QCD310 Communication for the Health Professions
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | QCD310 |
|---|---|
| Prerequisite(s): | QCD210 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: College 1 2024, Kelvin Grove, Internal
| Unit code: | QCD310 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCD210 |
| Coordinator: | Christine Symons | christine.symons@qut.edu.au |
Overview
This unit focusses on communication within academic and health professional settings. Effective professional communication is an essential requirement for practice as a health professional. This unit builds on other units in the HL10 Diploma of Health Science by further developing your verbal, non-verbal and written communication skills with a particular focus on clinical and professional situations. You will develop your capacity to communicate with individuals and families in the delivery of safe, effective care underpinned by evidence-based practice and the Australian Commission on Safety and Quality in Health Care (ACSQHC) standards for professional practice in Australia.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe principles of interpersonal and/or written communication required for effective and therapeutic engagement with clients and their families, peers and other health professionals.
- Explain how therapeutic communication contributes to the development of safe, person-centred health professional-patient relationships
- Outline appropriate communication strategies for people from different cultures, people with special needs and challenging communication situations
- Participate in and contribute effectively to professional discussions
- Reflect critically on learning in this unit and identify opportunities for further improvement in the future.
Content
Topics that will be explored in this unit include:
- Communication in healthcare contexts
- Factors that can influence the communication process across a range of healthcare situations and contexts
- Understanding the impact of diversity and cultural sensitivity on safe, effective, person-centred communication as a health professional
- Verbal and non-verbal skills that fundamental to achieving effective person-centered communication outcomes
Collectively, the knowledge gained through exploring these topics will support other disciplinary units within the course and better prepare you for future studies in your chosen health-related course.
Learning Approaches
This unit takes a flipped approach to learning and teaching. You will be provided with both eContent and timetabled activities such as lectures and tutorials. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
The teaching and learning strategies applied in this unit are intended to maximise your involvement and engagement with the concepts that are being presented and to provide opportunities for you to develop thinking and practical skills in a supportive environment. The unit provides a dynamic learning environment to explore and practise your developing academic skills. An inquiry based approach to learning and teaching is adopted where your voice is valued.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
There are three summative assessment tasks to be completed in this unit. Each task is designed to assess your learning in relation to the specified unit learning outcomes.
Modification to assessment may be required based on mode of study.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Peer-Led Discussion
Part A (Peer-led discussion 20%) + Part B (Learning Evaluations 10%).
This assessment item requires you to lead a discussion which focuses on a communication skill relevant to health professional practice. A key requirement of the task is your selection of one peer reviewed journal article which relates to the use of this communication skill within the health field. You will need to evaluate and summarise the article, and lead a discussion with your peers about the use of this skill. You will also have to submit 2 Learning Evaluations, which will be a brief summary of what you learned in two chosen Discussions.
Part A - the late submission period does not apply and no assignment extensions are available.
Part B - this assignment is eligible for the 48-hour late submission period and assignment extensions
Assessment: Case Study
You are required to respond to a real world patient scenario by answering a series of questions which focus on the application of communication skills relevant to the scenario.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Examination
Under exam conditions, you are required to write a case study response to a given health communication scenario using academic support for your key points. You will be provided with reading materials which you are required to reference as support for your case study response. (30%) You will also need to reflect on your own learning in relation to the communication skill in the scenario using a given reflection model. (10%)
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
A wide range of useful materials have been placed in QUT Readings on the unit's Canvas site. These materials are recommended reading.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.HL10 Diploma in Health Science
- Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
Relates to: Peer-Led Discussion , Case Study, Examination - Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
Relates to: Case Study, Examination - Demonstrate an understanding of legal, ethical, inclusive and culturally safe approaches to person-centred care.
Relates to: Case Study - Communicate effectively in an academic and professional manner across a range of contexts and diverse audiences.
Relates to: Peer-Led Discussion , Case Study, Examination - Apply foundational knowledge of leadership and advocacy to the promotion of positive individual and community outcomes across a diverse range of contexts.
Relates to: Case Study
Unit Outline: College 2 2024, Kelvin Grove, Internal
| Unit code: | QCD310 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCD210 |
| Coordinator: | Christine Symons | christine.symons@qut.edu.au |
Overview
This unit focusses on communication within academic and health professional settings. Effective professional communication is an essential requirement for practice as a health professional. This unit builds on other units in the HL10 Diploma of Health Science by further developing your verbal, non-verbal and written communication skills with a particular focus on clinical and professional situations. You will develop your capacity to communicate with individuals and families in the delivery of safe, effective care underpinned by evidence-based practice and the Australian Commission on Safety and Quality in Health Care (ACSQHC) standards for professional practice in Australia.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe principles of interpersonal and/or written communication required for effective and therapeutic engagement with clients and their families, peers and other health professionals.
- Explain how therapeutic communication contributes to the development of safe, person-centred health professional-patient relationships
- Outline appropriate communication strategies for people from different cultures, people with special needs and challenging communication situations
- Participate in and contribute effectively to professional discussions
- Reflect critically on learning in this unit and identify opportunities for further improvement in the future.
Content
Topics that will be explored in this unit include:
- Communication in healthcare contexts
- Factors that can influence the communication process across a range of healthcare situations and contexts
- Understanding the impact of diversity and cultural sensitivity on safe, effective, person-centred communication as a health professional
- Verbal and non-verbal skills that fundamental to achieving effective person-centered communication outcomes
Collectively, the knowledge gained through exploring these topics will support other disciplinary units within the course and better prepare you for future studies in your chosen health-related course.
Learning Approaches
This unit takes a flipped approach to learning and teaching. You will be provided with both eContent and timetabled activities such as lectures and tutorials. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
The teaching and learning strategies applied in this unit are intended to maximise your involvement and engagement with the concepts that are being presented and to provide opportunities for you to develop thinking and practical skills in a supportive environment. The unit provides a dynamic learning environment to explore and practise your developing academic skills. An inquiry based approach to learning and teaching is adopted where your voice is valued.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
There are three summative assessment tasks to be completed in this unit. Each task is designed to assess your learning in relation to the specified unit learning outcomes.
Modification to assessment may be required based on mode of study.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Peer-Led Discussion
Part A (Peer-led discussion 20%) + Part B (Learning Evaluations 10%).
This assessment item requires you to lead a discussion which focuses on a communication skill relevant to health professional practice. A key requirement of the task is your selection of one peer reviewed journal article which relates to the use of this communication skill within the health field. You will need to evaluate and summarise the article, and lead a discussion with your peers about the use of this skill. You will also have to submit 2 Learning Evaluations, which will be a brief summary of what you learned in two chosen Discussions.
Part A - the late submission period does not apply and no assignment extensions are available.
Part B - this assignment is eligible for the 48-hour late submission period and assignment extensions
Assessment: Case Study
You are required to respond to a real world patient scenario by answering a series of questions which focus on the application of communication skills relevant to the scenario.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Examination
Under exam conditions, you are required to write a case study response to a given health communication scenario using academic support for your key points. You will be provided with reading materials which you are required to reference as support for your case study response. (30%) You will also need to reflect on your own learning in relation to the communication skill in the scenario using a given reflection model. (10%)
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
A wide range of useful materials have been placed in QUT Readings on the unit's Canvas site. These materials are recommended reading.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.HL10 Diploma in Health Science
- Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
Relates to: Peer-Led Discussion , Case Study, Examination - Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
Relates to: Case Study, Examination - Demonstrate an understanding of legal, ethical, inclusive and culturally safe approaches to person-centred care.
Relates to: Case Study - Communicate effectively in an academic and professional manner across a range of contexts and diverse audiences.
Relates to: Peer-Led Discussion , Case Study, Examination - Apply foundational knowledge of leadership and advocacy to the promotion of positive individual and community outcomes across a diverse range of contexts.
Relates to: Case Study
Unit Outline: College Summer 2024, Kelvin Grove, Internal
| Unit code: | QCD310 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | QCD210 |
Overview
This unit focusses on communication within academic and health professional settings. Effective professional communication is an essential requirement for practice as a health professional. This unit builds on other units in the HL10 Diploma of Health Science by further developing your verbal, non-verbal and written communication skills with a particular focus on clinical and professional situations. You will develop your capacity to communicate with individuals and families in the delivery of safe, effective care underpinned by evidence-based practice and the Australian Commission on Safety and Quality in Health Care (ACSQHC) standards for professional practice in Australia.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe principles of interpersonal and/or written communication required for effective and therapeutic engagement with clients and their families, peers and other health professionals.
- Explain how therapeutic communication contributes to the development of safe, person-centred health professional-patient relationships
- Outline appropriate communication strategies for people from different cultures, people with special needs and challenging communication situations
- Participate in and contribute effectively to professional discussions
- Reflect critically on learning in this unit and identify opportunities for further improvement in the future.
Content
Topics that will be explored in this unit include:
- Communication in healthcare contexts
- Factors that can influence the communication process across a range of healthcare situations and contexts
- Understanding the impact of diversity and cultural sensitivity on safe, effective, person-centred communication as a health professional
- Verbal and non-verbal skills that fundamental to achieving effective person-centered communication outcomes
Collectively, the knowledge gained through exploring these topics will support other disciplinary units within the course and better prepare you for future studies in your chosen health-related course.
Learning Approaches
This unit takes a blended approach to learning and teaching. You will be provided with both eContent and timetabled activities such as lectures and tutorials. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey.
The teaching and learning strategies applied in this unit are intended to maximise your involvement and engagement with the concepts that are being presented and to provide opportunities for you to develop thinking and practical skills in a supportive environment. The unit provides a dynamic learning environment to explore and practise your developing academic skills. An inquiry based approach to learning and teaching is adopted where your voice is valued.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the semester which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists, rubrics, written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to the whole class
Assessment
Overview
There are three summative assessment tasks to be completed in this unit. Each task is designed to assess your learning in relation to the specified unit learning outcomes.
Modification to assessment may be required based on mode of study.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Peer-Led Discussion
Part A (Peer-led discussion 20%) + Part B (Learning Evaluations 10%).
This assessment item requires you to lead a discussion which focuses on a communication skill relevant to health professional practice. A key requirement of the task is your selection of one peer reviewed journal article which relates to the use of this communication skill within the health field. You will need to evaluate and summarise the article, and lead a discussion with your peers about the use of this skill. You will also have to submit 2 Learning Evaluations, which will be a brief summary of what you learned in two chosen Discussions.
Part A - the late submission period does not apply and no assignment extensions are available
Part B - this assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Case Study
You are required to respond to a scenario by answering a series of questions which focus on the application of communication skills relevant to the scenario.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Examination
Under exam conditions, you are required to write a case study response to a given health communication scenario using academic support for your key points. You will be provided with reading materials which you are required to reference as support for your case study response. (30%) You will also need to reflect on your own learning in relation to the communication skill in the scenario using a given reflection model. (10%)
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
A wide range of useful materials have been placed in QUT Readings on the unit's Canvas site. These materials are recommended reading.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.HL10 Diploma in Health Science
- Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
Relates to: Examination - Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
Relates to: Case Study, Examination - Demonstrate an understanding of legal, ethical, inclusive and culturally safe approaches to person-centred care.
Relates to: Case Study - Communicate effectively in an academic and professional manner across a range of contexts and diverse audiences.
Relates to: Peer-Led Discussion , Case Study, Examination - Apply foundational knowledge of leadership and advocacy to the promotion of positive individual and community outcomes across a diverse range of contexts.
Relates to: Peer-Led Discussion