module specification

SH4F02 - Communicating with Different Client Groups (2017/18)

Module specification Module approved to run in 2017/18
Module title Communicating with Different Client Groups
Module level Certificate (04)
Credit rating for module 30
School Faculty of Social Sciences and Humanities
Total study hours 300
 
120 hours Scheduled learning & teaching activities
180 hours Guided independent study
Assessment components
Type Weighting Qualifying mark Description
Practical Examination 15%   Role play presentation
Coursework 40%   Essay
Coursework 45%   Reflective diary
Running in 2017/18 No instances running in the year

Module summary

This module will enable students to recognise and demonstrate the importance of communication as a core skill both in their academic journey and also for working in health and social care settings. Students will consider the theory and practice of communication in a variety of formats; the communication needs of a range of service user groups within diverse settings with colleagues and peers. Students will also develop their reflective skills in order to appraise the development of their own communication skills particularly in response to feedback

Module aims

The module aims to help students to develop their communication skills, recognising the importance of these core skills for working in health and social care settings and also developing students reflective skills in relation to their own personal development.

Syllabus

Topics covered in the module include:
• Reflection on own abilities to communicate effectively
• Recognition and discussion of the central importance of communication as a core skill for those working in Health and Social Care
• Exploration and identification of key communication theories and skills
• Consideration of the barriers to effective communication
• Application of communication skills across a range of service user groups and within diverse contexts
• Understanding communication with service users with specific needs relating to ethnicity, language, disability, age and gender
• Consideration of the use of reflective practice as a tool for learning
• Key study skills including presentation skills
• Dealing with conflict and difficult situations
• Dealing with endings
• Empowering service users and carers
• Using formative and summative feedback for personal and professional development

Learning and teaching

The module will use a range of teaching and learning strategies such as role plays, reflective learning exercises, lectures, interactive workshops and user involvement. Students will be expected to source information by reading key literature, and using specific online resources. Students will present a role play which will form the focus for discussion and reflection on their communication skills and how to use them effectively in practice.

Learning outcomes

On successful completion of this module students will be able to:

1. Apply range of communication methods essential for working in health and social care

2. Explain the significance of effective communication in health and social care

3. Discuss the theoretical frameworks underpinning communication skills

4. Use communication skills effectively with service users, colleagues and peers

5. Reflect critically on the role play communication and workplace activities and feedback received

6. Use reflective practice techniques to articulate their personal development in regards to communication for academic work and in their placement

Assessment strategy

The purpose of the assessment strategy is to enable students to develop key communication skills, such as verbal, non-verbal and written, through a series of formative and summative exercises. They will enable them to rehearse and put into practice their skills through role paly and other class and placement based activities.  The written assessments such as the reflective diary and essay provide a mechanism for students to apply theory to practice and reflect on their learning and personal development. The assessments are:
• A small group role play presentation in week 8 (LO 1 & 2, 4)
• Essay plan in week 12 (LO 1,2,3) - formative
• Essay (2,500) in week 20 (LO 1,2,3)
• Reflective diary in week 28 (LO 4, 5 & 6)
 

Bibliography

Adams R (2007) Reflective and Critical Practice In: Adams R [Ed] (2007) Foundations of Health and Social Care. Palgrave. Chapter 34.
Berry D (2007) Health communication: theory and practice. Maidenhead, OUP.
e-book available through the University library at:
http://catalogue.londonmet.ac.uk/record=b1575823
Boud D, Keough R & Walker D (1985) Reflection: Turning Experience into Learning. New York: Nichols
Crawford P, Brown B & Bonham P (2006) Communication in Clinical Settings. Cheltenham, Nelson Thornes. Chapter 1.
Department of Health (2003) Confidentiality: NHS Code of Practice. DH, London available at:
www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4069253
Department of Health (2004) The Knowledge and Skills Framework. London, DH
Available at : http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4090861.pdf
Department of Health (2009) Safeguarding Vulnerable Adults. A Consultation on the review of the ‘No Secrets’ Guidance. London : DH
Dickson D, Hargie O & Morrow N. (1997) The importance of effective communication in the health professions, 2.1 In: Communication Skills Training for health professionals.  2nd edition. Cheltenham : Nelson Thornes
Donnelly E, Neville L (2008) Communication and interpersonal skills
Hargie O [Ed] (2006) The Handbook of Communication Skills 3rd edition. Routledge: London
Heath H (1998) Keeping a reflective practice diary: a practical guide. Nurse Education Today, 18;592-598.
Hull C, Redfern L & Shuttleworth A (2005) Profiles & Portfolios; A Guide for Health & Social Care Palgrave Macmillan, Basingstoke, Chapter 6.
Middleton A, Niruban A, Girling G and KyawMyint P (2010) Communicating in a healthcare setting with people who have hearing loss. British Medical Journal 341, 726-7x29.
Russell J (2005) Introduction to Psychology for Health Carers. Cheltenham, Nelson Thornes
Schon D (1996) The Reflective Practitioner: How Professionals Think in Action. Aldershot, Arena Ashgate Publishing Ltd.
Key Websites:
• Department of Health; Health Care www.dh.gov.uk/en/Healthcare/index.htm
• Department of Health; Social Care www.dh.gov.uk/en/SocialCare/index.htm
• Skills for Health www.skillsforhealth.org.uk