HLTH SC 1401 - Communication in Professional Practice

North Terrace Campus - Semester 1 - 2021

In this course, students will explore the importance of communication as a foundation to practice as a health professional. They will examine how personal and cultural factors, values and life experiences may influence professional communication as well as developing communication skills for culturally safe and reflective practice as a health professional. Students will study concepts of professionalism, ethics, inter-professional collaborative practice and digital literacy. This course will enable students to develop an understanding of teamwork involving individuals cooperating and collaborating towards a shared goal.

  • General Course Information
    Course Details
    Course Code HLTH SC 1401
    Course Communication in Professional Practice
    Coordinating Unit TBS
    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
    Course Description In this course, students will explore the importance of communication as a foundation to practice as a health professional. They will examine how personal and cultural factors, values and life experiences may influence professional communication as well as developing communication skills for culturally safe and reflective practice as a health professional. Students will study concepts of professionalism, ethics, inter-professional collaborative practice and digital literacy. This course will enable students to develop an understanding of teamwork involving individuals cooperating and collaborating towards a shared goal.
    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 Building
    Course 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 hours
    Learning 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 closure

    Module 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 system
    Small 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:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    The assessment for Communication in Professional Practice consists of:

    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
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    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.

  • 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.

  • Student Support
  • Policies & Guidelines
  • 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.

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