Here are some examples of for poor, better and best responses for this worksheet.

A. Workplace setting e.g. school, hospital, community. B. Students from which other profession is involved in this exercise? C. What is the standard patient or client handover/ referral/communication tool or procedure in this workplace?
A. GP office-based review of the health and well-being of a person with complex health and social problems living in community with paid Support Workers. B. Social work student and medical student provide a practice update to each other prior to the actual review meeting (which is also attended by client and their adult daughter/carer, Nurse Practitioner, community sector Mental Health Practitioners/Support Workers). C. Commonwealth Mental Health Care Plan.
Patient/client background (de-identified)
Annual Review of 53 y.o. woman living with a psychotic illness and complex health issues related to metabolic syndrome.
First student, go through the steps of the communication as set by the workplace.
Medical student on placement at GP practice updates the Social Work student on placement at the community organisation providing support.

Mental Health Care Plan elements are not used to guide flow of information. Information is conveyed in a scattered manner.

Mental Health Care Plan elements are used to guide information flow but is not likely to be inclusive of all professional’s views and experiences.

Mental Health Care Plan elements guide all aspects of information flow including: contributions of client/patient, their family/carers and IP team; identification of new elements; and, agreed changes required to the plan. Information is conveyed in a clear manner.
Ask the other student for feedback. Was there anything they didn’t understand from your communication? What information is still unclear? What further information is required?
Feedback given by social work student is not specific to situation; cannot identify any positive aspects; cannot identify areas for improvement. Cannot identify any missing or unclear information or impact of not including/clarifying the information. Not clear where/how to find information.

Feedback given by social work student identifies most missing/unclear information and where/how to locate. Has insight as to why more detail is required in the Mental Health Care Plan.

Feedback given by social work students is specific to situation; identifies positive aspects; identifies areas for improvement. Clarifies why detail is important. The students educate each other on both their and others roles, including the role of the client/patient and their family/carers, and then are also mindful of the need to reconcile evidence based practices with a person’s rights to choice and control in their life.
Ask if the other student understands what they are expected to do with the information provided? Ask the other student what they will do with the patient/client now in their care or service?
Social Work student does not understand intent or purpose of review at all.

Social Work student vaguely understands the requirement for the community care arrangements to be adjusted against the recommended Mental Health Care Plan changes but is uncertain how this will be raised in the review meeting.

Social Work student well understands the requirement for the community care arrangements to be adjusted against the recommended Mental Health Care Plan changes and knows how they, their work colleagues and the client will be supported to achieve this and how to raise this in the forthcoming review meeting.
Now, listen to the other student make a communication to you from their profession’s perspective. Notes:
Social work student responding to medical student.

Social work student lacks insight into the importance of detailed community care plans and would possibly not question any of the plan details.

Social Work student would possibly question some of the care plan detail if they understood the importance of Mental Health Care Plans to maintaining health and well-being, but would not offer community care suggestions.

Social Work student would request more detail, and be invested in facilitating discussion and planning, about how both treatment and community support has contributed to the patient/client’s health and well-being and reduced the need for hospital-based acute and/or chronic care treatment. Would also contextualize the annual review in terms of the person’s health and wellbeing life journey.
Give feedback. Was there anything you didn’t understand from the communication, or any questions you still had to ask about the patient/client in order to perform your professional role?
Feedback given by medical student is not specific to situation; cannot identify any positive aspects; cannot identify areas for improvement. Cannot identify any missing or unclear information or impact of not including/clarifying the information. Not clear where/how to find information.

Feedback given by medical student identifies most missing/unclear information and where/how to locate. Has insight as to why more detail is required in the Mental Health Care Plan.

Feedback given by medical students is specific to situation; identifies positive aspects; identifies areas for improvement. Clarifies why detail is important. Both students educate each other on their roles, including the role of the client/patient, and then are also mindful of the need to reconcile evidence based practices with a person’s rights to choice and control in their life.
Do you understand what you are expected to do with the information provided? Tell the other student what you will do with the patient/client now in your care.
Medical student does not understand intent or purpose of review at all.

Medical student vaguely understands the requirement for the community care arrangements to be adjusted against the recommended Mental Health Care Plan changes but is uncertain how this will be raised in the review meeting.

Medical student well understands the requirement for the community care arrangements to be adjusted against the recommended Mental Health Care Plan changes and knows how they, their work colleagues and the client will be supported to achieve this and how to raise this in the forthcoming review meeting.
How did each of your communications differ? Why might this be the case?
No suggestion offered

We assess/review clients differently and it is important to recognize this for optimal patient care.

Although we may assess and prioritise things differently, we need to work together with the information we collect to ensure what we hand over to another professional is relevant to their needs. We need to ensure that we question information we are unclear about.
Can you determine this patient or client’s realistic/achievable order of priorities?
Unable to identify priorities as these have not been considered with the client or their family/carers or within the IP team.

Client and family/carer priorities have been minimally considered in the lead up to the review but professional views dominate.

A shared set of realistic/achievable priorities is agreed by the client, their family/carers and the IP team and circumstances for next review are agreed.
Formulate a care plan for this patient/client.
No change to existing plan as a result of review.

Dr and nurse make changes to plan with little input from others considered. Plan is not shared with others.

All review participants contribute to an agreed new care plan and on approaches to implementing it. This is agreed on the basis of review discussion. Where differing views are held these are respectfully and legally accommodated for in the new plan.