The COMFORT Communication Assessment Scale Module 7 - Team Student:_______________________ Element Unacceptable Poor Acceptable Good (1) (2) (3) (4) Assesses and No assessment of Acknowledgement Collection of information Evaluation of professional evaluates the team team environment or of team environment about team environment personal and structural environment infrastructure and infrastructure and infrastructure characteristics, and history of collaboration to assess and plan for interdisciplinary collaboration and/or groupthink Employs One health care Team members with Most team members All members of hospice and professional biomedical expertise participate in the planning interdisciplinary team palliative care determines the patient participate in the process participate in the planning plan of care planning process process and employ distinctive attention to patient and family quality of life Engages in Avoids conflict Enacts a recurring Understands the growth Welcomes and approaches constructive pattern of negative and productivity of conflict by engaging in active conflict conflict between constructive goal listening, defining the problem, particular team disagreements and avoids asking open questions, members resulting in Groupthink. clarifying responses, a pattern of paraphrasing and reframing the withdrawal discussion Demonstrates Fails to demonstrate Inconsistently uses Frequently uses Consistently employs active collaborative collaborative collaborative collaborative contributions, fosters opposing communication communication skills communication communication but does viewpoints, and collectively skills skills not evaluate team or evaluates team goals and satisfaction communication processes Practices Reluctance to engage Minimal Substantive engagement Regular sharing of interdependence in care tasks beyond engagement in care of multiple roles and information, and role and flexibility expertise tasks beyond responsibilities responsibilities, with aims to expertise achieve care outcomes through versatility Creates new tasks No recognition of Members are Members information Members demonstrate and responsibilities individual team available to one and tasks with the goal of interdependence through member expertise another at limited providing optimal care for accessibility, information times the patient/family sharing, and task accomplishment, which maximizes member expertise Performs reflection No reflection about Awareness of poor Identifies shortfalls in Recognizes shortfalls of team and evaluation team processes and team communication team processes and processes, establishes communication communication practices collaborative team goals, and evaluates team communication practices Demonstrates Emphasizes individual Attends to task Incorporates task and Shares in success and failure, interdisciplinary professional expertise communication relational communication provides insights on collaboration rather than resources predominantly across most team communicating with through task and and information members. patients/families (task), relational sharing supports team members, shares communication in workplace stress (relational) Comments to be filled out by students following recorded encounter:
The COMFORT Communication Assessment Scale Module 7 - Team Student:_______________________ Element Unacceptable (1) Poor (2) Acceptable (3) Good (4) Assesses and evaluates the team environment No assessment of team environment or infrastructure Acknowledgement of team environment and infrastructure Collection of information about team environment and infrastructure Evaluation of professional personal and structural characteristics, and history of collaboration to assess and plan for interdisciplinary collaboration and/or groupthink Employs hospice and palliative care One health care professional determines the patient plan of care Team members with biomedical expertise participate in the planning process Most team members participate in the planning process All members of interdisciplinary team participate in the planning process and employ distinctive attention to patient and family quality of life Engages in constructive conflict Avoids conflict Enacts a recurring pattern of negative conflict between particular team members resulting in a pattern of withdrawal Understands the growth and productivity of constructive goal disagreements and avoids Groupthink. Welcomes and approaches conflict by engaging in active listening, defining the problem, asking open questions, clarifying responses, paraphrasing and reframing the discussion Demonstrates collaborative communication skills Fails to demonstrate collaborative communication skills Inconsistently uses collaborative communication skills Frequently uses collaborative communication but does not evaluate team or satisfaction Consistently employs active contributions, fosters opposing viewpoints, and collectively evaluates team goals and communication processes Practices interdependence and flexibility Reluctance to engage in care tasks beyond expertise Minimal engagement in care tasks beyond expertise Substantive engagement of multiple roles and responsibilities Regular sharing of information, and role responsibilities, with aims to achieve care outcomes through versatility Creates new tasks and responsibilities No recognition of individual team member expertise Members are available to one another at limited times Members information and tasks with the goal of providing optimal care for the patient/family Members demonstrate interdependence through accessibility, information sharing, and task accomplishment, which maximizes member expertise Performs reflection and evaluation No reflection about team processes and communication Awareness of poor team communication Identifies shortfalls in team processes and communication practices Recognizes shortfalls of team processes, establishes collaborative team goals, and evaluates team communication practices Demonstrates interdisciplinary collaboration through task and relational communication Emphasizes individual professional expertise rather than resources and information sharing Attends to task communication predominantly Incorporates task and relational communication across most team members. Shares in success and failure, provides insights on communicating with patients/families (task), supports team members, shares in workplace stress (relational) Comments to be filled out by students following recorded encounter: