- Class Number 6777
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Prof Diana Slade
- Dr Maria Dahm
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
A growing body of evidence has demonstrated that ineffective communication at all levels of the healthcare system leads to poor patient outcomes, including serious illness and death, clinician dissatisfaction, and inefficiencies in the health system. Despite local and international recognition of the critical role communication plays in healthcare, and many excellent international policy initiatives to improve healthcare communication, there is little evidence that communication practices are becoming safer. In this course we introduce students to this relatively new field of healthcare communication research, accumulatively building up their qualitative and mixed methods research skills to undertake their own research project in this area. The lectures will detail both national and international evidence based research. The course will develop skills to firstly critically analyse features of effective and ineffective communication practices and then to translate these insights to the development of communication frameworks, models and training to improve clinical practice. Students will develop skills for analysing naturally-occurring healthcare interactions, and they will have the opportunity to develop their own research project using a method encountered in the course.
Upon successful completion, students will have the knowledge and skills to:
- demonstrate an understanding of both qualitative and mixed methods relevant to the investigation of issues and questions in healthcare communication research;
- describe and analyse naturally-occurring healthcare communication interactions using discourse analytic techniques;
- demonstrate an understanding of the processes of translating evidence based research into communication frameworks, protocols and training to improve practice; and
- carry out a research project using methods covered in the course.
In this course, we will be drawing closely on these books. It is strongly recommended that you buy one of these. We will be uploading 2-3 readings each week on wattle.
- Harvey, Kevin and Koteyko, Nelya 2013; Exploring Health Communication Language in Action, Routledge, UK available online via ANU library
- Eggins, Suzanne, Slade, Diana and Geddes, Fiona (eds) 2016 Effective Communication in Clinical Handover – from Research to Practice De Gruyter Mouton, Berlin; (PASA, Patient Safety 16).
- Slade, Diana, Manidis, Marie, McGregor, Jeannette, Scheeres, Hermine, Chandler, Eloise, Stein-Parbury, Jane, Dunston, Roger and Matthiessen, C. M.I.M. 2015 Communicating in Hospital Emergency Departments, Springer, Germany, USA, China
For additional resources please see the Wattle.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||What is communication in health(care)? Introduction and overview||Padlet contribution; See relevant week on Wattle for readings|
|2||Introduction to healthcare communication research: Healthcare interactions and public health communication||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|3||Linguistic ethnography as an approach to healthcare communication: Methodology and data||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|4||Analysing healthcare interactions: A theoretical framework||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|5||Analysing healthcare interactions: A pragmatic approach||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|6||Presentation week||Assessment 2 presentation (due in class). Assessment 3 report (due Tuesday, 7th September 5pm)|
|7||Communication in Hospital Emergency Departments||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|8||Translating healthcare communication research into practice: Communication in clinical handover||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|9||Patient-centred care: clinician-patient interactions||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|10||Public health communication: Analysing written and visual forms of health communication||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|11||Health literacy||Tutorial participation, padlet contribution; See relevant week on Wattle for readings|
|12||Intercultural clinical communication||Tutorial participation, padlet contribution; See relevant week on Wattle for readings Assessment 4 report due during exam period|
|Assessment task||Value||Due Date||Learning Outcomes|
|Class Participation (Tutorial and Padlet)||10 %||*||1,3|
|Presentation - Thematic analysis presentation, 5 minutes||15 %||01/09/2021||1,2|
|Report - Thematic analysis of interviews on patients'/ consumers' experience, 1000 words||25 %||07/09/2021||1,2,3|
|Research project report, 2500 words||50 %||08/11/2021||1,2,3,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
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Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,3
Class Participation (Tutorial and Padlet)
See full task details on Wattle.
Assessment Task 2
Learning Outcomes: 1,2
Presentation - Thematic analysis presentation, 5 minutes
See full task details and rubric on Wattle.
Assessment Task 3
Learning Outcomes: 1,2,3
Report - Thematic analysis of interviews on patients'/ consumers' experience, 1000 words
See full task details and rubric on Wattle.
Assessment Task 4
Learning Outcomes: 1,2,3,4
Research project report, 2500 words
See full task details and rubric on Wattle.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
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Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
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Prof Diana Slade
Dr Maria Dahm