Domain M2 Communication and collaboration
Competence in this Domain is mandatory for all pharmacists, regardless of the
area in which they work.
M2.1 Communicate effectively
“The positive results of effective communication are well documented and are essential in achieving, amongst others, increased
recovery rates, a sense of safety and protection, improved levels of patient satisfaction and greater adherence to treatment options.
Aside from these, successful communication through a patient-centred approach also serves to reassure relatives that their loved
ones are receiving the necessary treatment. Skills like these are considered indicative of best practice” (Communication Skills for
Nursing Practice, McCabe and Timmins, 2006).
“Ineffective communication is the most frequently cited category of root causes of sentinel events. Effective communication, which is
timely, accurate, complete, unambiguous, and understood by the recipient, reduces errors and results in improved patient safety”.
The Joint Commission. 2007 National Patient Safety Goals. Accessed at www.jointcommissionreport.org Jan2014
M2.1.1.
Understands, speaks and writes clearly in English for the purposes of practising as a pharmacist
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
You need to be able to speak clearly, and not only do you need to have a clear and accurate understanding of what you are
communicating, but the listener on the other end of the conversation needs to be able to understand you.
If English is not your first language, you may need to undertake some further learning to improve your skills.
Written communication also needs to be accurate. Legibility is important. Documentation is important so that the person coming in
after you has a clear picture of the diagnosis or identified problem, the care given, and the response or outcome. The Centraltas
website has links to some useful resources for learning to do this effectively available from their Community Pharmacy Services
Implementation Update No. 51 (07 November 2014)
M2.1.2.
Listens effectively, using active and reflective listening techniques
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
Effective communication includes being a good listener as well as a good speaker. Listening is the most important part of
communication, because if you fail to understand the message being expressed to you, you will also fail in providing a meaningful
response. This is the root cause of many misunderstandings and complications.
Communication is a two-way process. The foundation of this is that you cannot listen if you are speaking. The act of listening is not
the same as hearing (a simple, passive task) - it requires more than just the ability to absorb information from someone else.
Listening is an active process when you make a conscious decision to listen to and understand what the speaker is trying to say,
whether verbally or non-verbally. Not all communication is done through speech, and not all listening is done with ears. To listen
effectively you need to use more than just your ears, and it is important that you are also ‘seen’ to be listening. When someone is
communicating with you, they want to feel like they’re talking to you, rather than at you, and that can only be achieved with a set of
good listening skills and an understanding of the principles of effective communication in general.
Active listening not only means focusing fully on the speaker but also actively showing verbal and non-verbal signs of listening.
Generally speakers want listeners to demonstrate ‘active listening’ by responding appropriately to what they are saying. Appropriate
responses to listening can be both verbal and non-verbal e.g. maintaining eye contact, nodding your head and smiling, agreeing by
saying ‘Yes’ or simply ‘Mmm hmm’ to encourage them to continue.
Listeners should remain neutral and non-judgmental, and try not to take sides or form opinions, especially early in the
conversation. Active listening is also about patience - pauses and short periods of silence should be accepted. Don’t interrupt the
speaker, complete their sentences or be tempted to jump in with questions or comments every time there is a pause. Active listening
involves giving the other person time to express what they want or need to say, and therefore, they should be given adequate time
for that.
It’s important to understand the transition between listening and speaking, and be aware of the ways that responding is still a part
of the active listening process. Demonstrate your understanding by asking questions, or rephrasing parts of the speaker’s message.
This allows you to show your active engagement with their words, help you better understand their key points, and have an
awareness of the circumstances and context surrounding their words.
M2.1.3.
Assesses and responds to information requests in a timely manner
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
Some useful tools and learning resources for effective time management and prioritisation that will enable timely and appropriate
responses.

www.mindtools.com > Time Management
This website provides tools and resources to allow you to learn the skills you need to manage your professional role. The
full Mind Tools toolkit contains more than 900 management, career and thinking skills (e.g. leadership, team management,
strategy, problem solving, decision making, project management, time management, stress management, communication
skills, creativity techniques, learning skills, career skills). You can test your skills in each area and then be directed to the
most appropriate resources depending on your score.

www.effective-time-management-tips.com/
This website contains Time Management Tips, Tools, Techniques and Resources to help you maximise skills in organisation,
time management, goal setting and prioritisation.
M2.1.4.
Recognises and respects cultural diversity when communicating with people from a background
different to one’s own
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
A pharmacist should recognise and demonstrate sensitivity to cultural, religious and social beliefs and values including generational
differences of the service user e.g. addressing an appropriate family member, non-verbal cues. They should be flexible enough to
accommodate specific cultural or social requirements of service users.
They should also be able to recognise barriers to communication with service users from different cultural and linguistic backgrounds,
and identify possible strategies and resources for communicating effectively with these people.
They should be able to provide information in a way that that does create concern, anger, embarrassment or other adverse response.
M2.1.5.
Assesses an individual’s understanding before providing information
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
Pharmacists should have sufficient interpersonal communications skills to know how to communicate with their patients, not talk at
them, but engage them in meaningful dialog, including the ability to follow up, ask questions and identify and use appropriate aids
to confirm that the intended communicated message has been received and understood by the service user.
They should also know when to stop to avoid patient overload and confusion, and then how to pick up the conversation if the service
user has further questions.
M2.1.6.
Adapts verbal, non-verbal and written communication to suit the receiver, using appropriate
vocabulary and checking understanding
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
A pharmacist should recognise the need for specialised communication, e.g. presence of emotional distress, physical disability,
cultural/linguistic requirements (including the need for an interpreter) and be able to identify barriers to effective communication
including culture, values, beliefs, sensory impairment, and disability.
They should be able to elicit necessary information from the consumer and, in turn, to identify their information needs, by choosing
a suitable communication style (both written and oral) that is appropriate for the situation, the audience and the material being
communicated to enable clear understanding of the message by the service user e.g. avoid unnecessary jargon, explains or doesn’t
use medical terminology, use of a suitable interpreter etc.
M2.1.7.
Undertakes all consultations in an appropriate setting, minimising interruptions and maintaining
verbal, auditory and personal privacy
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
The HDC Code of Health and Disability Services Consumers' Rights Regulation 1996 clearly outlines the Rights of Consumers and
Duties of Providers:
RIGHT 1 - Right to be Treated with Respect
1. Every consumer has the right to be treated with respect.
2. Every consumer has the right to have his or her privacy respected.
RIGHT 3 - Right to Dignity and Independence
Every consumer has the right to have services provided in a manner that respects the dignity and independence of the individual.
RIGHT 4 - Right to Services of an Appropriate Standard
1. Every consumer has the right to have services provided with reasonable care and skill.
2. Every consumer has the right to have services provided that comply with legal, professional, ethical, and other relevant
standards.
3. Every consumer has the right to have services provided in a manner consistent with his or her needs.
4. Every consumer has the right to have services provided in a manner that minimises the potential harm to, and optimises the
quality of life of, that consumer.
These rights can be delivered by providers by:
 Ensuring there is an area available for consultations that enables physical, visual and auditory privacy
 Providing advice to service users that private areas are available for consultations
 Separate prescription -in and prescription-out areas to allow for more confidential counselling
 Asking patient where they would feel comfortable being counselled –there may be issues a patient wants to discuss
confidentially
 Take patient to quiet area of pharmacy for counselling
M2.2 Establish and maintain collaborative working relationships
This competency relates to the ability to work effectively as part of a team, by creating and growing relationships with colleagues in a
way that provides a mutually supportive environment and therefore improves the care provided to service users. Your working
environment will often include others; therefore it is important that you are a ‘team player’. This includes understanding the roles
and responsibilities of other team members and how teams work. Respecting the skills and contributions of colleagues and other
healthcare professionals in improving outcomes for patients is essential.
M2.2.1.
Promotes the role, responsibilities and expertise of the pharmacist in relation to other team members
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
Each team member brings unique knowledge and skills to their role within the team. It is important that pharmacists engender trust
for their role and create cooperation from other team members by maintaining their respect and confidence in the pharmacist’s
contribution. In turn, they should recognise and respect the professional roles and skills of other team members and the contribution
that they make.
Pharmacists should accept responsibility for fulfilling the professional role expected of a pharmacist within the team and show
leadership by demonstrating a proactive and expert approach to responding to and managing pharmaceutical or therapeutic issues
that arise. They should actively contribute a pharmacist’s perspective and make a positive contribution to team based problem
solving and decisions.
In this respect, they should be able to share information and their expertise to facilitate a shared understanding by providing a clear,
concise and confident explanation and/or justification of a decision, and by being able to initiate discussion on possible other or more
preferable courses of action to achieve the desired outcome.
Respectful assertiveness is a critical skill that all pharmacists should have, and this should be used to ensure any team decisions do
not override or compromise professional practice or consumer pharmaceutical/therapeutic care. This should be done in a manner
that maintains the respect and confidence of the other team members in the pharmacist’s contribution.
To optimise their contribution pharmacists must be capable of clear and concise communication of relevant information and of
maintaining rapport with professional colleagues, consumers and other service users.
M2.2.2.
Establishes rapport, respect and trust with colleagues and other healthcare professionals, and with
patients where appropriate, respecting individual and cultural differences
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
Pharmacists should demonstrate a positive attitude to working collaboratively with others. They should support team development
and cohesion by recognising the value of other team members’ knowledge and skills including non-clinical staff and working
effectively as part of the team. All team interactions should respect and preserve relationships, both within the team and with other
service users in a way that ensures understanding and confidence in the team and its members.
M2.2.3.
Identifies key partners within own area of practice and practises whanaungatanga (establishing
connections) in order to build relationships and trust with them
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
Pharmacists should understand the complementary roles and responsibilities of other members of the healthcare team and recognise
the contribution other members of the team make to patient care. They should know how to efficiently access and use the skills of
other members of the team to support patient care, and provide feedback, encouragement and support to other team members.
Essentially the concept of whanaungatanga is practically worked out by being part of a larger whole - being committed to shared
responsibilities and working in collective ways, and understanding that you are not alone but have a wider team of colleagues that
can provide support, assistance, nurturing, guidance and direction when needed.
M2.3 Manage conflict
Conflict is generated where there are opposing views, interests or ideas, and can give rise to tension which can impact on emotional
well-being and ultimately on work performance. It can arise in both inter- and intra-professional “teams” and will be experienced to
some extent in all workplaces. It is important that you recognise and manage conflict in a constructive manner. In addressing
circumstances where conflict exists it is important to recognise that it is not always possible to completely resolve the conflict. It is
also important to understand that, depending on the circumstances, you may need to seek additional guidance or support to resolve
it.
Conflict Management is included as a core competence in the competency frameworks of most health professional disciplines because
it is recognised that inter- and intra-professional conflict affects patient safety and outcomes, as well as having detrimental effects on
staff morale, and on physical and mental health.(Jill E. Thistlethwaite and Ann Jackson: (2014) Conflict in Practice-based Settings:
Nature, Resolution and Education. International Journal of Practice-based Learning in Health and Social Care 2(2), 2-13)
The Royal College of Physicians & Surgeons (Canada) has a very useful article about conflict, its causes, factors in the healthcare
environment that contribute to conflict and methods for resolution.
M2.3.1.
Clarifies the nature of the conflict and acts promptly to prevent or manage it whenever possible
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
The pharmacist should demonstrate an ability to recognise causes of potential workplace problems or conflict and accept
responsibility to proactively manage the situation to prevent or diffuse circumstances that may lead to or has caused conflict.
To do this effectively the pharmacist should be able to:

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Work with colleagues in an objective manner to gather information relevant to identifying the source(s) and/or nature of
the conflict
undertake enquiries in a sensitive and non-confrontational manner
identify the key issues and key participants in the conflict
describe the nature and source(s) of the conflict without apportioning blame
identify a range of approaches that might be used for resolving conflict (e.g. negotiation, collaborative problem‑solving,
mediation, arbitration)
M2.3.2.
Identifies situations where a negotiated outcome is required
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour? Yes
All pharmacists at some time are required to negotiate issues relevant to their professional practice to achieve a mutually agreeable
position for each of the parties involved. To do this, pharmacists have to be able to understand the other’s perspective and
understand the importance of all parties reaching a position that mutually resolves each of their objectives.
They should recognise when it is necessary to seek further external assistance or guidance (e.g. severe emotional distress, intractable
dispute), and how to promptly access information for relevant support services (e.g. counselling and mediation services, human
resources department), and initiate onward referral if required.
An example of this could be a product-based request for a Pharmacist Only medicine which may not be suitable for the consumer
and requires the pharmacist to provide advice on an alternative product or course of action.
M2.3.3.
Works collaboratively to identify and agree a preferred approach and to review the impact of actions
taken
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
The goal of conflict resolution is to work together towards a resolution that allows everyone to get what they need rather than trying
to win points or defeat the ‘other side’, by considering options that facilitate a mutually agreeable outcome. Demystifying and
clarifying is always a good first step in understanding any issue
To do this it is necessary for all parties concerned to:

understand the requirements of all parties

understand the desired outcome of all parties

focus on the interests or needs that lie beneath the conflict rather than focusing on the positions that they may be taking
Pharmacists need to be able to work collaboratively to identify and agree a preferred approach for resolution of the conflict with
those involved in the conflict.
Pharmacists should be able to describe how the success of the resolution approach taken will be measured, and be able to discuss
how those involved in the conflict will be engaged in this assessment and follow-up process. They may not always agree with the
other parties but they must respect and support then during the resolution process.
Using a collaborative approach also allows the parties to positively maintain their relationships. However, improving working
relationships is not just a good thing for our working environment. Recent research into patient safety and medical error indicates
that positive working relationships with a foundation of open and clear communication, collaboration and respect within healthcare
teams has a significant effect on the safety and efficacy of the care provided to patients.
M2.4 Supervise and support colleagues
Supervising and supporting colleagues in the workplace is also included in this domain. You will, at some time, be engaged in
supervising the work of students, other pharmacists or that of support staff. In this capacity, you would be expected to assist with
and support the performance of supervised personnel. You may have chosen to be an intern pharmacist preceptor which requires
additional skills, not only in supervision but in teaching and mentoring.
M2.4.1. Contributes to and supports workplace training
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
This behaviour describes a pharmacist’s role in creating an environment that positively encourages and is supportive of learning and
professional development for all staff members, and their ability to identify and promote participation in relevant learning and
development opportunities.
To do this effectively a pharmacist will:

provide advice on learning and development needs and constructive feedback on performance that explicitly covers learning
and development needs

support colleagues (including non-registered staff) to create a professional development plan and be able to identify
resources, training or personal support available to allow the plan to be worked out

use their own knowledge and expertise to contribute to the learning and professional development of others (e.g. preceptor
supervision of new graduates, mentoring of early career pharmacists, delivery of in-service educational sessions)
A good example of this is to be a Learning Partner for a colleague 
M2.4.2. Accepts responsibility for supervising, monitoring performance and contributing to the
performance assessment of colleagues where appropriate and delegated to do so
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
This behaviour describes the pharmacist’s role in accepting responsibility for guiding and supervising pharmacists, interns and other
non-registered staff, as well as providing feedback on their performance. To do this, they must understand the levels of training and
knowledge of supervised personnel and take this into account when delegating tasks and setting performance goals and expectations.
To do this effectively a pharmacist will be able to:

identify the key issues for effectively supervising others’ work

understand what is meant by direct supervision, and where the responsibility for outcomes lies

contribute to revision of the job descriptions of supervised personnel if necessary

understands when it would be appropriate for staff being supervised may make autonomous decisions

recognises situations where additional support and/or guidance is needed for supervised personnel

ensure that work practices of supervised personnel are consistent with their roles and comply with workplace SOPs
This behaviour also describes the contribution a pharmacist may make to the performance assessment of professional colleagues
and supervised staff.
To do this a pharmacist will be able to:

understand the performance assessment and management processes, and use the documentation for performance
assessment within their organisation

know the key issues relevant to providing performance feedback (communication -sensitivity, tact and clarity; content –
positive and constructive feedback; and process - fair and due process

provide constructive feedback to improve motivation and performance, objectively discuss any performance concerns and
offer constructive criticism and advice in a supportive manner that does not cause an adverse response
M2.4.3. Defines and communicates delegated activities and the expected outcomes to supervised
personnel
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
This behaviour describes the expected ability of a pharmacist to understand the expected scope and competencies required to deliver
the tasks of unsupervised staff, to communicate and direct the expected performance outcomes.
To do this a pharmacist will:

ensure supervised personnel work within the limits of their competence

know the (legal/ethical) limitations that apply to delegation of specific tasks

effectively communicate delegated tasks and the expected performance to the staff working within the role

make sure that the staff member understands the task requirements

manage problems that may act as barriers to the expected completion of the delegated tasks and provide appropriate
support if necessary to enable the task to be carried out to the expected performance level
M2.5 Facilitate education of colleagues
Education as it relates to this domain is that which sits outside formal university education or study. From graduate level,
you have a responsibility to assist with the education and training of future generations of pharmacists. Participating as a
teacher not only imparts knowledge to others, it offers an opportunity for you to gain new knowledge and to fine-tune
existing skills. Educating colleagues includes others in the healthcare team, where you can use your specific knowledge
and skills to enhance their knowledge and skills.
M2.5.1. Promotes and supports opportunities for learning that enhances the practice of colleagues,
pharmacy students and/or other healthcare professionals
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
Similarly to the information provided for M2.4.1, this behaviour describes a pharmacist’s role in creating an environment that
positively encourages and is supportive of learning and professional development for all staff members, and their ability to identify
and promote participation in relevant learning and development opportunities.
Examples:

Share information to benefit other team members
Provide clinical information to support and enhance learning of other members of the pharmacy or interdisciplinary team,
e.g. discuss cases or medicine-specific information at continuing education sessions, team/unit meetings or other relevant
forum

Share experiences with less experienced team members Support the development of members of the pharmacy and
interdisciplinary teams by sharing experiences either formally or informally in a mentoring/educational capacity
M2.5.2. Identifies and responds to gaps in knowledge, skills and professional behaviours of others
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
This behaviour describes a pharmacist’s ability to identify learning needs of others, and to describe these in the form of learning
objectives. They then need to be able to respond to this by facilitating learning by assisting in the selection or development of relevant
learning activities, and explaining the relevance of these to the identified learning needs.
The pharmacist may also be involved in ensuring learner participation in the identified activities (e.g. discussion and questioning,
personal reflection, work group exercises).
M2.5.3. Uses educational content that is current and evidence-based
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
Pharmacists may be involved in the education of groups of consumers, students and other health care colleagues through a variety
of learning activities, eg a pharmacist may attend a training session and pass on the learning to colleagues at an in-house meeting,
or research and give a presentation to a group of colleagues.
They should ensure that the information they are sharing is relevant and up-to-date and of an appropriate standard for the intended
audience. They must be able to confirm the currency and/or evidence base for the educational content used. The ENHANCE
document “Ensuring your Learning Resources are reliable” provides information about this.
M2.5.4. Employs appropriate tools and strategies to assess learning and provide feedback where
required
Level this behaviour currently demonstrated?
Not yet consistent or competent
Do I need or want to do any more learning for this behaviour?
Yes
This behaviour describes a pharmacist’s ability to assess learning by using valid, reliable and appropriate tools and strategies, and
also their ability to provide appropriate and constructive feedback if necessary.
To do this a pharmacist will:
 understand the principles of assessment, the key issues that impact on the reliability and validity of learning assessment
tools, and the relative merits of different assessment methods
 use suitable and validated tools for the required assessment to appropriately assess learning
 know how to provide feedback on assessment results in a way that motivates further learning
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