APPENDIX+3+-+Module+Descriptor

Module Descriptor

** 1. Module title: Therapeutic communication in health care ** ** 5. Module code ** NMS11126 ** 6. Module leader: Jackie Nicol ** ** 7. School: **   ** 8. Napier subject area: ** Nursing Social Care Generic (NMS) ** 10. What you will learn and what this module is about ** On the module you will learn how to critically review the theory and practice of communication in healthcare and explore strategies that may be used to address communication issues in a variety of situations in practice. Learning through difficult and complex scenarios will deepen your understanding of the skilled communication required in practice. This module is mapped against agenda for change and the knowledge and skills framework in the NHS (DoH 2004). The participants on this module will come from a variety of healthcare disciplines including nursing, medicine and allied healthcare professionals including social workers and chaplains. Research evidence has demonstrated multiprofessional learning has many benefits to the learning experience. ** 11. Description of module contents ** You will explore the principles of effective and facilitative advanced communication skills such as    · blocking behaviour · assessment of understanding · feelings and concerns · building rapport   As well as the theory and skills when confronted with    · collusion; · breaking bad news; · denial; · anxiety · multi professional teamwork; · anger and intense emotions. Theories of loss and grief will also be explored. ** 12. Learning Outcomes for module ** LO1:Critically appraise communication processes in complex clinical situations. LO2: Analyse current literature and research concerning communication in relation to challenging situations. LO3: Demonstrate critical reflective skills and self awareness by appraising own communication skills. LO4: Critically evaluate communication strategies within the multidisciplinary team. LO5: Critically review current approaches and communication skills used to support people experiencing loss and their relevance for practice. ** 13. Indicative References and Reading List ** T1: Department of Health (2004) // The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process. // Stationary Office England: HMSO T2: Department of Health (2000) //The NHS PLAN//. Stationary Office England: HMSO T2: Lloyd Williams, M., (ed.) (2008). //Psychosocial issues in palliative care.// 2nd Edition. New York: Oxford University Press T3: Lugton, J., (2004). //Communicating with dying people and their relatives// //. // Oxon: Radcliffe Medical Press 14a. Primary mode of delivery: 14b. Location of delivery: Partner: Other partner (if more than one using same version): 14c. Member of staff with primary responsibility for delivering module, if different from module leader: || Please select **one:** 1. This version of the module does not require a WebCT presence. 2. This version of the module requires a WebCT presence that is not shared with any other versions. 3. This version of the module requires a WebCT presence that is shared with other versions (give details): ||
 * ** 2. SCQF level: ** || ** 3. SCQF credit value **  || ** 4. ECTS credit value10 ** ||
 * Module code ||  ||
 * Examples of equivalent learning ||  ||
 * Part two: Module leader’s section: Versions **
 * í ** 14. ** **Occurrence**:
 * í ** 15. ** **WebCT presence**

This module ensures integration of theory and practice by incorporating two main components which are web based study to encourage students to critically explore communication literature and 3 face to face study days. This includes 1 study day and a mandatory two day practical role play workshop, aimed at advancing communication skills in line with the current evidence base (LO1 & LO 5). Students will undertake a taped assessment interview with a patient or relative after study day 1 and before the 2 day workshop (LO3). This is a developmental exercise where feedback will be given to the students by the module team in preparation for the summative assessment. All students will be provided with a patient information leaflet and a consent form to ensure patient confidentiality; this will be signed by the patient and student. Following the 2 day workshop students will undertake a second taped assessment interview which allows them to appraise and self critique their communication skills (LO1 & LO3). By adopting a reflective process via the **__WebCT discussion board__** and following the taped interviews, students are helped to critically appraise their levels of self awareness (LO 3). **__The discussion board is also the medium for aiding critical engagement, reflection and exploration of multidisciplinary team working (LO4)__**. The principles of effective communication learned are applied to practice, (LO1, 2 & 3) across the multidisciplinary team and with patients, clients and families ( LO1, 3, 4 & 5). Incorporating a reflection-based, student led approach, key areas in communication are addressed through verbal and written feedback, discussion and experiential learning activities (LO 3). The learning outcomes will be achieved by the use of experiential learning involving role play (LO1, 3, 4 & 5), critical review of practice and integration of theory to practice (LO 1 – 5). This module is embedded in employability and scholarship skills including the experience gained on skilled communication which will be a beneficial component in any future employment. Discussion and the ability to research materials will be an advantage to any student seeking employment and to their future practice. The module learning outcomes have been aligned with Agenda for Change, Knowledge and Skills Framework Band 6 (DoH 2004) LO1-5 The component used to assess students involves the student recording with consent, then critiquing, a patient assessment. This is used as a formative assessment and feedback is given to the student around their practical communication skills and understanding of communication theory. This aims to aid learning before recording a second tape of the same style. Role play is used as a formative approach to using and developing communication skills within the multidisciplinary team as well as addressing patient, client and family situations. The second tape which the student records is used for a more lengthy written critique of their tape, in essay form (4000 words), which should include self reflection and reference to specific literature and communication theory. LO 1-5 The module is evidence based and includes a number of web links and reading materials that encourage discussion of current issues in practice on Web CT This module approach is also based on the communication research project commissioned by the Department of Health in England. LO1,3,5, This blended learning module provides an opportunity for students to study at times convenient to them and in a geographically suitable place. The taught study days allows face to face discussion with peers which reduces isolation. Part time delivery appeals to professionals in employment who wish to increase their knowledge and skills in this area of practice. Special needs are assessed individually and appropriate support provided. LO1-5 Advanced communication is challenging in any country or language. However, the theory and skills learned apply to common situations across international boundaries. Culturally sensitive differences in communication are incorporated. LO1-5 || Enter assessment element(s): ||  ||   ||   || Enter assessment element(s): ||  ||   ||   ||
 * ** 16. LTA approach **
 * Embedding of employability/ PDP/ scholarship skills **
 * Formative Assessment **
 * Summative assessment **
 * Research/ teaching linkages **
 * Supporting equality and diversity **
 * Internationalisation - **
 * 17. Student Activity ** (NESH)
 * Mode of activity || L&T activity || NESH ||
 * || ||  30 ||
 * || || 7 ||
 * || ||  149 ||
 * || || 14 ||
 * || ||  ||
 * || ||  ||
 * || ||  ||
 * ** TOTAL NESH ** || ** = **** 200 **** hours ** ||
 * 18. Assessment **
 * Week || Type of assessment || Weighting || LOs covered || Length/ volume ||
 * || ** Component: Assessment One **
 * 14 || taped interview assessment || 100% || 1-5 || 4000 words ||
 * || ||   ||   ||  ||
 * || Other: ||  0% ||   ||   ||
 * || Other: || 0% ||   ||   ||
 * || ** Component subtotal: ** || 100% ||   ||   ||
 * || ** Component: Assessment Two **
 * || Other: ||  0% ||   ||   ||
 * || Other: ||  0% ||   ||   ||
 * || Other: ||  0% ||   ||   ||
 * || Other: || 0% ||   ||   ||
 * || ** Component subtotal: ** || 0% ||   ||   ||
 * || ** Module total: ** || 100% ||   ||   ||