors Influencing Customer Care
Group Discussion
5 Skills Influencing Customer Care
Role Play
40
SESSION CONTENTS
STEP1: Introduction, Learning Tasks (5 minutes)

READ orASKstudents to read the learning tasks and clarify
ASK students if they have any questions before continuing
STEP 2: Definitions of a Customer, Customer Service and Customer Care

(15 minutes)
Ask students to brainstorm on the following questions:
 Who is a customer?
 What is customer service?
 What is customer care?
 A customer can be defined as;

o A customer or client is a person seeking services from health facilities, institution ,
organization or from a service provider
o A person who purchases goods or services from another
o Anyone who receives products or services from a supplier of the products or services
 Customer service is the provision of service to customers before, during and after a
purchase. Accordingly, it may vary by product, service, industry and individual customer.
 Customer care involves putting systems in place to maximize your customers' satisfaction
with your service.
o It should be a prime consideration for every service or business - your daily
functioning and performance at the pharmacy depends on keeping your customers
happy. So don't neglect the importance of customer care in all areas of your pharmacy
service or business.
41
STEP 3: Importance of Customer Care in Pharmaceutical Services (10
minutes)

 What is the importance of customer care in Pharmaceutical services?
Importance of Customer Care in Pharmaceutical Services

 Builds trust
 Allows self-disclosure
 Enables one to make and keep relationships
 Facilitates feedback and feed forward
STEP 4: Factors Influencing Customer Care (25 minutes)

Activity: Small Group discussion (15 minutes)
 What are the factors influencing customer care?
 There are several factors influencing customer care, also known as The Three Rs of
customer satisfaction as explained below;
o Results: Customer expects superior results from our product or service. They expect
the product or service to be the best value for their money.
 In pharmacy, patients/clients expect medicines to be available and of good quality.
o Relationship: Customers expect a relationship that is consistent with their value
system. Here they expect to get relevant instructions especially on the use of
medicines
42
o Resource: Customers expect the Dispenser to be a resource to help them solve their
problems. Patients/ clients expect the personnel to be competent in answering their
questions concerning medicines and health matters in general.
STEP 5: Skills Influencing Customer Care (45 minutes)
Activity: Role Play (20 minutes)
ORGANISE the students into small manageable groups.
ASK each group to select a customer( patient), a care giver (Dispenser) and an observer
TELL the patient to act like s/he is suffering from Malaria and they come from Hospital with
a prescription of medicine, s/he present it to the Dispenser
TELL the Dispenser to attend to that patient applying principles of customer care.
TELL the observer to pay attention to both the patient and the dispenser, in order to provide
feedback regarding skills of customer care.
ASK if there are any questions before beginning the exercise for the groups.
ALLOW The Role Play to take place for the different groups.
At the end of the role play, the facilitator should „derole‟ before the large group discussion.
SUMMARISE the activity with the following points: • This exercise demonstrates the
impact of customer care service • Through this exercise we have learned the necessity of
being aware of the skills involved in customer care.
 The following are Effective Customer Communication skills and techniques that can
influence customer satisfaction:
o Make your customers feel important and appreciated
o Remain calm in the most demanding situations
o Transform complaints into valuable customer feedback
o Become a master in the art of listening
o Be successful with the most difficult people
 Good oral communications skills:

o Speak clearly; provide to-the-point instructions
o Maintain eye contact
o Explain procedures clearly
o Exhibit confidence
o Answer questions completely but if you do not know, say so and state where you will
find out and get back to them
43
 Empathic listening:
o Listen for facts
o Let them complete sentences without interruption
o Restate what you think they said
o Listen for feelings
o Listen with non-verbal like nodding, leaning forward
o Listen for non-verbal – what is not said
STEP 5: Key Points (5minutes)

 A customer is a person who receives or consumes products (goods or services) and has
the ability to choose between different products and suppliers
 Customer care is important as it builds trust, allows self-disclosure, enables one to make
and keep relationships and facilitates feedback and feed forward
 Factors influencing customer care includes results, relationships and resources
 Skills influencing customer care should be observed such as effective communication
skills, good oral and listening skills
 Who is a customer?
 What are customer services and customer cares?
 What is the importance of customer care in pharmaceutical services?
 What are the factors influencing customer care?
 What are the skills influencing customer care?

 Prepare a presentation on
o How to identify customers in pharmaceutical setting
o How to establish customer satisfaction
44
References
Burger,A. (2009) Communication skills for pharmacist; building relationships, improving
patient care (4th ed.). New York: American pharmacist association
Edward Anorld
Kurtz, S.,Silnerman,.J. &Draper, J. (1998) Teaching and learning communication skills in
Publishers
45
Session 8: Communicating to Patients/Clients with Special
Needs
Total Session Time: 120 minutes + 2 Hours Assignment
Prerequisites
 None
 Identify patients/clients with special needs
Describe communication techniques used for patients/clients with special needs
Resources Needed
SESSION OVERVIEW
Activity/
Step Time Content
Method
Presentation
2 25 minutes Patients/Clients With Special Needs
Buzzing
60 minutes Presentation Different Communication Techniques Used
3 Small Group for Patients/Clientswith Special Needs
Discussion
46
SESSION CONTENTS
STEP1: Presentation of Session Title and Learning Task (5 minutes)

READ orASKstudents to read the learning task and clarify
STEP 2: Patients/Clients with Special Needs (25 minutes)

 Who are the patients/clients with special needs?
The following are groups of patients/clients with special needs;

 Patients with visual impairment
 Patients with hearing impairment
 Patients with mobility impairment
 Patients with speech impairment
 Patients with mental disability
STEP 3: Different Communication Techniques Used for Patients/Clients

with Special Needs (60 minutes)
Activity: Group discussion (15 minutes)
 What techniques are used to communicate to patients with special needs?
ALLOW few groups to present and the rest to add on points not mentioned
47
The following are techniques for communicating to patients with special needs
Patients with visual impairment

 Speak to the person when you approach him or her.
 Tell him or her who you are and don‟t raise your voice.
 Identify yourself and the person to whom you are speaking.
 Let the individual know when you are leaving.
 Ask permission to lead the patient first, then let the individual hold your arm and let him
or her control their own movements
 Be descriptive when giving directions
o For example, if you are approaching steps, mention how many steps
Patients with hearing impairment

 Get the person‟s attention before you begin to speak.
o For example, pat the individual on the shoulder if he or she is not facing you
 Look directly at the person and try to keep your face in the light away from shadows.
 Speak clearly in a normal tone of voice and avoid chewing gum or smoking while you
talk.
o For example, use short, simple sentences.
 Use sign language interpreter, don‟t speak directly to the interpreter. Speak directly to the
person.
 Speak clearly and be prepared to repeat the reason for the call and who you are.
Patients with mobility impairment

 Place yourself at eye level with the person (i.e. sitting in a chair or kneeling down).
 Don‟t lean on a wheelchair or other assistive device.
 Do not humiliate a person in a wheelchair by treating him or her childishly,
 Ask if the person would like your assistance pushing the wheelchair.
 Offer assistance if a person is having a problem with opening a door
Patients with speech impairment

 Ask the individual to repeat what he or she said and then repeat it back.
o For example, if you do not understand something the individual says, do not pretend
that you do.
 Take time to communicate and be patient.
 Ask questions which require only short answers or a nod of the head.
 Concentrate and pay extra attention to help you understand what the individual is saying.
o For example, let the person speak for him- or herself. Don‟t attempt to help by
finishing the person‟s sentences.
 Ask if it is Ok to communicate through writing as an alternative after trying to understand
the person repeatedly without success
48
Patients with mental disability
 Move from a public area with lots of distractions to a quieter, more private area.
 Be prepared to repeat what you say, orally or in writing.
 Ask the patient if you can help filling out forms or giving written instructions.
 Be patient, flexible, and supportive.
 Take time during communication so that everyone understands each other.

 There are various groups of patients with special needsEach group requires different
communication technique
 Who are patients/clients with special needs?

 What arecommunication techniques used for patients/clients with special needs?
DIVIDE students into FIVE groups according to special needs. Each group should represent
one category of patients with special need.
ASK the students to

o Select a patient with special need with special need and a dispenser
 Instruct each group to prepare a role play on how to communicate effectively
 Each group should present their role play in the following plenary session
SUMMARISE the activity outlining the importance of using correct communication

techniques to patient with special needs
49
References

Edward Anorld
promotion (1sted.). London:
MacmillanKadeghe, M. (2005) Communication skills; theory and practice (3rded.). Dar
essalaam: Afroplus Industries Ltd.
Kurtz, S.&Silnerman,.J.& Draper, J. (1998) Teaching and learning communication skills in
Publishers
50

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UNITED REPUBLIC OF TANZANIA

Ministry of Heath, Community

PST 04106 Communication Skills NTA Level 4 Semester 1 Facilitator Guide

PST 04106 Communication Skills NTA Level 4 Semester 1 Facilitator Guide

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

The Pharmacy Council formed a Steering committee that conducted a stakeholders‟

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

PST 04106 Communication Skills NTA Level 4 Semester 1 Facilitator Guide

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

These participants are listed with our gratitude below:

Mr.Wilson Mlaki St. Luke Foundation/Kilimanjaro School of Pharmacy

PST 04106 Communication Skills NTA Level 4 Semester 1 Facilitator Guide

Organization of the Module

Preparation with Handouts and Worksheets

Using Students Manual When Teaching

PST 04106 Communication Skills NTA Level 4 Semester 1 Facilitator Guide

CEDHA Centre for Educational Development in Health Arusha

PST 04106 Communication Skills NTA Level 4 Semester 1 Facilitator Guide

Students Learning Tasks

2 05 minutes Presentation Definition of Communication

6 10 minutes Presentation Evaluation

7 10 minutes Presentation Assignment

STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)

ASK students if they have questions before continuing

STEP 2: Definition of Communication (5 minutes)

o Process of exchanging information, thoughts, feeling , idea, instructions or

STEP 3: Importance of Communication (20 minutes)

Activity: Buzzing (10 minutes)

 What are the importances of communication?

WRITE their response on the flip chart/board

CLARIFY and SUMMARIZE by using the content below

 Helps in building effective relationship within an organization. Without timely

 Helps in relationship outside organization in order to maintain its external relationships

 It helps office to receive, record and process information

 It helps to communicate the processed information to the management so as to make

Therefore Communication is necessary to:

STEP 4:Different Methods/Forms of Communication (60 minutes)

Communication can also be categorised according to the nature of the communication

Activity: Role Play (20 minutes)

ORGANISE the students into small manageable groups.

ASK if there are any questions before beginning the exercise.

INFORM students that actions speak louder than words.

STEP 7: Evaluation (10 minutes)

STEP 8: Assignment (10 minutes)

Activity: Take Home Assignment (10 minutes)

DIVIDE students in groups or individuals

ASK the students to work on the following assignment

ALLOCATE time for students to do the assignments and submit

REFER students to recommended reference

Kariuki, M. K.&Munga E. C. (2011)Fundamentals of communication skills (1sted.). Mwanza:

Kurtz, S.,Silnerman,.J.& Draper, J. (1998) Teaching and learning communication skills in

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Pitt, B. (1991). Health, teacher’s diploma communication. Harare: MOH

Total Session Time: 120minutes + 2 hours Assignment

35 minutes Advantages and Disadvantages of

7 05 minutes Presentation Evaluation

8 05 minutes Presentation Assignment

STEP1: Presentation of Session Title and Learning Tasks (5 minutes)

READ or ASK students to read the learning tasks and clarify

ASK students if they have questions before continuing