代做COM 1403: Introduction to Communication in Healthcare Professions Fall 2024调试数据库编程

COM 1403: Introduction to Communication in Healthcare Professions

Section D012, Fall 2024

INTRODUCTION TO 1403

Course Description

This is an introduction to the study and practice of communication for health professionals. Topics include listening, adapting your message, informative presentations, and role-play exercises. Communication issues particular to health professions are a focus, including nursing, radiology, dentistry, optometry, health and human services and health administration. Students practice clear, purposeful, and compassionate communication in face-to-face and mediated situations.

Studies show that miscommunication is a major contributor to health outcomes, and communication competency is increasingly recognized as a core skill for healthcare workers.  This introductory class, for students who work in (or are considering) healthcare careers, is one of the core courses for the Associate of Science in Health Sciences (ASHS). It is designed to fulfill the Oral Communication competencies offered in COM courses, including research and citation, with a strong focus on public speaking. All assignments, templates, and rubrics will be posted on Brightspace.

Textbook

Communication Skills for the Healthcare Professional, Second Edition (2020). By Laurie Kelly McCorry and Jeff Mason. ISBN: 9781284219999.

What We Don’t Talk About When We Talk About Fat (2020). By Aubrey Gordon. ISBN: 9780807014776.

Students can use e-books, audiobooks, or physical books. Additional required readings and other materials will be provided by the instructor.

Brightspace

All students must access Brightspace regularly for this class. Details and exact requirements of each assignment are posted on Brightspace as well as weekly announcements and reminders. Supplemental material such as outline templates and examples will also be posted. If you have trouble with your account, please contact the Help Desk as soon as possible.

COURSE INTENDED LEARNING OUTCOMES AND ASSESSMENT METHODS

Learning Outcomes:	Assessment Methods:
To better understand the consequences of miscommunication in healthcare.	Case examples of miscommunication are covered in lectures, and comprehension is measured in quizzes and role play scenarios.
To communicate using different communication channels (face-to-face, electronic, etc.)	Students evaluated in 3 modalities: oral presentations, written outlines and use of online learning resources.
To compose and present appropriate verbal and nonverbal messages to diverse audiences.	Students evaluated on oral presentations and participation in simulated healthcare encounters.
Learn to use presentation aids and technologies to enhance oral presentations.	Final presentations require PowerPoint for visual aids.
To demonstrate competence in listening skills.	Students complete peer evaluations and are evaluated on listening skills.
To practice techniques for encouraging healthier behaviors.	Students evaluated on factual accuracy of their research and evidence supporting claims.
To simulate working with culturally and linguistically diverse patients.	Scripts involve intercultural and multilingual encounters.

GRADE BREAKDOWN

Grading Rubric

A	93-100
A-	90-92.9
B+	87-89.9
B	83-86.9
B-	80-82.9
C+	77-79.9
C	70-76.9
D	60-69.9
F	59.9 and below
WU	Unofficial Withdrawal
WF	Withdrew Failing

City Tech Grading Scale

Attendance	10
Participation	10
In-class assignments	10
Group chapter presentation	5
POH ideas	5
POH final paper	15
Interviewee name, title, questions	5
Interview presentation	15
Interview paper	15
Final exam	10
Total	100

ASSIGNMENTS

Attendance (10%)

Attendance is a crucial component of this course. Students are expected to attend class on time and in full with very few exceptions. See the Humanities Dept. attendance policy on page 2.

Participation (10%)

Students will be graded by the instructor for satisfactory participation in class, which includes the following:

· Active and timely communication in class discussions

· Participation during in-class simulations

· Creative and enthusiastic collaboration with peers during group work

· Appropriate overall classroom interactions and communication ethics

· Best efforts during in-class public speaking exercises

· Appropriate use of cell phones and laptops during class

· General attentiveness and professionalism during class

· Contributions to the classroom community and willingness to think critically

In-class assignments (10%)

Students will be graded on several assignments given during class. These cannot be made up because of unexcused absences or lateness. In-class assignments include but are not limited to:

· In-class quizzes, which may or may not be announced ahead of time, on assigned readings and other class materials

· Public speaking exercises, including the 2-minute introductory speech

· Written responses to course materials (typically graded 0-2 points)

· Draft outline for the interview presentation

Additional in-class expectations:

· Students are expected to bring a pen and paper to class each day. In-class assignments, with very few exceptions, must be hand-written. Emailed submissions will not be accepted.

· Written assignments given at the start of class will often serve as the roll call for the day. Students must be in class on time to complete this assignment and thus received credit for their attendance.

· Students are encouraged to take notes during class lectures and discussions. Taking photos of the board/presentation will not be permitted.

· Students may use their laptops/tablets to take notes, but if this causes a distraction for the student or their classmates, this privilege may be revoked by the instructor.

· Students should check their City Tech emails every day before class, especially in cases of inclement weather.

Group Chapter Presentation (5%)

Students will work in small groups to prepare a 15- to 20-minute presentation about their assigned textbook chapter. Students learn from preparing their own presentations and from listening to other students’ presentations alongside the instructor’s lectures on these chapters. Students will be required to incorporate outside research, and research skills will be discussed in class. More specific instructions and examples will be provided during the semester.

Philosophy of Healthcare Final Paper (15%) and List of Ideas (5%)

Students are expected to draft, revise, and finalize a personal statement about their philosophy of healthcare throughout the semester. The goal of this assignment is to challenge students to identify their reasons for pursuing a degree and career in healthcare and how to apply their passions to benefit their patients. Students are expected to improve their written communication skills through the several rounds of feedback/edits, and the paper will create a basis for future university applications, personal statements, and cover letters.

Students will brainstorm a brief list of ideas (5%) for the paper at the beginning of the semester, and the formal essay (15%) will be due at the end of the semester.

There are many different topics that students can discuss in their philosophy of healthcare, and each person’s paper should be unique to them. To help brainstorm, students should ask themselves the following questions (note: students are not required to answer all of these questions; this is meant to inspire creative, individualized thinking):

· What communication principles are most important to you as a healthcare provider?

· What ethics and values guide your practice as a healthcare professional?

· How do you define health?

· What goals do you have for your time in the healthcare professions?

· How do you hope to see the healthcare system grow as a whole in the next 10 years? 20 years? What part in that growth do you hope to play?

· How do you adjust your communication to accommodate different patients? Why is it important to do so?

· What stories or events from your personal or professional life have influenced your healthcare philosophy? Why do you want to enter/continue a career in healthcare?

More specific instructions will be provided during the semester. Examples will be provided and class discussion will be extensive.

Interview Paper (15%), Presentation (15%), and Name/Title/Questions (5%)

Students will be asked to identify a person who currently works in the healthcare field, ideally in a position they would be interested in fulfilling, then conduct an interview with them about their experience communicating in the workplace. There are two primary goals of this assignment: (1) to give students a chance to practice their interpersonal communication and interview skills, which could be translated into patient interviews in the future, and (2) to learn more about everyday communication in their field via interprofessional education (IPE).

This assignment has several different steps:

1. Students identify the healthcare professional and confirm that the person is willing to participate in a brief interview.

2. Students draft a list of questions about healthcare communication to ask their interviewee (5%). At least one third of the questions should relate directly to class content.

3. Students provide peer feedback on these questions and make edits accordingly.

4. Students conduct their interviews and take detailed notes and/or record the interview if possible.

5. Students write a paper (15%) summarizing their findings. Namely, they analyze what they learned about healthcare communication from this interview.

6. Students present (15%) their findings to classmates, therefore contributing to whole-class learning.

More specific instructions will be provided during the semester. Examples will be provided and class discussion will be extensive.

Final Exam (10%)

The final exam will be a mix of multiple choice and short answer questions about any topic covered in class discussions or supplemental readings/materials. Students should be prepared to apply course ideas to sample case studies.