Registry
Module Specifications
Current Academic Year 2010 - 2011
This information is provisional and subject to change.
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| Module Aims | |||||||||||||||||||||||||||||
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• To enable students to explore in detail the concept of interpersonal communication. • To assist students to identify, practice and apply a range of communication skills that will enable them to develop helpful caring relationships with adults and children in care. • To enable students to explore and develop personal and professional communication strategies | |||||||||||||||||||||||||||||
| Learning Outcomes | |||||||||||||||||||||||||||||
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On completion of this module, and following a period of personal study, students will be able to:·Discuss the major theories of communication and its development and relate these to own branch of nursing.· Recognize communication patterns used by self and others with reference to cognitive, personality and socio-cultural influences.·Demonstrate fundamental skills necessary for establishing relationships with adults and children in care, families and colleagues· Discuss and demonstrate skills involved in active listening, and observation ·Demonstrate awareness of how the following are displayed in relationships - warmth, respect, genuineness, empathy trust.· Recognise and identify factors that lead to barriers/challenges in communication with adults and children and demonstrate ways of preventing/ addressing communication difficulties at novice nurse level·Demonstrate strategies and skills necessary to enable communication with adults and children from different cultures.·Discuss the role of assertiveness in communication and display increased insight into personal assertiveness behaviour.·Discuss and apply the principles of effective professional written communication with reference to legal and professional guidelines.·Discuss and apply the principles of effective professional verbal communication with reference to legal and professional guidelines
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| NOTE | |||||||||||||||||||||||||||||
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Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module. | |||||||||||||||||||||||||||||
| Indicative Syllabus | |||||||||||||||||||||||||||||
| • Theories of communication and development of communication patterns and skills. • Influence on communication of age, developmental stage, cognitive ability, emotions, physical state, personality and culture. • The self in communication. • Establishing relationships with adults and children - Concepts of warmth, respect, genuineness, empathy, trust. • Active listening, observation and responding. • Communication strategies used with people who may have specific communication needs due to mental health problems/ intellectual disability • Communicating with children • Potential communication barriers – sensory impairment, developmental stage, cultural factors, language/ vocabulary/cognitive difference, age and gender factors, environmental factors – setting, noise etc • Communication challenges – communicating in emotionally charged situations, personal and professional ethical issues and dilemmas, cultural/ social backgrounds and beliefs • Professional written communication – report writing, documentation with reference to Data Protection Act, Freedom of Information Act, An Bord Altranais guidelines and principles of confidentiality. • Professional verbal communication – communicating patient information with families and among health care team with reference to Data Protection Act, Freedom of Information Act, An Bord Altranais guidelines and principles of confidentiality. • Telephone communication and professional presentation skills The above syllabus will be delivered in lecture format and the relevant skills practiced in branch-specific workshops. Summary information for Transcript of Training Theories of communication, Factors influencing communication, Self awareness, Establishing relationships, Active listening and responding, Conveying respect, warmth, genuineness, trust, Strategies for communicating with people who have specific communication needs, Communicating with children, Barriers and challenges, Professional communication with colleagues (verbal and written) Presentation skills, assertiveness in communication | |||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||
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Essential:Arnold,E & BoggsK U.(1999)Interpersonal relationships:professional communication skills for nurses. Philadelphia:WB Saunders.Balzer-Riley,J.(2003) Communication in Nursing. St.Louis: Mosby.Intellectual disabilityButterfield N,Arthur M,Sigafoos J (1996) Partners in everyday communication exchanges: A guide to promoting interaction involving people with severe intellectual disabilities. Baltimore. Brookes PublishingMental HeathFrance J,Kramer S (2001) Communication and mental illness: Theoretical and practical approaches. London. Taylor and FrancisStevenson,C.,Grieves, M., Stein-Parbury, J. (2004). Patient and Person: Empowering Interpersonal Relations in Nursing. Churchill Livingstone.Childrens’ NursingCasey,A.(1998) Taking care with language. Paediatric Nursing.10(2),3.Buckley,B. (2003) Children's communication skills.From birth to five years. London: Routledge.Foley,P.,Rouche,J.and Tucker,S.(2000) Children in Society:Contemporary theory, policy and practice.Palgrave Macmillan: London. | |||||||||||||||||||||||||||||
| Supplementary:Barnard S (2001) Writing, speaking & communication skills for health professionals. New Haven: Yale University PressBraithwaite DO & Wood JT.(2000) Case studies in interpersonal communication. Belmont: Wadsworth.Burnard P (2003) Acquiring Interpersonal skills:A Handbook of Experiential Learning for Health Professionals.Cheltenham, Nelson Thornes Littlejohn SW.(2001) Theories of human communication. Belmont: Wadsworth.Nolan,P., Crawford,P.& Brown,B.(1998) Communicating Care: Nursing Language in Action.Cheltenham, Stanley ThorneRedmond M.(2000) Communication: theories and applications.Boston: Houghton-Mifflin.Remland M.(2003) Nonverbal communication 2e. Boston: Houghton-Mifflin.Robinson,L (1998)''Race'', Communication and the Caring Professions. Philadelphia,PA Open University Press Robinson,M.(2002) Communication and health in a multi-ethnic society. Bristol,Policy PressReadings will be supplemented by journal articles and other relevant material during the course of the module. | |||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||
| BNCG | BSc in Children's & General Nursing | ||||||||||||||||||||||||||||
| BNGN | BSc in Nursing (General) | ||||||||||||||||||||||||||||
| BNID | BSc in Nursing (Intellectual Disability) | ||||||||||||||||||||||||||||
| BNPY | BSc in Nursing (Psychiatric) | ||||||||||||||||||||||||||||
| Timetable this semester: Timetable for NS117 | |||||||||||||||||||||||||||||
| Date of Last Revision | 16-JUN-09 | ||||||||||||||||||||||||||||
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