Background manual, training phases and learning materials

This resource collection represents a pedagogical whole. It is carefully built up and tested as a sequence of natural learning: self-directed discovery and then interactive learning in workshops.

It functions best when you use it as intended.

We do realize that not all of you will choose to use the full set of tasks and modules, and that you may wish to use smaller parts or to shorten the training. This will of course influence the outcome: The more effort and time you put into the training, the stronger and deeper and more long-lasting the results will be. Whatever you do, please remember and use the “secret” of why this model inspires such profound changes in health professionals’ work and lives:

• Always start with a period of self-observation and reflection to enable participants to discover how they communicate and use emotional competence. Then continue with skills-building workshops where interactive reflection in groups plays an important part.
• Always carry out the training over time (several months) – with an understanding (by the trainer/organizer) of how people learn, and how they choose to change their communication behaviour.

For ease of navigation, the materials are accessible in five main parts:

Part A: Communicating with awareness and emotional competence: The background and the literature showing reasons why the training is needed; the methods used (reflective, experiential); and how to implement the training. Available in one piece only – to encourage readers to get an overview of the systematic and solid work that lies behind the training model, and why we encourage this quality approach to help deal with the personnel crisis in the health systems. Read before you embark on the training.

                There is an extensive and detailed table of contents at the beginning to enable you to navigate within the manual.

Parts B, C, D and E contains materials for running the course process, in four training phases.

For each training phase we will include a brief introduction and clarify which documents are utilized within this phase.

Part A

The manual (Download pdf 5mb) 

The Why and How of this training: Reasons it is needed, and how to implement it.

1. Why and how to organize training: Overview, Concepts and history 
2. The iCARE-Haaland training model: learning needs and characteristics
3. Selected literature: Challenges in skills training for communication and emotional competence
4. The iCARE-Haaland model to communicate with awareness and emotional competence: Approaches, core elements and use of power
5. The role of research in an institution, using the iCARE training to support research staff 
6. Methods: Reflective and experiential learning in structured, supportive processes, over time 
7. The role of trainers: Essential guides and role-models in the learning process
8. Planning and organizing iCARE training process
9. Challenges to implementing iCARE training 
10. The History of the model: How it was developed – a personal story. Dedications 
11. Practical advice from trainers 

Start the learning process

Phase 1: Discovery (Download pdf 2mb)

Individual learning: Baseline + self-observation and reflection tasks/tools

• The discovery phase: Introduction, preparation, administration   Section 1,2,3
• Baseline questionnaire   Section 4.1
• Self-observation and reflection tools (13 tasks over 3 months)    Section 4.2
• Pack 1: Discovering communication habits and learning needs (4 tasks)   Tasks 1–4    Section 4.3
• Pack 2: What makes you irritated, and angry (4 tasks)    Tasks 5–8    Section 4.4 
• Pack 3: Patient-centred care; dealing with anxiety, research (4 tasks)    Tasks 9–13    Section 4.5 
• Additional tasks for Wales doctors 16 tasks (all phases)   Section 4.6 
• Most Significant Change Stories and examples of insights    Section 4.7 
• How to analyse observation and reflection tasks and prepare for workshop    Section 5 

Training Process: Understanding why and how to communicate

Phase 2: Workshop

Training of Trainers
Basic workshop for participants, with 12 modules
Introduction
Administration
TOT: See separate chapter in the Manual

• Module 1: Introduction of workshop programme and participants
• M1a. Introduction to course concepts and contents, and introducing participants
• Module 2: Communication and conscious learning
• M2a: How do adults learn? Using learning theory with patients and colleagues
• M2b: Feedback from observing how you communicate
• M2c: Gold standard communication theory, skills and strategies in practice
• Module 3: Understanding and managing emotions
• M3a: Feedback from observing how you manage emotions
• M3b: Communicating with awareness and emotional competence: Effects of safety, anger and insecurity on how we communicate
• M3c: What makes people change attitudes and behavior? And why doesn’t the patient do what I tell him?
• M3d: Recognizing, managing and preventing stress with communication and emotional competence
• M3e: Managing conflict with awareness and emotional competence to maintain dignity and respect
• Module 4: The function of research in clinical care
• M4a: Communicating about research with awareness and emotional competence
• Module 5: Building and using communication strategies with emotional competence
• M5a: Using communication skills and emotional competence to educate patients
• M5b: Strategies to communicate with awareness and emotional competence
• All PowerPoint presentations
• Workshop programmes
• Evaluations
• Videos – how to teach/ introduce modules

Training Process: Practice and learning more

Phase 3: Skills into Action

Individual learning: Self-observation and reflection tasks/tools + Endline

• Skills into Action phase: Introduction, preparation, administration
• Self-observation and reflection tools (10)
• Pack 5: Strengthening communication with colleagues (4 tasks)
• Pack 6: Comm. With supervisors; taking care of safety, and of emotions (4 tasks)
• Pack 7: Summing up – handling challenges related to emotions
• Additional tasks for Wales doctors
• Most significant change stories
• Endline questionnaire
• Examples of insights

Training Process: Deepening the learning about emotions

Phase 4: Workshop

Training of Trainers

Follow-up workshop for participants, with 11 modules

Introduction Administration

 TOT: See separate chapter in the Manual

• Module 6: Introduction, celebrating growth and facing challenges 
• M6a: Introduction and review: Gold Standard communication Strategies with patients and colleagues
• M6b: The Big Changes: Confirmation of growth, and Challenges participants still have
• Module 7: Understanding and managing strong emotions consciously
• M7a: The many phases of anger: Recognize, acknowledge and handle with respect. 
• M7b: Managing conflict with emotional competence: From confronting – to stepping back, and dialogue 
• M7c: Using power with awareness and emotional competence 
• M7d: Recognizing bullies in the medical profession: Using emotional competence to confront and prevent bullying 
• M7e: We can’t always Cure, but we can always Care: Managing death and dying with emotional competence
• M7f: Professional closeness or professional distance? Conscious use of personal and impersonal language 
• M7g: Using emotional competence to recognize, manage and prevent burnout 
• Module 8: Building and practicing communication strategies with emotional competence
• M8a: Working with emotional competence in a research environment: Understanding and communicating about the difference between research and treatment (optional)
• M8b: Strategies for effective information and communication: Communicating with awareness and emotional competence
• All PowerPoint presentations
• Workshop programmes
• Evaluations
• Videos – how to teach/ introduce modules