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, building and extending 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 in-depth 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 comprehensive skills for analysing naturally-occurring healthcare interactions, and they will have the opportunity to develop their own research project critically applying methods and concepts encountered in the course. Students will engage in critical discussion with their peers during class group work and provide critical peer feedback on select assessment tasks.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. demonstrate a comprehensive understanding of both qualitative and mixed methods relevant to the investigation of issues and questions in healthcare communication research;
2. describe and critically analyse naturally-occurring healthcare communication interactions using discourse analytic techniques;
3. demonstrate a sophisticated understanding of the processes of translating evidence based research into communication frameworks, protocols and training to improve practice; and
4. carry out an independent research project using methods covered in the course.

Required Resources

In this course, we will be drawing closely on these books. It is strongly recommended that you buy one of these.

• 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). Available online via ANU Library
• 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. Available online via ANU Library
• Harvey, Kevin and Koteyko, Nelya 2013; Exploring Health Communication Language in Action, Routledge, UK available online via ANU library  

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

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

Student Feedback

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	What is communication in health(care)? How can we research it? Introduction and overview	tutorial participation, padlet contribution
2	Linguistic ethnography as an approach to healthcare communication: Methodology and data	tutorial participation, padlet contribution
3	Linguistic ethnography: Analysing healthcare interactions	tutorial participation, padlet contribution
4	Communication in Hospital Emergency Departments	tutorial participation, padlet contribution
5	Researching end-of-life communication: methods, insights, and translation	tutorial participation, padlet contribution
6	Conference	Assessment 2 presentation (due in class)Assessment 3 report due
7	Health communication beyond clinical settings: The case of sex education	tutorial participation, padlet contribution
8	Developmentally appropriate health communication: Communication with adolescents and young adults	tutorial participation, padlet contribution
9	Translating healthcare communication research into practice: Communication in clinical handover	tutorial participation, padlet contribution
10	From evidence to impact: Implementation science and translational healthcare communication	tutorial participation, padlet contribution
11	Translating healthcare communication research into practice: Communication in chronic disease management	tutorial participation, padlet contribution
12	Communication at discharge from hospital to the community (DS); Alignment and shared understanding in chronic disease management (NK)	tutorial participation, padlet contributionAssessment 4 Research Project report: due during exam period

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Return of assessment	Learning Outcomes
Class Participation	10 %	*	1,3
Presentation	15 %	27/08/2025	1,2
Report	25 %	29/08/2025	1,2,3
Research Project report	50 %	08/11/2025	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Canvas’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

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

Class Participation

Participation and engagement in tutorial and padlet posts

Learning outcomes:

• To demonstrate an understanding of predominantly qualitative approaches, as well as mixed methods relevant to the investigation of issues and questions in healthcare communication research
• To demonstrate an understanding of the processes of translating evidence-based research into communication frameworks, protocols, and training to improve practice

Assessment Task 2

Presentation

Thematic analysis of interviews on patients'/ consumers' experience, 5 minutes

Learning outcomes:

• To demonstrate an understanding of predominantly qualitative approaches, as well as mixed methods relevant to the investigation of issues and questions in healthcare communication research
• To describe and analyse naturally-occurring healthcare communication interactions using discourse analytic techniques 

Assessment Task 3

Report

Thematic analysis of interviews on patients'/ consumers' experience. 1,500 words

Learning outcomes:

• To demonstrate an understanding of predominantly qualitative approaches, as well as mixed methods relevant to the investigation of issues and questions in healthcare communication research
• To describe and analyse naturally-occurring healthcare communication interactions using discourse analytic techniques
• To demonstrate an understanding of the processes of translating evidence-based research into communication frameworks, protocols, and training to improve practice

Assessment Task 4

Research Project report

4,000 words

Learning outcomes:

• To demonstrate an understanding of predominantly qualitative approaches, as well as mixed methods relevant to the investigation of issues and questions in healthcare communication research
• To describe and analyse naturally-occurring healthcare communication interactions using discourse analytic techniques
• To demonstrate an understanding of the processes of translating evidence-based research into communication frameworks, protocols, and training to improve practice
• To carry out a research project using methods covered in the course

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

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.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students