HLTH SC 1401 - Communication in Professional Practice
North Terrace Campus - Semester 1 - 2021
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General Course Information
Course Details
Course Code HLTH SC 1401 Course Communication in Professional Practice Coordinating Unit Sch of Allied Hlth Sci & Prac Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Restrictions Restricted to B. Occupational Therapy (Hons), B. Physiotherapy (Hons) and B. Speech Pathology (Hons) students only Assessment Final Examination, assignment and continuous assessment tasks Course Staff
Course Coordinator: Eliza Huppatz
Course Coordinator: Karen Adams-Leask
Phone: +61 8 8313 3699
Email: karen.adams-leask@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Course Coordinator: Eliza Huppatz
Phone: +61 8 8313 3663
Email: eliza.huppatz@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Cameron Dickson
Phone: +61 8 8313 3676
Email: cameron.dickson@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Kim Charlton
Phone: +61 8 8313 3660
Email: kimberly.charlton@adelaide.edu.au
Location: Level 4, Engineering & Maths Sciences Building
Tutor: Lucy Farrar
Phone: +61 8 8313 7206
Email: lucy.farrar@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Nicole Prideaux
Phone: +61 8 8313 3697
Email: nicole.prideaux@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences Building
Tutor: Trish Serocki
Phone: +61 8 8313 3656
Email: trish.serocki@adelaide.edu.au
Location Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Reflect on, and appraise, personal communication practices as a health professional. 2 Demonstrate and use a range of communication skills that include verbal, interpersonal and written skills relevant for culturally safe health practice. 3 Analyse health-related questions concerning professional communication in contemporary health care practice, using search strategies and academic resources. 4 Explain and practice concepts of professionalism, ethics, cultural safety, interprofessional collaborative practice, and digital health. 5 Collaborate and cooperate as a member of a team to achieve shared goals. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 2, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
- Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
2, 5 -
Learning Resources
Required Resources
Textbook: Core Interpersonal Skills for Health Professionals. 4th edition. By: Gjyn O'Toole. Publisher: Elsevier Australia Year: 2020.Online Learning
All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites. -
Learning & Teaching Activities
Learning & Teaching Modes
The approach to learning and teaching involves students’ progression through three modules across the course. Students will consider concepts of professional communication and the application of skills from a different lens; the clinician, the client and the health care team. Each module will commence with a specialised face-to-face seminar. Weekly learning pathways will include blended learning preparatory activities followed by a face-to-face workshop. The weekly workshop will involve learning activities designed to enable students to practice and reflect on the foundation communication skills.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Seminars: 3 x 2 hours = 6 hours
Workshops: 12 x 2 hours = 24 hours
Online Classes: 12 x 1 hour = 12 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 1 hour per session = 12 hours
Preparation for Assessment Tasks = 25 hours
Weekly reading: 1 hour per week = 12 hours
Online modules: 5 hours per week = 60 hours
TOTAL = 153 hoursLearning Activities Summary
Module One – The Clinician – Who am I and how do I communicate?• What is professional communication?• Forms of communication• The role of reflective practice in professional• A framework for professional Communication• Ethics, Professional Boundaries and Self-care• Keeping myself and my clients safe (including hand hygiene and basic infection control)• Introduction to cultural safety• First steps – Building the relationship, opening the clinical discussion• Gathering information
Module Two – The Client – Who are my clients and how do we communicate?• Communication with clients across the lifespan• Health Literacy (including client use of the internet for health information)• Basis of the therapeutic relationship• Navigating complex communication settings• Getting the client perspective• Negotiating Goals• Providing closureModule Three – The Team - Who are my colleagues and how do we communicate in a team?• Who are the team• Interprofessional practice• Team dynamics• Situational awareness• Graded assertiveness and dealing with conflict• Digital communication in the healthcare systemSmall Group Discovery Experience
Whilst no offical SGDE will be offered in this course, there will be numerous opportunities throughout the semester to work in groups with other students. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
The assessment for Communication in Professional Practice consists of:
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Task Task Type Weighting Learning Outcome Examination Summative 40% 1, 2, 4, 5 Assignment Summative 20% 1, 2, 3, 4 Continuous Assessment Formative & Summative 40% 1, 2, 3, 4, 5 Assessment Detail
Practical Exam (20%) – Students will complete a multi station practical exam where they will be presented with a professional communication scenario and required to demonstrate and use a range of communication skills to effectively address the scenario.
Written Exam (20%) – Students will complete a written exam in which they will be required to appraise communication practices and demonstrate knowledge of professional communication skills and strategies
Assignment (20%) – Students will be required to analyse professional communication scenarios in contemporary health care practice, assess their effectiveness using a formal professional communication framework and provide written answers health related question concerning professional communication.
Continuous Assessment (40%)
Part 1 (15%) - Students will complete a guided weekly reflection to be submitted after each module for formative feedback and at the end of the semester for summative assessment.Part 2 (15%) – Students will complete a weekly online assessment as part of their weekly online learning tasks. Each task will be weighted equally and immediate feedback provided after completion.Part 3 (10%) – Students will complete online team activities as part of their workshops.Submission
Detailed information on assessment task submission can be found in the MyUni website for this course.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
