Registry
Module Specifications
Current Academic Year 2012 - 2013
Please note that this information is subject to change.
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| Description | |||||||||||||||||||||||||||||||||||||||||
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To provide a greater understanding of the dynamics of communication and human interactions and to facilitate the development and refinement of communication skills and self-awareness | |||||||||||||||||||||||||||||||||||||||||
| Learning Outcomes | |||||||||||||||||||||||||||||||||||||||||
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1. Identify influences on communication 2. Examine the role of communication in the nurse-client relationship 3. Participate in and appraise the value of skill practice for improving communication skills | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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| Indicative Content and Learning Activities | |||||||||||||||||||||||||||||||||||||||||
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Components of communication (e.g. methods, purpose, theories, and contexts). Levels of CommunicationInterpersonal (e.g. self-awareness and self-disclosure)Interpersonal (e.g. social cognitions, attributions, stereotypes, labelling)Groups and organisational (e.g. group dynamics, teamwork)Public (e.g. public speaking). Channels of Communication.verbal, non-verbal, unconscious.. Facilitating Communication (e.g. stress management, listening, problem solving, conflict resolution). Communication in the Nurse-client relationship (e.g. characteristics, stages, issues). Communicating with specific client groups. Each of these will be reviewed in the context of nursing and its environments.. There will be a mixture of lecture / theory, discussion, and skills /group work to achieve the aims and learning outcomes of this module.. | |||||||||||||||||||||||||||||||||||||||||
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| Other Resources | |||||||||||||||||||||||||||||||||||||||||
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| Timetable this semester: Timetable for | |||||||||||||||||||||||||||||||||||||||||
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