- UCAS course code
- UCAS institution code
Year of entry: 2020
- View tabs
- View full page
Course unit details:
Communication in Healthcare
|Unit level||Level 3|
|Teaching period(s)||Semester 2|
|Offered by||Division of Psychology and Mental Health|
|Available as a free choice unit?||No|
This course unit builds upon the topics introduced in First and Second Year; students will be expected to be familiar with ideas and concepts as covered in the Adaptability and Wellbeing course units at these levels.
Building on previous knowledge (recommended PSYC21032 and PSYC21042), the unit aims to:
- To provide students with an understanding of a range of psychological aspects of communication within health care settings. These include understanding how health professionals and patients interact, what cognitive emotional and behavioural factors operate during these interactions, and the consequences these have for each party. The focus will be on situations which are particularly challenging for health professionals, for example explaining causes for medically unexplained symptoms, discussing risk information and uncertain findings, managing patients’ distress, talking about new medical technologies.
-To examine which forms of communication within health care encounters are measureable and amenable to intervention.
1 Introduction to clinical communication
2 Illness cognitions; Leventhal’s Common Sense Model
3 Treatment perceptions, adherence and self-management
4 Risk perception and decision making
5 The role of emotions in clinical interactions
6 Challenging interactions I : Medically unexplained illness
7 Challenging interactions II: communicating medical advances and at times of transition (e.g. pregnancy, childbirth)
8 Challenging interactions III: families and children
9 Improving doctor-patient interactions: interventions with patients
10 Improving doctor-patient interactions: interventions with doctors
11 Revision session
Teaching and learning methods
There will be 12 x 2 hour lectures, 12 x 1 hour seminars (involving discussions, activities and groupwork) and 12 x 1 hour reading groups (looking at relevant papers). E-learning provision: Lecture content, supplementary reading and resources, and a monitored discussion board will be provided via Blackboard. Feedback will be provided on the coursework essay before the exam.
Knowledge and understanding
- Describe current theoretical perspectives on health care communication
- Outline the cognitive behavioural and emotional factors that impact on communication between health care professionals and patients
- Have an understanding of the consequences for doctors and patients of different communication patterns
- Critically evaluate the effectiveness of a range of interventions to improve healthcare professional-patient interactions
- Critically read and evaluate primary source journal articles reporting studies using a range of methodologies
- Perform literature searches
- Present material to the class in an engaging and informative manner
Transferable skills and personal qualities
- Engage in group work to solve problems
- Have a sympathetic understanding of the communication challenges for patients and professionals that occur within healthcare settings
- Develop their skills in: Synthesising information; summarising theories and evidence; critical thinking; evaluating research; working in groups; communicating effectively both orally and in writing; presenting concise and persuasive arguments
A 2 hour exam worth 67% and a 1500 word coursework essay worth 33%
Your essay will be marked and full feedback will be provided before the final exam. This feedback can then be used to inform your exam preparation. There will be opportunity for formative feedback during seminars and reading groups.
The self-regulation of health and illness behaviour. (2003) Linda D. Cameron & Howard Leventhal, Eds.. Routledge, London
Peter Salmon (2000). Psychology of Medicine and Surgery. A guide for psychologists, counsellors, nurses and doctors. Wiley: Chichester.
Hagger, M.S. and Orbell, S. A meta-analytic review of the common-sense model of illness representations. Psychology & Health, 18, 141-184.
Horne, R., & Weinman, J.A. (2002). Self-regulation and self-management in asthma: exploring the role of illness perceptions and treatment beliefs in explaining non-adherence to preventer medication. Psychology & Health, 17, 17-32.
Ulph, F., Leong, J., Glazebrook, C. & Townsend, E. (2010). A qualitative study exploring genetic counsellors experiences of counselling children European Journal of Human Genetics, 18, 1090-1094
|Scheduled activity hours|
|Practical classes & workshops||12|
|Independent study hours|
|Sarah Peters||Unit coordinator|