ECTS - Communication in Health
Communication in Health (NURS203) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Communication in Health | NURS203 | General Elective | 2 | 0 | 0 | 2 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of this course is; to enable the students understand the basic concepts of communication and human behaviors, to make use of the right communication techniques in the communication of patients, relatives and in the team in professional life and to establish healthy human relationships in daily life. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Definition and basic concepts of communication, behavior types, listening, perceiving and interpreting,empathy, communication of the health personnel with the patient, communication barriers, successful communication techniques, communication in special cases,communication within the team, communication conflicts,coping with stress,problem solving. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction to program, definiton and importance of communication in healthcare | Reading the subject from references |
| 2 | Basic concepts in communication | Reading the subject from references |
| 3 | Effective communication skills in healthcare | Reading the subject from references |
| 4 | Tackling barriers: model usage in achieving interdisciplinar professional communication | Reading the subject from references |
| 5 | Midterm Exam | Reading the subject from references |
| 6 | Communication with the patient: building rapport | Reading the subject from references |
| 7 | Communication with the family members: achieving hollistic care | Reading the subject from references |
| 8 | Communication with special groups: Pediatric patients | Reading the subject from references |
| 9 | Communication with special groups: Geriatric patients | |
| 10 | Communication with special groups: difficult patients and families | Reading the subject from references |
| 11 | Role play scenario example | Reading the subject from references |
| 12 | Role play scenario - student activity | Reading the subject from references |
| 13 | Role play scenario - student activity | Reading the subject from references |
| 14 | Role play scenario - student activity | Kaynaklardan konunun okunması |
| 15 | Preperation Week | |
| 16 | Final Exam |
Sources
| Course Book | 1. Arnold, E. C., & Boggs, K. U. (2015). Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences. |
|---|---|
| 2. Ray, E. B., & Donohew, L. (2013). Communication and health: Systems and applications. Routledge. | |
| 3. Dökmen, Ü.,(2016), İletişim Çatışmaları ve Empati, Remzi Kitabevi, İstanbul. | |
| 4. Arnold, E. C., & Boggs, K. U. (2015). Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences. | |
| 5. Ray, E. B., & Donohew, L. (2013). Communication and health: Systems and applications. Routledge. | |
| Other Sources | 6. Alvarado, K, Lee, R, Christoffersen, E, Fram, N, Boblin, S, Poole, N, Lucas, J & Forsyth, S 2006, ‘Transfer of Accountability: Transforming Shift Handover to Enhance Patient Safety’, Healthcare Quarterly, vol. 9, pp. 75-9 |
| 7. Ahern, G, 2017, ‘The Art of Active Listening’ | |
| 8. Ausmed Editorial Team 2016, ‘10 Tips to Enhance Communication at Shift Handover’, 27 October, | |
| 9. Australian Commission on Safety and Quality in Health Care 2018, ‘6. Communicating for Safety Communication at Clinical Handover: Clinical Handover Action 6.7’, NSQHS Standards | |
| 10. Burke, N 2016, ‘Nursing Paediatric Patients - Effective Procedural Communication’ | |
| 11. Duff, A, Gaskell, S, Jacobs, K, & Houghton, J 2012, ‘Management of Distressing Procedures in Children and Young People: Time to Adhere to the Guidelines’, Archives of Disease in Childhood, vol. 97, no. 1, pp. 1-4 | |
| 12. The Gerontological Society of America n.d., Communicating with Older Adults, GSA | |
| 13. Grohol, JM 2018, ‘Become a Better Listener: Active Listening’, PsychCentral | |
| 14. Hall, ET 1966, ‘Distances in Man’, The Hidden Dimension | |
| 15. Hodgkinson, K 2017, Talking with Children About a Parent or Guardian’s Cancer Diagnosis | |
| 16. Hodgkinson, K 2015, Communicating with Patients | |
| 17. Lampert, L 2016, ‘How to Handle Difficult Patients’ | |
| 18. Lampert, L 2016, Communicating with Doctors | |
| 19. Lampert, L 2015, Communicating with Older Patients | |
| 20. Lampert, L 2015, ‘Communicating with Children in Healthcare’ | |
| 21. Lampert, L 2015, ‘Communicating with Dying Patients’ | |
| 22. Lampert, L 2015, ‘Communicating with a Patient’s Family and Friends’ | |
| 23. Lampert, L 2016, ‘How to Be Assertive’ |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 2 | 15 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 35 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 4 | 100 |
| Percentage of Semester Work | 50 |
|---|---|
| Percentage of Final Work | 50 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Develop the capability of using theoretical and practical knowledge acquired during nutrition and dietetic education for individuals and public for health promotion, prevention of the diseases and treatment of the diseases when necessary. | |||||
| 2 | Can reach evidence-based knowledge in nutrition and dietetics by searching available journals and books published then using all computer programs assess this knowledge, interpret and share. | |||||
| 3 | Develop strategical plans and programs for solving nutrition-based health problems at individual and community level, by considering professional and ethical values. | |||||
| 4 | Can analyze food consumptions of individuals and create diet plans by taking into consideration of their age, gender, socio-cultural, economical, biochemical and personal characteristics then can give necessary education to them. | |||||
| 5 | Can identify all the nutrients and chemical substances that foods contain and help individuals how and what kind of foods to be chosen for their health and/or disease conditions. | |||||
| 6 | Can conduct their work independently with the help of the information gained, take individual responsibility to solve problems in practice, and collaborate with other members of the health team. | |||||
| 7 | Can explain all reduction or loss of nutrients may happen during food preparation and cooking both home or institutional settings. | |||||
| 8 | Can make all necessary dietary adjustments where special nutrition is required. | |||||
| 9 | Can compare and discuss nutrition policies and food legislation both in the country and world experiences levels. | |||||
| 10 | Can develop and organize training programs to provide adequate, balanced and healthy nutrition for individuals and groups, and can effectively use the communication and education methods and materials required for the sessions. | |||||
| 11 | Can evaluate individual and cultural differences by having knowledge and practices of the traditions and cultures of the countries. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 2 | 32 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 16 | 16 |
| Prepration of Final Exams/Final Jury | 1 | 24 | 24 |
| Total Workload | 100 | ||