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Session: 2022/23
Last modified: 22/04/2022 16:09:15
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Title of Module: Therapeutic Communication |
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Code: NURS09165 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Eddy
Awire |
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| Summary of Module |
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The ability to communicate effectively across a range of settings is a core work-ready graduate attribute of UWS. This is also a core competency for professionals working across health and social care regardless of their geographical location.
The importance of effective communication within health and social care practice will be appraised. This will enable global citizenship by allowing students to appreciate the communication challenges within different care environments. The development of a critical awareness of the issues of communication within the global community will also enhance students' ability to work with a range of communication issues related to global health and social care.
Therapeutic communication comprises of interventions intended to facilitate a positive ‘therapeutic shift’ for a wide range of issues such as anxiety, communication difficulties, addictive behaviours, bereavement and health promotion. Students will be required to apply critical thinking to effective communication, various therapeutic models/frameworks and other helping strategies. The qualities of an effective practitioner within caring environments will be examined and the context of what enables a therapeutic relationship between a patient/client and the practitioner explored.
Therapeutic Communication will support students to become graduates who are universal, work-ready and successful. Through personal development planning, reflection and review, students will be enabled to make better links with their own continuing professional development, the development of graduateness, global citizenship and enhanced employability.
This module is theoretical in content and as such students do not require a workplace supervisor.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Explore the importance of effective communication skills and the capacity required by the practitioner to offer a suitable intervention as a problem solving approach in care
L2.
Discuss the potential that various therapeutic helping models and frameworks have in supporting holistic care
L3.
Critically evaluate the efficacy of therapeutic interventions as an enabling process |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Comparing and contrasting the use of a variety of forms of helping approaches;
Evaluating the efficacy of therapeutic communication skills to contrasting patient/client need;
Exploring the importance of self-awareness within the context of a therapeutic relationship.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Working collaboratively with patients/clients to establish a sound therapeutic relationship;
Assisting patients/clients to recognise emerging changes in the way they cope with their issues and challenges;
Applying a range of skills relevant to communication and helping skills approaches.
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| Generic Cognitive skills |
SCQF Level 9.
Using problem-solving skills in the assessment and formulation of care planning;
Exploring appropriate helping skills which complement the therapeutic relationship;
Evaluating the research evidence for effective communication, therapeutic relationships and helping skills.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Appropriately interpreting the results of assessment tools;
Communicating verbally and in writing, at an appropriate level, with the patient/client, professionals at junior and senior levels in own team and within other agencies.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Independently implementing and evaluating a helping skills intervention;
Working with professionals at varying levels, the patient/client, their families and other agencies as appropriate.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is delivered as blended learning as well as by full online learning utilising a Virtual Learning Environment (VLE).
Blended learning students will participate in a range of classroom activities supported by the quality assured resources received by online students. Blended learning students have access to direct individual and tutorial support from their tutors and will be directed to wider reading, including access to electronic library and books.
Students who are learning fully online and are supported by the VLE will receive: Core quality assured module resources; individual and group tutorial support and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards; directed wider reading including access to electronic library and e-books. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 10 |
| Asynchronous Class Activity | 2 |
| Independent Study | 158 |
| Personal Development Plan | 6 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
There is no core material for this module. The following materials form recommended reading which support the content of this module and its learning outcomes:
Beebe, S.A., Beebe, S.J. and Redmond, M.V. (2014) Interpersonal Communication: Relating to Others. Harlow: Allyn and Bacon.
Egan, G. (2017) The Skilled Helper: A Client Centred Approach.2nd Edition. Andover: Cengage Learning.
McLeod, J. (2011) Counselling Skills: A Practical Guide for Counsellors and Helping Professionals. Maidenhead: Open University Press.
Sully, P. (2010) Essential Communication Skills for Nursing and Midwifery. Edinburgh: Mosby Elsevier.
In addition to these texts students will be directed to a wide range of international, national and local information to support the module content and learning outcomes.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, workshops, and tutorials), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. |
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Brian Johnston |
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| External Examiner | K Myrissa |
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| Accreditation Details | UWS |
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| Version Number | 2.12 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative Assessment
This module is formatively assessed by group discussion on the content of the individual and group learning activities that are embedded within each of the learning units. This may be achieved in face to face discussion in the classroom or by discussion remotely managed via the module VLE.
Component 1
Online class test that assesses the student’s knowledge and understanding of communication skills that promote a therapeutic relationship with the patient/ client in a person-centred way.
40% of the module total - 1700 words equivalent
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Component 2
The student will critically reflect on an experience utilising an appropriate helping skills approach/framework/model to enable another person to help themselves with issues that could be improved using such an approach. This will include a critical discussion of more than one helping skills approach/framework/model as well as a critical reflection on the interaction with the person and what has been learned from the experience.
This will be 2500 words in length and be 60% of the module assessment.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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