1. Thuy Trang Nguyen Thi
Holiphani Juta
Jasmine Paul
Lara Kesteloo

2.  Communication
 Team Building
 Education/Knowledge
 Collaboration
 Connection building
 Leadership
 Quality Improvement problem identification
 Change planning and review
 Motivational

4. Verbal
Body
Communication Written
Language
Visual
Images

5. S • Face person
O • Open body posture
L • Lean forward
E • Eye contact
R • Relax

6.  Know yourself
 Be honest with your feelings
 Be secure in your ability to relate to
colleagues
 Be consistent
 Watch your non verbal gestures
 Recognise differences
 Use words carefully
 Recognise and evaluate your own actions
and responses

8.  Observation
 Empathy
 Roles
 Collaboration
 Willingnessto listen
 Source of Unity/Common goal
 Empowerment

10.  How do people learn?
• Listening
• Seeing
• Touching
• Being educated and educating others through these
different ways is an important skill to have because it
can motivate others to make change
• How can education be applied to quality improvement
teaching with peers?

11.  Understand facts: Determine the basic information of a
situation
 Interpret information: Choose what relationships exist
between facts
 Apply information: Take knowledge or concepts learnt in one
situation and apply them to other situations
 Analyze information: Separate the entire process into
components and understand the relationship of each part
 Synthesize information: Combine ideas and come to a
conclusion
 Evaluate information: Make informed judgments and
decisions by determining the reliability of information

12.  In
order to gain interest from peers about
quality improvement, education is a key
skill
 Educate by:
- Explaining what quality improvement is
- How quality improvement can make a difference using
real examples (e.g. Esther organization in Sweden)
- The pros and cons of quality improvement

13. Carter, A. (2012). In healthcare quality, improvement starts with passionate leadership. Home Health Care, 30(4), 263-264.
doi:10.1097/NHH.0b013e31824c2922
Dobson, R. T., Stevenson, K., Busch, A., Scott, D. J., Henry, C., & Wall, P. A. (2009). A quality improvement activity to promote
interprofessional collaboration among health professions students. Journal of Pharmaceutical Education, 73(4), 1-7.
doi:10.5688/aj730464
Egan , K. (1998).The educated mind: How cognitive tools shape our understanding. London, ON: University of Chicago Press
Hargie, O. (2006).The handbook of communication skills (3rd ed.). NY, NY: Routledge.
Lin, M. K., Marsteller, J. A., Shortell, S. M., Mendel, P., Pearson, M., Rosen, M., & Wu, S. Y. (2005). Motivation to change chronic illness
care; Results from a national evaluation of quality improvement collaboratives. Health Care Management Review, 30(2), 139-156.
Retrieved from http://web.ebscohost.com.ezproxy.library.uvic.ca/ehost/pdfviewer/pdfviewer?sid=e30faeff-dbdf-4593-850e-
3a3ee29919e5%40sessionmgr10&vid=2&hid=19
Midas, M. T., & Werther, W. B. (2001). Productivity and quality improvement through leadership certification. National Productivity
Review, 19(2), 63-71. doi:10.1002/1520-6734(200021)19:2<63::AID-PR9>3.0.CO;2-5
Murray, M. E., Douglas, S., Girdley, D., & Jarzemsky, P. (2010). Teaching quality improvement. Journal of Nursing Education, 49(8),
466-469. doi:10.3928/01484834-20100430-09
Ponto, J., Wolf, S., & Sievers, B. (2006). Interdisciplinary quality improvement education: The role of CNS students. Clinical Nurse
Specialist, 20(2), 94-95. doi:10.1097/00002800-200603000-00065
Remmerswaal, J. (2005). Group work as a challenge: Perspectives and dynamics of groups (7th ed.). Antwerpen, Netherlands:
Designwork.
Robichaud, P., Saari, M., Burnham, E., Omar, S., Wray, R. D., Baker, R., & Matlow, A. G. (2012). The value of a quality improvement
project in promoting interprofessional collaboration. Journal of Interprofessional Care, 26(2), 158-160.
doi:10.3109/13561820.2011.637648

14.  We took from previously made
presentations then augmented the
information with searches on CINHAL,
JSTOR and PubMed. One room mate from
Amsterdam recommended looking into
Remmerstaal as well which turned into a
good resource through Google Translate.

15.  We identified and split four aspects of the
skills presentation, chose our favorite parts
to work on, then brought our individual
work together to create the presentation.