Interprofessional Communication Between Medical Technologists and Health Care Professionals

in Oriental Mindoro Provincial Hospital: A Basis For Patient Satisfaction

CHAPTER I

The Problem and Its Setting

INTRODUCTION

The medical technology environment has a general nature of providing adequate and

efficient laboratory results having a good communication between medical technologists and

other health allied professionals who have been giving the proper care.

Ensuring the safety and effective care to patients in the hospital is a joint effort.

Professionals include medical doctors (MD), registered nurses (RN), radiologic technologists

(RT), medical technologists (MT) and other health care team. Common conflicts among them

include lack of respect, miscommunication and disobedience. To optimize patient safety in an

interprofessional environment, each health discipline must learn the meaning and value of

alternative perspectives. For this to occur, both disciplines must learn negotiation and conflict

resolution skills.

Effective health care professionals must be patient-oriented rather than profession-

oriented in providing care. When the health care providers are profession-oriented, it drives them

to miscommunication, professional arrogance, misinterpretation, greed and conflict of interest.

These behaviors most commonly soar from the absence of knowledge of different roles,

ineffective teamwork skills and disrespectful among health care profession. All of these could be

enhance through interprofessional educational programs.

 Effectual collaboration can alleviate the stress of separately providing care to a patient.

Good communication can improved attemptiveness and appreciation among professionals within

their discipline or deeper understanding and respect for others and improve collaboration towards

a common goal.

Successful collaboration occurs when mutual trust and respect is evident between

participants; there is recognition and appreciation of the variety of perspectives, insight and

expertise of participants; there is an understanding and acceptance of member roles and

responsibilities; there is a well-defined team structure; members experienced personal and

professional growth as a result of participation in the collaborative process; there is an

understanding of legal, regulatory and legislative responsibilities and members share the values

associated with the collaborative process.

Recent research suggests that effective interprofessional communication and

collaboration can positively influence patient satisfaction and outcomes. Health professional

communication skills do not necessarily improve over time but can improve with formal

communication skills training (CST).

Communication among health professionals and organizations is a highly complex but an

important function in the provision of safe health care. Traditionally, communication skills taught

to health discipline learners focused on interactions with patients and families from their

professions perspective i.e., profession-centric communication, not on communication across

professions or interprofessionally.

Medical technologists prepare blood, urine and tissue samples for analysis using special

laboratory equipment. They may also use a variety of chemicals and other agents to help find

bacteria and other microorganisms. The role a medical technology plays may be helpful in a
number of ways, including determining a patients response to medical treatment by testing

blood levels, as well as matching blood types when a transfusion is necessary. Many medical

technologists are also trained in phlebotomy, which involves the collection and proper storage of

blood. In addition, medical technologists may need to enter results into patients records.

The contribution of medical laboratory science to patient care and to the health delivery

system is primarily one of diagnostic services. The increasing number and wide range of

diagnostic tests performed by medical laboratory scientists requires frequent adaptation to new

laboratory methodologies and instrumentation. Medicine requires today's medical laboratory

scientist to be a highly qualified professional who is willing and able to expand and extend

his/her theoretical knowledge and technical skills. Today's professional medical laboratory

scientist must develop technical expertise as well as teaching and administrative competence.

He/She must be able to adapt to rapid changes in the field while maintaining an optimal level of

performance. As a member of the health care team, the medical laboratory scientist must have a

basic understanding of the role of other health practitioners to function effectively and to provide

the best possible care. Although work in medical laboratory science often does not place the

practitioner in direct contact with the patient, the medical laboratory scientist must maintain

compassion and empathy and accept the patient's welfare as the highest priority.

Interprofessional communication in health care is defined as health care professionals

assuming complementary roles and cooperatively working together, sharing responsibility for

problem-solving and making decisions to formulate and carry out plans for patient care.

Interprofessional communication between physicians, nurses, and other health care professionals

increases team members awareness of each others type of knowledge and skills, leading to

continued improvement in decision making.

 Patient satisfaction is a highly desirable outcome of clinical care in the hospital and may

even be an element of health status itself. A patients expression of satisfaction or dissatisfaction

is a judgment on the quality of hospital care in all of its aspects. Whatever its strengths and

limitations, patient satisfaction is an indicator that should be indispensable to the assessment of

the quality of care in hospitals.

Hence, this is a study to determine the interprofessional communication between medical

technologists and other health care providers towards patient satisfaction. Positive behavior is

thereby reinforced and knowledge is shared among health care professionals.

THEORETICAL FRAMEWORK

A theory of Maslow called Human Needs theory is related to interpersonal needs. He

charged the father of Humanistic psychology, believed that psychology takes a pessimistic,

negative and limited conception of humans. He charged the discipline to examine human

strengths and to stress human virtue instead of human frailties, and he proposed that human

science should explore individuals who realize their full potential. Furthermore, he believed that

the inner core of the person is the self, which is a unique individual who possesses both

characteristics similar to others and characteristics uniquely distinct to the person (Maslow,

1963).

Motivation is the key to Maslows theory because he assumed that instead of being

passive, an individual is an active participant who strives for self-actualization. Maslows theory

is basically a hierarchy of dynamic processes that are critical for development and growth of the

total person. There are six incremental stages of Maslows theory: physiologic needs, safety

needs, love and belonging needs, self-esteem needs, self-actualization needs and self-
transcendent needs. The goal of Maslows theory is to attain the sixth level or stage: self-

transcendent needs (Maslows 1963).

In Maslows scheme, needs are divided into D motives and B motive. D motives

are deficiency needs. This means that these needs are basic and have the greatest strength

because they are essential to human survival. D motive needs must be satisfied for a person to

turn his or her attention to the satisfaction of the higher-level needs. These higher-level needs are

called B motive needs and include self-esteem and self-actualization. Such needs are reflective

to growth of potential (Maslow, 1963).

Until basic deficiency needs are met, the individual dies not pursue personal growth

needs to develop his or her fullest potential as a human being. Maslow postulated an optimistic

assessment by focusing on the individuals strengths instead of personal deficits. According to

Maslow (1963), when a person strives for personal growth, it leads the person to her or his fullest

potential. In other words, it is the person at her or his best. This means that the person develops a

problem-solving approach to life, identifies with humankind and transcends the environment.

The person is able to look realistically at life and make decisions; this brings about inner peace.

Another theory called the patient-focused care model was developed in an effort to

decrease the cost of providing health care while improving the quality of service. According to

Myers (1998), the principles of PFC are derived from total quality management/ continuous

quality improvement in that PFC brings patient care needs as close as possible to the bedside.

The goal of PFC is to decrease the number of health care workers needed, while simultaneously

increasing the time nurse would have to spend with patients. Theoretically, the cost of care

should decrease while quality of care increases.

Mang (1995) described principles of implementation of PFC.

 Creation of multiskilled workers, or cross-trained workers, is accomplished by combining

appropriate types of tasks. For example, the multiskilled worker would be responsible for

housekeeping, food service and other unskilled tasks for a group to perform tasks that

traditionally would require to be licensed. The goal of creating a multiskilled worker is to

decrease the number of workers the typical patient comes in contact with by up to 75% (Clouten

and Weber, 1994).

Mang (1995) proposed creation of patient needs team, or multidisciplinary teams,

whose composition would determine by the needs and diagnoses of the patient group. A typical

team might include a nurse, social worker and pharmacist; this team would manage patients

need from admission to discharge. Other team members such as physical, speech or occupational

therapist could be added to the patient needs team as patient needs dictate.

Patient-focused care should obviously involve the patient. Indeed, in this model, patients

must be well-informed and included in all decision-making related to the plan of care.

This study relates to an environment with mutual respect which is essential for

interprofessional communication. Respect helps facilitate a positive environment in which to set

shared goals, create collaborative plans, make decisions and share responsibilities.

Finally, task simplification would be applied to every aspect of the patients care to allow

for greater efficiency and time savings, which results in earlier for the patient.

SCOPE and LIMITATION of the STUDY

This study sought to determine how interprofessional communication between Medical

Technologist and Health Care Professionals becomes a basis for patient satisfaction.
 Data were collected by personally delivering the questionnaires to the hospitals. Each

respondent was presented with a letter detailing the same instructions and tasks, reducing the

possibility of researcher introduced bias.

SIGNIFICANCE OF THE STUDY

With the changes and demands within the health care today, it is imperative that

professionals work as a team to ensure efficient and quality care.

School. Such study will help promote didactic program, a community-based experience and an

interprofessional-simulation experience. The didactic program emphasizes interprofessional team

building skills, knowledge of professions, patient-centered care, service learning, the impact of

culture on healthcare delivery and an interprofessional clinical component. The community-

based experience demonstrates how interprofessional collaborations provide service to patients

and how the environment and availability of resources impact one's health status. The

interprofessional-simulation experience describes clinical team skills training in both formative

and summative simulations used to develop skills in communication and leadership.

Students. This study will help provide interprofessional communication and education which is

a collaborative approach to develop healthcare students as future interprofessional team

members. Complex medical issues can be best addressed by interprofessional teams. Training

future healthcare providers to work in such teams will help facilitate this model resulting in

improved healthcare outcomes for patients. This will also help students to understand their own

professional identity while gaining an understanding of other professional's roles on the health

care team.
Hospital. Interprofessional collaboration in medicine is a process in which different professional

groups work together to ensure a positive impact on each other and on patient care. These

benefits included improved use of specialist resources, better patient care and safety, and

improved health outcomes for patients with chronic disease. They also led to a reduction in

complications and length of hospital stay, and reduced clinical error rates and mortality rates.

Collaboration across disciplines allows professionals to bring their particular expertise and

experiences to influence the nature of the questions and proposed solutions to the priority health

care issues our country is confronting.

Patients. This study will make health care professionals work closely with patients. This will

also provide health care professionals to have the humanistic skills necessary to communicate

with patient problem-solve and work well with one another. As vital members of the health care

team, medical laboratory professionals play a critical role in collecting the information needed to

give the best care to an ill or injured patient. They find great satisfaction in their work, knowing

that they are helping others and saving lives.

CONCEPTUAL FRAMEWORK

The research paradigm is as follow:

IV DV
Profile of the respondents in Interprofessional Communication
terms of: Factors in terms of:

1. Age 1. Role Stress Factor

2. Lack of Interprofessional
Understanding
2. Gender
3. Conflicting Perception of
Teamwork
3. Educational Attainment
4. Occupational Stress

4. Length of Service 5. Burnout

5. Current Position
A Basis for Patient Satisfaction

The conceptual framework is composed of the independent variable and dependent

variable.

The independent variable presents the profile of the respondents in terms of age, gender,

educational attainment, length of service and current position which may improve

interprofessional communication.

On the other hand, the dependent variable shows the interprofessional communication

factors in terms of the role stress, lack of interprofessional understanding, conflicting perception

of teamwork and occupational stress and burnout.

STATEMENT OF THE PROBLEM

This study sought to investigate

1. What is the profile of the respondent in terms of:

a. Age

b. Gender

c. Educational Attainment

d. Length of Service

e. Current Position

2. What are the common barriers to Communication in terms of:

a. Role Stress Factor

b. Lack of Interprofessional understanding

c. Conflicting perceptional of teamwork

d. Occupational stress/ Burnout

3. Is there a significant relationship between the profile of the respondents and factors of

InterprofessionalCommuication between Medical Technologist and Health Care

Professionals as a basis for patient satisfaction?

4. On the account of the findings of the study, what would be the basis for patient

satisfaction?
DEFINITION OF TERMS

For the understanding of the study, the following terms are operationally defined.

Interprofessional Communication is the process of demonstrating professional respect and

awareness by understanding other disciples and their roles and identifying professional

responsibilities and boundaries.

Interprofessional Education is a method that results in effective clinical teamwork by enabling

professional of different disciplinary backgrounds to engage in learning to lead to collaborative

problem-solving approaches, mutual decision and teamwork.

Interprofessional Education is defined as two or more professionals learning from and about

one to facilitate collaboration in practice for the development of respectful and effective

relationship.

Role Stress referred to as role stresses means to work or family conditions that are associated

with feeling of role strain or alternately distress.

Interprofessional Understanding is a method of building a shared understanding of

interprofessional collaboration in the academic environment toward ensuring future

collaborations in the health care workplace.

Teamwork in Healthcare is defined as a dynamic process involving two or more healthcare

professional with complementary background and skills, sharing common health goal and

exercising concerted physical and mental effort in assessing, planning or evaluating patient care

Occupational Stressis stress involving work which occurs when there is a discrepancy between

the demands of the environment, workplace and an individuals ability to carry out and complete

these demands.

Burnout is psychological term for the experience of long-term exhaustion and diminished

interest or problems related to life-management difficulty.

Health Care Providers provide health care services to consumers. They are the one who help in

identifying or preventing or treating illness or disability.

Patient Satisfaction is a key determinant of quality of care and an important component of pay-

for-performance metrics. It is the patients opinion of care received.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The following related literature and studies written by local and foreign authors gave the

information needed by the writers of study.

A. Related Literature

Values, beliefs, attitudes, customs and behaviors form the unique culture of each health

care profession and evolve over time, reflecting historic factors, as well as the current

environment and educational requirements. This culture is enforced through educational

experiences and the socialization process. The common values, problem-solving approaches and

languages/jargon of each profession begin while training and transcend into the workplace after

graduation.

Increasing levels of complexity of knowledge and skills required caring for the aging

population and patients with chronic illnesses has led to an increase in specialization of health

care disciplines and decreased interdisciplinary exchange. It is more comfortable to remain in

ones own discipline where communication is facilitated by specialized vocabulary, similar

approaches to problem solving, common interests and understanding of issues.

Communication with other members of other health care discipline becomes

increasingly difficult as the cognitive map developed through professional education and

socialization becomes more ingrained. Two problem areas were identified that hinder

interprofessional communication: role stress, lack of interprofessional understanding and

occupational stress/ burnout.

 Anxiety brought on by the basic nature of working in health care and by difficulty in

carrying out professional roles is termed role stress. Role stress can also be delineated into role

conflict and role overload. Health professional who are socialized to carry out one role but are

expected to fit another in the workplace experience role conflict. This type of role stress is

caused primarily by a gap between education and service. New graduates quickly find out that

their ideals and aspiration are not matched with the same values that are praised in the

workplace. However, more seasoned professionals can experience this type of role stress as

result of being expected to perform tasks that are not related to their professionals for more than

he or she can reasonably achieve in given period of time.

Lack of interprofessional understanding has been linked to role confusion and territorial

disputes. Although one would expect health providers to be knowledgeable in reference to the

different professional roles, this is often a false assumption. Some progress has been made in this

area; nonetheless, confusion about the unique expertise and knowledge of each professional still

exist. The major cause of this problem is the fact that professional education takes place in

virtual isolation from other health care disciplines.

The ability to communication and functional effectively as a part a team is, for most, a

learned skill. In a study conducted at an Australian University, 81 allied health students

participated in four-hour interprofessional workshop designed to enhance teamwork. The

important role of interprofessional education in increasing students positive attitudes toward

their own and other professional groups and in minimizing negative professional stereotypes was

highlighted. The majority of students reported that the most significant insight gained through

the workshop understood the roles of different professionals. Implementing component of

interprofessional education in healthcare curricula is a much needed step in improving

interprofessional communication.

Many researchers have called for the implementation of professional education (IPE),

however this is not as simple as it may seem. Obstacles to employing IPE within the educational

system extend beyond difficulties in scheduling across curricula. Opinions of faculty member are

also crucial points to consider. Some of the fundamental barriers to interprofessional teaching

and learning experienced by health sciences faculty members include diverse attitudes along with

a lack of respect and knowledge of each other.

In a study conducted at the Memorial University of Newfoundland, a survey was

completed by faculty members from the medicine, nursing, pharmacy, and social work

departments. A positive attitude regarding interprofessional education and teamwork was found

to be related to the professional, gender and prior experience

Interprofessional collaboration with the multidisciplinary health care team is vital to its

success in achieving the objective of delivering the highest quality of care to the patient. Nurses

form an important connection between allied health professional and physician. In a study of

nurses perceptions of multidisciplinary teamwork, Atwal and Caldwell interviewed 19 nurses

and conducted direct observation to study nurses interaction while participating in

multidisciplinary teams. Three barriers that hindered teamwork were identified in this study:

conflicting perception of teamwork, varying skill levels; and the dominating influence of medical

power on team interaction. Thus, responsibility lies with educators and administrators to ensure

that the attainment of team building skills be implemented into training programs and

professionals development activities.

 Although medical technologists and other health care providers encounter each other

frequently, strained interaction persists. A 2003 article published by two registered nurses offered

suggested for improving relations between medical technologists and other medical allied

profession. Poor interprofessional understanding between those allied professions is a source of

misconceptions.

Perception is everything. The medical technologist may think that other health care

professionals do not want to help. They may think it is his/her job to stay out of the way of the

medical technologist they were not concerned about tube becoming dislodged or causing the

patient discomfort. It is all perception and the medical technologist will have to find a strong

voice and speak up.

Collaborative practice involving good interprofessional communication and teamwork is

hardly a new concept, Crowley and Wallner outlined the benefits of implementing collaborative

practice which include: improvement in communication trust and respect; increased

understanding of each others professional cultures and responsibilities; greater consideration of

each others time and effort; a more collegial atmosphere which leads to improved job

satisfactions; joint development of consistent policies and standards of practices; implementation

of changes before they are induced by crises; consideration of all team member opinion and

suggestions; and reduced tension at all levels within the health care community.

An occupational stressor may be identified as any demand, physical or psychological

experienced in the workplace. Raj outlined the organization stress, work overload, boundary

extentions, career development, leadership style and role ambiguity and role conflict as

categories of occupational stressors. Of these six categories, five can easily be related to

interprofessional communication and collaboration.

 Burnout may occur when stress coping skills are not adequate. Burnout is a result of

continued involvement in work situations that are emotionally demanded eventually leading to a

state of physical, emotional and mental exhaustion.

The element quality and the most palpable manifestation of burnout is exhaustion. In

order to cope with exhaustion and overload, an exhausted employee then takes action to distance

himself or herself from the job both emotionally and cognitively. Feelings of exhaustion or job

detachment, intern, lead to a feeling of inefficacy. When working with those to which one is

indifferent. A feeling of detachment and difficulty gaining a sense of accomplishment exist. If

not addresses, burnout can have negative implication for health care workers and their patients.

SYNTHESIS

After reviewing the comparative literature and research studies the importance of

effective interprofessional communication to health care in general, and the professional of

medical technology in particular, is obvious. All the concepts gave credence to the investigation

of the study since all the literature signify how important it is to medical technologist to be

recognized as valuable members of the work team.

 CHAPTER III

Research Methodology

The primary purpose of this study is to determine which effective communication of

medical technologist in different hospitals is observed.

The chapter presents information regarding the procedures used to conduct the study. The

methodology of the study is organized the following sections: (1) population and sample, (2)

instruction, (3) data collection, (4) data analysis.

Method

The purpose of this study was to identify the perception of medical technologist

regarding interprofessional communication. The study also determined what if, any difference

existed between these perceptions based upon demographic data. A quantitative study using a

survey research design facilitated by a locally developed questionnaire was selected as the basic

methodology.

The research design was used in order to provide data regarding registered medical

technologists perception of interprofessional communication at a specific point in time that

could be analyzed quantitatively. This design allowed for the participant to anonymity and

confidentiality. The survey questionnaire included addressing interprofessional communication

between medical technologists and other health care providers. Demographic data was collected

so that differences among demographic groups could be evaluated.

Population

The population for this study consisted of registered medical technologist currently

employed at Oriental Mindoro Provincial Hospital (OMPH).

 Data were collected by personally delivering the questionnaires to the selected hospital.

Each respondent was presented with a letter detailing the same instructions and tasks, reducing

the possibility of researcher introduced bias.

Survey Instrument

Participant responded to statements regarding interprofessional communication within the

health care settings. Questions were developed to identify which groups of medical technologist

experienced the most difficulty communicating with and most significant reasons to effective

interprofessional communication. Questions also addressed the impact of interprofessional

communication on the quality of patient care. Items were developed to determine the effect of

interprofessional communication on sources of occupational stress and degree of job satisfaction.

In addition, participants provided demographic information regarding age, gender and years of

experience in medical technology and current position (job title). This information was used to

analyze the data to increase understanding of the type of individual employed in the hospital.

Statistic Treatment of Data

The questionnaires were handed to respondents, the interview guide was used, and the

consent of the medical director of the hospital was sought. Then, the data from the survey (as

they appeared in the questionnaires) was entered consecutively one after the other so that

complete set of responses from each question can be tallied. Data were tabulated and interpreted.

Analysis of Data

Collected data were presented on tables. All these data were based on the feedback from

the questionnaires; frequency distribution and percentage were done on all variables using

following formula:
 1. Percentage Mean

P Percentage

n Small Portion

N Total Number

This was the process of measuring the specific part to whole.

2. Weighted Mean this formula was used to determine to what extent specific problems

affected squatters

Percentage

Scaling Quantification of Data

To quantify all the data gathered from the respondents, the researcher used a five-point

scale for each part, enumerated as follows.

Numerical Scale Statistic Scale Description

5 4.51 5.00 Strongly Agree
4 3.51 4.50 Agree
3 2.51 3.50 Moderately Agree
2 1.51 2.50 Disagree
1 0.51 1.51 Strongly Disagree

QUESTIONNAIRE
Title: Interprofessional Communication Between Medical Technologists and Health

Care Professionals in Oriental Mindoro Provincial Hospital: A Basis For Patient Satisfaction

Part I: Profile of the respondents

Directions: Please answer the following questions about yourself.

1. Age: ____________

2. Gender: Male

Female

3. Educational Attainment

BS in _____________________________

4. Length of Service

6 months 1 year

2 years 3 years

4 years 5 years

6 years 7 years

8 years 9 years

10 years and above

5. Current Position (job title)

Medical Technologist
 Radiologist

Nurse

Midwife

Part II: Interprofessional Communication

A. Group with whom health care professionals experience the most difficulty

communicating. Select only one.

a. Nurses

b. Surgeons

c. No response

d. Other physicians

e. Laboratory technicians

f. ER doctors

g. Radiologists

h. Therapists

Directions: Rate the following statements as to the following scale:

 5 Strongly Agree

4 Agree

3 Neutral

2 Disagree

1 Strongly Disagree

1. Role Stress Factor

a. I experience conflict between my roles and functions at home 5 4 3 2 1

and at school

b. I feel that my role in the hospital is minimal or insignificant 5 4 3 2 1

c. I feel that my superiors demand more of me than I can 5 4 3 2 1

comfortably handle

d. I can solve most problems if I invest the necessary effort 5 4 3 2 1

e. I have feelings of insecurity and self-doubt regarding my 5 4 3 2 1

abilities

2. Lack of Interprofessional Understanding

a. This has been linked to role confusion and territorial disputes 5 4 3 2 1

b. Confusion about the unique expertise and knowledge of 5 4 3 2 1

my profession still exists

c. Professional education takes place in virtual isolation 5 4 3 2 1

from other health care disciplines

d. Perception of ones own professional identity in relation 5 4 3 2 1

 .to the professional identities of other health professionals

e. Having difficulties in interprofessional understanding 5 4 3 2 1

3. Conflicting Perceptions of Teamwork

a. There is a dominating influence of medical power on team 5 4 3 2 1

interaction

b. Lack of team building skills into training programs and 5 4 3 2 1

professional development activities

c. Poor interprofessional understanding between two health 5 4 3 2 1

professional groups

d. Invalid assumptions may lead to breakdown in communication 5 4 3 2 1

and teamwork and constitute a barrier in effective patient care

e. Experiencing misinterpretation among other health care providers 5 4 3 2 1

4. Occupational Stress

a. Work situations are emotionally demanding 5 4 3 2 1

b. Feeling of exhaustion or job detachment 5 4 3 2 1

c. Presence of work overload leading to pressure and stress 5 4 3 2 1

d. Role ambiguity and role conflict is present 5 4 3 2 1

e. Demand in the work place is too much 5 4 3 2 1

5. Burnout

a. Become irritable or impatient with co-workers, customers 5 4 3 2 1

 or clients

b. Lack the energy to be consistently productive in performing 5 4 3 2 1

the duties

c. Lack satisfaction from your achievements 5 4 3 2 1

d. Troubled by unexplained headaches, backaches or other 5 4 3 2 1

physical complaints

e. Using food, drugs or alcohol to feel better in work 5 4 3 2 1

Letter of Request

Luna Goco Colleges, Inc.

Lalud, Calapan City
The Director
Oriental Mindoro Provincial Hospital
Sta. Isabel, Calapan City, Oriental Mindoro
Dear Dr. Jonathan Leviste,

Greetings!

We are presently conducting a research entitled Interprofessional Communication

Between Medical Technologists and Health Care Professionals in Oriental Mindoro
Provincial Hospital: A Basis For Patient Satisfaction. Questions are addressed to know the
impact of interprofessional communication on the quality of patient care. This is a partial
requirement for our course of Bachelor of Science in Medical Technology 2014-2015.
Along with this allow us to distribute questionnaires to the Registered Medical
Technologists in your institution as our respondents.
You are assured that all the data and information to be derived from the respondents will
be dealt with firmness and confidentiality.
We are hoping for your approval. Thank you very much. God Bless!

Very truly yours,

Lyn Irish R. Bautista

Catherine Vanessa D. Cruz

Rhona Mae D. Marasigan

Researchers

Noted by:

Luz A. Mallorca
Research Adviser

Letter of Request

Luna Goco Colleges, Inc.

Lalud, Calapan City
The Director
Oriental Mindoro Provincial Hospital
Sta. Isabel, Calapan City, Oriental Mindoro
Dear Dr. Normando Legaspi,

Greetings!

We are presently conducting a research entitled Interprofessional Communication

Between Medical Technologists and Health Care Professionals in Oriental Mindoro
Provincial Hospital: A Basis For Patient Satisfaction. Questions are addressed to know the
impact of interprofessional communication on the quality of patient care. This is a partial
requirement for our course of Bachelor of Science in Medical Technology 2014-2015.
Along with this allow us to distribute questionnaires to the Registered Medical
Technologists in your institution as our respondents.
You are assured that all the data and information to be derived from the respondents will
be dealt with firmness and confidentiality.
We are hoping for your approval. Thank you very much. God Bless!

Very truly yours,

Lyn Irish R. Bautista

Catherine Vanessa D. Cruz

Rhona Mae D. Marasigan

Researchers

Noted by:

Luz A. Mallorca
Research Adviser

CHAPTER IV

Presentation, Analysis and Interpretation of Data

 This chapter presents, analyzes and interprets the data gathered through the use of

questionnaires, thus, the tabular presentations and discussions were organized based on the

problems used in the study.

1. Profile of the Respondents

1.1 Age

Table 1

Frequency and Percentage Distribution of Respondents in Terms of Age

Age Frequency Percentage

15-20 7 46.7
21-25 3 20
26-30 3 20
31-35 1 6.7
46-50 1 6.7
Total 15 100

Table 1, presents that most of the respondents are within the age, range from 15-20 years

old with a frequency of seven (7) or 46.7% of the respondents. This is followed by three (3) or

20% of the total respondents are between 21-25 years old and 26-30 years old respectively. One

(1) or 6.7% have ages between 31-35 years old and 46-50 years old.

This indicates that the respondents are of young age which implies that they are still

somewhat new in the field. However, other respondents have been in the job for several years.

1.2 Gender

Table 2
 Frequency and Percentage Distribution of Respondents in Terms of Gender

Gender Frequency Percentage

Male 2 13.3
Female 13 86.7
Total 15 100

Most of the respondents are female with a frequency of thirteen (13) or 86.7% of the total

respondents. Two (2) or 13.3% are male.

The study explores the gender in variety of context. Communication problems are

attenuated by gender differences. It indicates that in the study, male and female medical

technologists and other health care professionals are involved in interprofessional

communication.

1.3 Educational Attainment

Table 3

Frequency and Percentage Distribution of Respondents in Terms of

Educational Attainment

Educational Attainment Frequency Percentage

College of Midwifery 6 40
Bachelor of Science in Nursing 2 13.3
Bachelor of Science in Medical Technology 7 46.7
Total 15 100
 Table 3 shows that there are seven (7) or 46.7% of the total respondents have attained a

degree of Bachelor of Science in Medical Technology while six (6) or 40% graduated with a

degree from College of Midwifery and two (2) or 13.3% have a degree of Bachelor of Science in

Nursing.

This implies that the course is, fitted on how the medical technologists and other health

care professionals are associated in the study. Educational attainment is primarily due to

individuals goal in life. Motivations often are challenges to excel and achieve ones goal.

The educational attainment has a direct link on the ways medical technologists and other

health care providers communicate with one another.

1.4 Length of Service

Table 4

Frequency and Percentage Distribution of Respondents in Terms of

Length of Service

Length of Service Frequency Percentage

6 months 1 year 7 46.7
2 3 years 7 46.7
10 years and above 1 6.7
Total 15 100

Most of the respondents have served 6 months 1 year and 2 3 years with a frequency

of seven (7) or 46.7% of the total respondents while one (1) or 6.7% have been working for 10

years and above respectively.

 Length of service is critically important in establishing standardized communication and

creates an environment in which individuals can speak up and express concerns for an effective

communication among staff which is equated on how long they have been together in

encouraging collaboration, fostering teamwork and helping to prevent errors.

1.5 Current Position

Table 5

Frequency and Percentage Distribution of Respondents in Terms of

Current Position

Current Position Frequency Percentage

Medical Technologist 7 46.7
Nurse 2 13.3
Midwife 6 40
Total 15 100

Seven (7) or 46.7% of the total respondents are working as Medical Technologist, six (6)

or 40% are Midwife and two (2) or 13.3% are nurses.

Respondents performed tasks which are of the same type. Their current position is

responsible for leading and directing the efforts of staff to develop and mobilize resources. This

will also make them easily balanced competing priorities, complex situations and tight deadlines.
2. Interprofessional Communication

2.1 Group with whom they experience difficulties in communication

Table 6

Frequency and Percentage Distribution of Respondents in Terms of

Group with Whom They Experience Difficulties in Communication

Group Frequency Percentage

Nurses 8 53.3
Laboratory Technicians 1 6.7
ER Doctors 2 13.3
Other Physicians 3 20
No Response 1 6.7
Total 15 100

Most of the respondents experienced the most difficulty in communicating with nurses.

As seen from a frequency of eight (8) or 53.3% of the total respondents. Next are other

physicians, with three (3) or 20% and ER doctors with two (2) or 13.3% respectively. Laboratory

technician was answered by one (1) respondent with a percentage with 9.09%.

A major problem to effective communication was the lack of interprofessional

understanding and respect between medical technologist and other health care professional

groups. The strained communication among health care professionals can be a major hurdle for
all the groups. Participants recognized the effect of communication on quality of patient care and

agreed that increasing the level of interprofessional communication would have a positive

impact.

Fifty-three percent (53.3%) indicated that nurses were the professional group with whom

they experienced the most difficulty to communicate. Physicians followed with 20%. One of the

participants survey comments sums up the Medical technoloigsts perception quite well.

Sometimes nurses resent when we try to communicate. They are busy and seem like trying to

explain the situation which interferes with their routine. Another participant stated that, Nurses

dont know what happens in the laboratory and thus, dont understand patient participation.

Higher nurses-to-patient ratios and a hectic health-care-environment have created gaps in

communication and lead a variety of health care organizations to suggest ways how hospitals can

improve communication practices.

Each personnel has his own job description and responsibilities but there should be

interprofessional communication that must be conducted within the hospital.

2.2 Role Stress

Table 7

Mean Perception Profile of Respondents in Terms of Role Stress

Items Mean Rank Description

a. I experience conflict between my roles 3.3 2 Moderately Agree
and functions at home and at school
b. I feel that my role in the hospital is 2.5 4 Disagree
minimal or insignificant
c. I feel that my superiors demand more of 2.9 3 Moderately Agree
me than I can comfortably handle
d. I can solve most problems if I invest the 3.8 1 Moderately Agree
necessary effort
e. I have feelings of insecurity and self- 2.2 5 Disagree
doubt regarding my abilities
Overall Mean 2.94 Moderately Agree

Most of the respondents moderately agree that they can solve problems if they invest the

necessary effort as seen with a mean of 3.8. This is followed by I experience conflict between

mu roles and functions at home and school, 3.3, moderately agree. Another moderately agree on

the indicators is I feel that my superiors demand more of me than I can comfortably handle,

with a mean of 2.9. However the disagree are I feel that my role in the hospital is minimal or

insignificant, a mean of 2.5, and I have feelings of insecurity and self-doubt regarding my

abilities, with a mean of 2.2.

An overall mean of 2.94 which means that they moderately agree on the role stress in

interprofessional communication. Anxiety brought on by the basic nature of working in health

care and by difficulty in carrying out professional roles. This can be delineated into role conflict

and role overload.

 Occupational stress is caused by workplace, individual and social factors and it is

recognized as one of the most pervasive and potent health hazards in the work environment.

Work stresses are influence by such personal characteristics as personality, value system,

health, educational background, goral orientation perception of job situation.

Organizational stress is the general and often unconscious mobilization of the individuals

energy when confronted any work demand. These stressors include physical demands, role

conflicts, tasks and interpersonal relationships.

Factors such as non-routine activities, demanding performance standards and working

diverse, dynamic environments can cause stress.

2.3 Lack of Interprofessional Understanding

Table 8
 Mean Perception Profile of Respondents in Terms of

Lack of Interprofessional Understanding

Items Mean Rank Description

a. This has been linked to role confusion 2.9 4 Moderately Agree
and territorial disputes
b. Confusion about the unique expertise 3.1 2.5 Moderately Agree
and knowledge of my profession still
exists
c. Professional education takes place in 3.1 2.5 Moderately Agree
virtual isolation from other health
care disciplines
d. Perception of ones own professional 3.2 1 Moderately Agree
identity in relation to the professional
identities of other health professionals
e. Having difficulties in interprofessional 2.3 5 Disagree
understanding
Overall Mean 2.92 Moderately agree

With an overall mean of 2.92 shows that the respondents are moderately agree that lack

of interprofessional understanding is one of the areas that hinder interprofessional

communication. These items are as follows: Perception of ones own professional identity in

relation to the professional identities of other health professional, 3.5, Confusion about the

unique expertise and knowledge of my profession still exists, 3.1, Professional education takes

place in virtual isolation from other health care disciplines, 3.1 and This has been linked to role

confusion and territorial disputes, 2.9. However, Having difficulties in interprofessional

understanding has a mean of 2.3 which means disagree.

Lack of interprofessional understanding has been linked to role confusion and territorial

disputes. Although one would expect health providers to be knowledgeable in reference to the
different professional roles, this is often a false assumption. Some progress has been made in this

area; nonetheless, confusion about the unique expertise and knowledge of each professional still

exist. The major cause of this problem is the fact that professional education takes place in

virtual isolation from other health care disciplines. Poor interprofessional understanding between

those allied professions is a source of misconceptions.

2.4 Conflicting Perceptions of Teamwork

Table 9

Mean Perception Profile of Respondents in Terms of

Conflicting Perceptions of Teamwork

 Items Mean Rank Description
a. There is a dominating influence of 3.6 1 Agree

medical power on team interaction

b. Lack of team building skills into training 3.2 5 Moderately Agree
programs and professional development
activities
c. Poor interprofessional understanding 3.3 4 Moderately Agree

between two health professional groups

d. Invalid assumptions may lead to 3.5 2 Moderately Agree

breakdown in communication and

teamwork and constitute a barrier in

effective patient care

e. Experiencing misinterpretation among 3.4 3 Moderately agree
other health care providers
Overall Mean 3.4 Moderately Agree

The respondents agree that conflicting perception of teamwork may lead to breakdown in

interprofessional communication as seen from an overall mean of 3.4.

The items for agree are There is a dominating influence of medical power on team

interaction, with a mean of 3.6. The items in moderately agree are ranked as follows: Invalid

assumptions may lead to breakdown in communication and teamwork and constitute a barrier in

effective patient care, 3.5, Experiencing misinterpretation among other health care providers,

3.4, Poor interprofessional understanding between two health professional groups, 3.3 and

Lack of team building skills into training programs and professional development activities,

3.2.

Interprofessional collaboration with the multidisciplinary health care team is vital to its

success in achieving the objective of delivering the highest quality of care to the patient.
 Collaborative practice involving good interprofessional communication and teamwork is

hardly a new concept. Crowley and Wallner outlined the benefits of implementing collaborative

practice like improvement in communication trust and respect, greater consideration of each

others time and effort, a more collegial atmosphere which leads to improved job satisfactions,

joint development of consistent policies and standards of practices, consideration of all team

member opinion and suggestions and reduced tension at all levels within the health care

community.

2.5 Occupational Stress

Table 10

Mean Perception Profile of Respondents in Terms of

Occupational Stress

Items Mean Rank Description

a. Work situations are emotionally 3.1 3.5 Moderately agree
demanding
b. Feeling of exhaustion or job detachment 2.9 5 Moderately agree
c. Presence of work overload leading to 3.3 1.5 Moderately agree

pressure and stress

d. Role ambiguity and role conflict is 3.1 3.5 Moderately agree
present
e. Demand in the work place is too much 3.3 1.5 Moderately agree
Overall Mean 3.26 Moderately agree

With an overall mean of 3.26 that shows respondents are moderately agree that

occupational stress can lead to a poor interprofessional communication.

The items are ranked as follows: With a mean of 3.3, Presence of work overload leading

to pressure and stress and Demand in the work place is too much. With a mean of 3.1, Work

situations are emotionally demanding and Role ambiguity and role conflict is present.

Feeling of exhaustion or job detachment has a mean of 2.9.

An occupational stress may be identified as any demand, physical or psychological

experienced in the work place.

Raj outlined the organization stress, work overload, boundary extensions, career

development, leadership style and role ambiguity and role conflict as categories of occupational

stressors. Other factors are uncomfortable work area, high job demands, low job control, low

social support, repetitive tasks or machine paced work, shift work (especially rotating shifts),

poor supervision, poor relations with co-workers, lack of promotions, job insecurity and

excessive overtime that can cause occupational stress.

2.6 Burnout

Table 11
 Mean Perception Profile of Respondents in Terms of Burnout

Items Mean Rank Description

a. Become irritable or impatient with co- 2.9 2 Moderately agree
workers, customers or clients
b. Lack the energy to be consistently 2.5 5 Disagree
productive in performing the duties
c. Lack satisfaction from your 2.7 4 Moderately Agree
achievements
d. Troubled by unexplained headaches, 3 1 Moderately Agree
backaches or other physical complaints
e. Using food, drugs or alcohol to feel 2.8 3 Moderately agree
better in work
Overall Mean 2.78 Moderately Agree

The respondents moderately agree that burnout is one of the areas that hinder

interprofessional communication with an overall mean of 2.78.

Moderately agree items are ranked as follows: Troubled by unexplained headaches,

backaches or other physical complaints, 3, Become irritable or impatient with co-workers,

customers or clients, 2.9, Using food, drugs or alcohol to feel better in work, 2.8, and Lack

satisfaction from your achievements, 2.7. Lack the energy to be consistently productive in

performing the duties, 2.5 which means disagree.

Burnout may occur when stress coping skills are not adequate. Burnout is a result of

continued involvement in work situations that are emotionally demanded eventually leading to a

state of physical, emotional and mental exhaustion.

The element quality and the most palpable manifestation of burnout is exhaustion. In

order to cope with exhaustion and overload, an exhausted employee then takes action to distance

himself or herself from the job both emotionally and cognitively. Feelings of exhaustion or job
detachment, intern, lead to a feeling of inefficacy. When working with those to which one is

indifferent. A feeling of detachment and difficulty gaining a sense of accomplishment exist. If

not addresses, burnout can have negative implication for health care workers and their patients.

3. Is there a significant relationship between the profile of the respondents and factors of

Interprofessional Communication between Medical Technologist and Health Care

Professionals as a basis for patient satisfaction?

 Correlations

Interpersonal
understandin Occupational
Profile Role stress g Teamwork Stress Burnout

age Pearson Correlation 1 .999** .023 -.882* .198 -.626

Sig. (2-tailed) .001 .971 .048 .749 .258

N 5 4 5 5 5 5

gender Pearson Correlation .999** 1 .099 -.874 .267 -.603

Sig. (2-tailed) .001 .901 .126 .733 .397

N 4 4 4 4 4 4

Educational Pearson Correlation .023 .099 1 -.042 -.622 -.035

attainment Sig. (2-tailed) .971 .901 .947 .263 .956

N 5 4 5 5 5 5

Length of Pearson Correlation -.882* -.874 -.042 1 .155 .881*

service Sig. (2-tailed) .048 .126 .947 .803 .049

N 5 4 5 5 5 5

Current Pearson Correlation .198 .267 -.622 .155 1 .476

position Sig. (2-tailed) .749 .733 .263 .803 .417

N 5 4 5 5 5 5

interpersonal Pearson Correlation -.626 -.603 -.035 .881* .476 1

Sig. (2-tailed) .258 .397 .956 .049 .417

N 5 4 5 5 5 5

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

In the whole, this study found out that, medical technologists and other health care

professionals experienced the most difficulty in communicating with the group of nurses.

Respondents perceived that the most significant factor that gives ineffective interprofessional

communication is the conflicting perceptions of teamwork. They agreed that there is a

dominating influence of medical power on team interaction. They experience invalid

assumptions that lead to breakdown in communication and teamwork that affects the effective

patient care and satisfaction. Misinterpretation among health care providers is apparent.

In addition, role stress, lack of interprofessional understanding, occupational stress and

burnout can lead to poor interprofessional communication. Respondents agreed that there is a

conflict in their roles and functions in different segments of their life like in hone and job. There

are some superiors that demand more from them that sometimes lead to role confusion and work

overload and end up to ones pressure and stress. Because of these pressure and stress, some

health care providers become irritable or impatient with co-workers and worst to patients and

other clients that results to decreasing effective patient care and satisfaction.

Due to this poor interprofessional communication that gives negative impact on patient

satisfaction, one suggests that team building skills into training programs and professional

development activities may enhance this problem. As Crowley and Wallner outlined the benefits

of implementing collaborative practice, Kramer and Schmalenberg (2003) state that collaborative

partnerships are worth the effort because they result in better outcomes for patients as well as

personal growth for collaborators.

4. On the account of the findings of the study, what would be the basis for patient

satisfaction?

Performance
 Internal Health Care
Service Patient
Service Providers
Quality Satisfaction
Quality Satisfaction

Patient
Experience
Loyalty

Patient satisfaction comes from the internal service quality of an institution. This internal

service quality is given by the health care providers through their experience that can be shown

in their performance. Their performance is affected by several factors such as role stress, lack of

interprofessional understanding, conflicting perceptions of teamwork, occupational stress and

burnout that if unresolved, will lead to health care providers less satisfaction that will give

ineffective service quality and end up in poor patient satisfaction. Once the satisfaction of

patients is not reached and maintained, patients loyalty will be diminished.

CHAPTER V

Summary of Findings, Conclusion and Recommendations

 This study presents the summary and findings, conclusions and recommendations of the

study.

Summary of Findings

1. Profile of the Respondents

1.1 Age

Most of the respondents are within the age, range from 15-20 years old with a frequency

of 7 or 46.7 of the respondents. This is followed by 3 or 20 of the total respondents are between

21-25 years old and 26-30 years old respectively. One (1) or 6.7 have ages between 31-35 years

old and 46-50 years old.

1.2 Gender

Most of the respondents are female with a frequency of 13 or 86.7 of the total

respondents. Two (2) or 13.3 are male.

`1.3 Educational Attainment

There are seven 7 or 46.7 of the total respondents have attained a degree of Bachelor of

Science in Medical Technology while 6 or 40 graduated with a degree from College of

Midwifery and 2 or 13.3 have a degree of Bachelor of Science in Nursing.

1.4 Length of Service

 Most of the respondents have served 6 months 1 year and 2 3 years with a frequency

of 7 or 46.7 of the total respondents while 1 or 6.7 have been working for 10 years and above

respectively.

1.5 Current Position

Seven (7) or 46.7% of the total respondents are working as Medical Technologist, six (6)

or 40% are Midwife and two (2) or 13.3% are nurses.

2. Interprofessional Communication

2.1 Group with whom they experience difficulties in communication

Most of the respondents experienced the most difficulty in communicating with nurses.

As seen from a frequency of 8 or 53.3 of the total respondents. Next are other physicians, with 3

or 20 and ER doctors with 2 or 13.3 respectively. Laboratory technician was answered by 1

respondent with a percentage with 9.09.

2.2 Role Stress

Most of the respondents moderately agree that they can solve problems if they invest the

necessary effort as seen with a mean of 3.8. This is followed by I experience conflict between

mu roles and functions at home and school, 3.3, moderately agree. Another moderately agree on

the indicators is I feel that my superiors demand more of me than I can comfortably handle,

with a mean of 2.9. However the disagree are I feel that my role in the hospital is minimal or

insignificant, a mean of 2.5, and I have feelings of insecurity and self-doubt regarding my

abilities, with a mean of 2.2.

2.3 Lack of Interprofessional Understanding

With an overall mean of 2.92 shows that the respondents are moderately agree that lack

of interprofessional understanding is one of the areas that hinder interprofessional

communication. These items are as follows: Perception of ones own professional identity in

relation to the professional identities of other health professional, 3.5, Confusion about the

unique expertise and knowledge of my profession still exists, 3.1, Professional education takes

place in virtual isolation from other health care disciplines, 3.1 and This has been linked to role

confusion and territorial disputes, 2.9. However, Having difficulties in interprofessional

understanding has a mean of 2.3 which means disagree.

2.4 Conflicting Perceptions of Teamwork

The respondents agree that conflicting perception of teamwork may lead to breakdown in

interprofessional communication as seen from an overall mean of 3.4.

The items for agree are There is a dominating influence of medical power on team

interaction, with a mean of 3.6. The items in moderately agree are ranked as follows: Invalid

assumptions may lead to breakdown in communication and teamwork and constitute a barrier in

effective patient care, 3.5, Experiencing misinterpretation among other health care providers,

3.4, Poor interprofessional understanding between two health professional groups, 3.3 and

Lack of team building skills into training programs and professional development activities,

3.2.

2.5 Occupational Stress

 With an overall mean of 3.26 that shows respondents are moderately agree that

occupational stress can lead to a poor interprofessional communication.

The items are ranked as follows: With a mean of 3.3, Presence of work overload leading

to pressure and stress and Demand in the work place is too much. With a mean of 3.1, Work

situations are emotionally demanding and Role ambiguity and role conflict is present.

Feeling of exhaustion or job detachment has a mean of 2.9.

2.6 Burnout

The respondents moderately agree that burnout is one of the areas that hinder

interprofessional communication with an overall mean of 2.78.

Moderately agree items are ranked as follows: Troubled by unexplained headaches,

backaches or other physical complaints, 3, Become irritable or impatient with co-workers,

customers or clients, 2.9, Using food, drugs or alcohol to feel better in work, 2.8, and Lack

satisfaction from your achievements, 2.7. Lack the energy to be consistently productive in

performing the duties, 2.5 which means disagree.

CONCLUSION
1. Most of the respondents are female aging 15-20 years old and a graduate of the degree of

Bachelor of Science in Medical Technology working for at least 6 months 1 year in the

hospital as Medical Technologist.

2. The group that most of the respondents experienced the most difficulty in communicating is

the group of nurses.

3. The respondents moderately agree that the role stress can hinder interprofessional

communication since they are confronted with the demand of their work.

4. Most of the respondents moderately agree that lack of interprofessional understanding will

lead to role confusion, professional conflict and misconception.

5. Conflicting perceptions of teamwork is perceived to be a source of breakdown in their

relationship and poor understanding that may lead to an ineffective interprofessional

communication.

6. The respondents moderately agree that the presence of work overload, role ambiguity, role

conflict and too much demand in the work place may result to occupational stress.

7. Most of the respondents moderately agree that burnout can hinder interprofessional

communication for it can lead to a state of physical, emotional and mental exhaustion that

may have negative implication for health care workers and their patients.
 A DESIGN PROGRAM FOR PATIENT SATISFACTION

I. Objectives

1. To make an individualized program in which interprofessional communication

between the health care professionals will be enhanced that will best address the

satisfaction of patients.

2. To interact with other health care providers for the maintenance of good

communication that will benefit both the patients and the health care

professionals.

II. Goals

1. To show appreciation toward individual efforts in managing the patient.

2. To make interprofessional communication with a common goal from all

disciplines involved in the care plan.

III. Activities

1. Seminars, trainings and team building for all health care professionals on

Interprofessional Communication

2. Conduct direct observation to the medical staff for interactions while participating

in multidisciplinary teams.

IV. Time Frame

First Week Planning

 Second Week Organizing

Third Week Implementing

Last Week Evaluating

V. Persons Involved

Medical Director

Medical Technologist

Radiologist

Nurses

Midwife

VI. Budget

Budget appropriated by the hospital funds

RECOMMENDATIONS

1. It is recommended that medical technologists take every opportunity to educate the other

health care colleagues by explaining procedures and rationale behind the process because

other health care professionals receive very little education about laboratory procedures

by taking time to understand their viewpoint that portable procedures are a disruption to

the patient.

2. To avoid role stress, the medical technologists must develop an ability to influence others

through their vision, rather than relying on the formal authority of their position by

learning to negotiate, rather than command or direct. The heads/ directors may monitor
 the workload given out to the employees and ensure that the workload is in line with

workers' capabilities and resources.

3. Implement components of multiprofessional education (shared learning or common

learning) in health care curricula are a much need step in improving interprofessional

understanding communication. Multidisciplinary health care is provided by a collection

of health professionals who independently contribute their particular expertise in parallel

to each other, with minimal interdisciplinary communication. (Boyd and Horne)

4. To achieve teamwork, there should be improvements in communication, trust and

respect; increased understanding of each others professional cultures and

responsibilities; greater consideration of each others time and effort; a more collegial

atmosphere which leads to improved job satisfactions; joint development of consistent

policies and standards of practices; consideration of all team member opinion and

suggestions and reduced tension at all levels within the health care community.

5. Occupational stress can be prevented through personal, small groups and organizational/

structural change. For personal stress, one should have a proper diet and exercise. They

should also attend some training for relaxation and assertiveness. Supervisory training,

family counseling, team building and sensitivity training around racism and sexism may

help reduce stress in small groups. Organizational/ structural change composed of

modifying shifts, reducing physical hazards, improving career ladders, modifying the use

of training and technology, job rotation and enrichment, increasing skill levels and

worker decision making to improve conditions in work.

6. To refrain burnout, health care professionals should work with purpose, perform a job

analysis, and eliminate or delegate unnecessary work, give to others, take control and

actively manage your time, get more exercise and learn how to manage stress.
MARASIGAN, RHONA MAE DAYO
Brgy. Suqui, Calapan City, Oriental Mindoro
Mobile No. 0905419665
Email Address: rhonamaemarasigan@yahoo.com

BACKGROUND INFORMATION
Date of Birth: December 13, 1995
Age: 18
Place of Birth: Calapan City
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic

EDUCATION
2011-up to present Luna Goco Colleges, Inc.
BS Medical Technology

2007-2011 Jose J. Leido, Jr. Memorial National High School

High School Diploma

2001-2007 Calapan Central School

Second Honorable Mention

WORK EXPERIENCE
April-May 2011 Summer Job (SPES)
TESDA Provincial Office
Lumangbayan, Calapan City

April-May 2012 Summer Job (SPES)

City Health and Sanitation Department
Guinobatan, Calapan City

April-May 2013 Summer Job (SPES)

City Health and Sanitation Department (RHU)
Tibag, Calapan City

SEMINARS/ TRAININGS/ CONVENTIONS ATTENDED

August 13-14, 2011 Leadership Training and Values Enhancement Seminar
Luna Goco Colleges, Inc.
Lalud, Calapan City

2013-2014 Phlebotomy Seminar

Luna Goco Colleges, Inc.
Lalud, Calapan City
BAUTISTA, LYN IRISH RIATA
Brgy. Masipit, Calapan City, Oriental Mindoro
Mobile No. 09103970728
Email Address: lynirish_10@yahoo.com

BACKGROUND INFORMATION
Date of Birth: June 10, 1995
Age: 19
Place of Birth: Calapan City
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic

EDUCATION
2011-up to present Luna Goco Colleges, Inc.
BS Medical Technology

2007-2011 Mindoro State College of Agriculture and Technology

8th Honors

2001-2007 San Lorenzo Ruiz Formation and Learning Center

Salutatorian

WORK EXPERIENCE
April-May 2012 Summer Job (SPES)
Senior Citizens Desk, Governors Office Extension
Camilmil, Calapan City

April-May 2013 Summer Job (SPES)

TESDA Regional Office
Masipit, Calapan City

Part Time Job

Bimas Inn
Tawiran, Calapan City

April-May 2014 Summer Job (SPES)

School Clinis, MinSCAT-CCC
Masipit, Calapan City

EXTRA CURRICULAR ACTIVITIES

2005-up to present Member, Ora et Labora Group, St. Benedict Chaplaincy
Lalud, Calapan City
SEMINARS/ TRAININGS/ CONVENTIONS ATTENDED
August 13-14, 2011 Leadership Training and Values Enhancement Seminar
Luna Goco Colleges, Inc.
Lalud, Calapan City

2013-2014 Phlebotomy Seminar

Luna Goco Colleges, Inc.
Lalud, Calapan City

April 22, 2014 Gender Health Summit

La Filipiniana Hotel
Lumangbayan, Calapan City
CRUZ, CATHERINE VANESSA DEL MUNDO
Brgy. San Isidro, Puerto Galera, Oriental Mindoro
Mobile No. 09173730795
Email Address: teyen10@gmail.com

BACKGROUND INFORMATION
Date of Birth: May 18, 1993
Age: 21
Place of Birth: Pasay City
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic

EDUCATION
2012-up to present Luna Goco Colleges, Inc.
BS Medical Technology

2010-2012 San Juan De Dios Educational Foundation Inc. (College)

BS Medical Technology

2006-2010 Puerto Galera Academy

High School Diploma

2000-2006 San Isidro Elementary School

5th Honors

SEMINARS/ TRAININGS/ CONVENTIONS ATTENDED

2013-2014 Phlebotomy Seminar
Luna Goco Colleges, Inc.
Lalud, Calapan City