1. Define interpersonal communication, and recognise barriers to its effectiveness in nursing

2. Discuss relationship formation, and its relevance to the caring process, with special reference to the recognition of 'self' within the communication process

1. Define interpersonal communication, and identify factors that enhance or inhibit the communication process.

2. Examine relationship formation within groups and in a caring environment.

3. Review theories of self and self-perception.

4. Explore attitudes and prejudice in relation to interpersonal communication, and identify the ethical issues of communication and relationship formation in nursing.

 Interpersonal skills module

This session will include information about the module, and an introduction to the basic concepts and terminology that will be addressed during the 15 weeks. Key features will be:

• Definitions of communication and interpersonal interaction
• Basic introduction to the relevance of communication to: student life; nursing care
• Discussion of module handbook
• Self assessment rating questionnaire

Session Two Session Two - Team Building Event

The key aim of this session is to examine the processes of group building and group dynamics. It will serve to apply theory to experience. Key features will be:

• Group dynamics
• Group roles
• Team building
• Setting aims and objectives

The exercise is known as Desert Survival - it will be fun and informative, and details will be given on the day.

Session Three Session Three - Approaches to Communication (2 hours)

This session will cover the essential models of communication - how information is passed between people, and the factors that enhance or diminish the effectiveness of this process. More importantly, it will begin to address issues surrounding environmental, psychological and social elements that influence communication.

Guided study - final hour of session

In the library, using either the Hartley, Fiske, or Knapp and Miller (ed.) texts, gather material relating to the models of communication, and focus upon factors that form a barrier to effective communication. You should identify:

• 5 factors in the environment
• 5 factors within the person conveying the message
• 5 factors within the recipient

Session Four Session Four - Directed Study (preparation for session 5)

This will be a 'non-taught' week, though the module leader will be available for consultation and advice. The time should be spent undertaking the first 'observation' exercise. Students should:

• Select an interaction on TV or film
• Observe the choice of words that are used to convey information from one person to another - include dialect and accent
• Observe other features of the interaction that are not 'spoken', but still influence the nature of communication
• Summarise your thoughts, and be prepared to feed back at the next session

Be prepared to feed back in week 5.

Session Five Session Five - Verbal and non-verbal communication

This session will address interpersonal communication with regard to words and non-spoken elements. The strength of non-verbal communication will be emphasised, as well as various forms of speech, and how the underlying effectiveness of an interaction is effected.

Session Six - Communication and care (1) - presentation: Gerald Egans’s model: The Skilled Helper - Communication and care (1) - presentation: Gerald Egans’s model: The Skilled Helper

Egan's model is a three stage counselling/communication model that is useful in the care area. This session will provide an overview.

Session Seven Session Seven - Self and Selfhood (2 hours)

This session will address the elements of self and selfhood that are necessary for personal insights into how we project ourselves during interactions.

Guided study - final hour of session

Material will be provided following the session.

Session Eight Session Eight - Directed Study (preparation for session 9)

This will be the second non-taught week, during which time students should prepare material to share in week nine.

Students should select an interaction in 'real life', or TV/film, or in (written) fiction that is suggestive of a power relationship. Describe the nature of the interaction and how the selected words or the manner of the communicators influences the course of the interaction.

Session Nine Session Nine - Attitudes and prejudice: power and communication - presentation and feedback

This session will address one of the key elements of communication in relation to nursing care. The manifestation of attitudes and prejudice in interpersonal interactions will be discussed - the 'dark side' of communication, and one very real in nursing.

Session Ten Session Ten - Directed Study week (preparation for summative assessment)

This week will be spent preparing the assessment.

Session Eleven Session Eleven - Assessment week - no taught sessions

Session Twelve Session Twelve - Video: film illustrating ley points covered in the module (2 hours)

This video will provide examples of communication in the care area, and the benefits and pitfalls of certain ways of initiating and facilitating interactions.

Guided study - final hour of session

In small groups, and using either the Burnard or Slevin & Basford texts, select:

• 5 elements of interpersonal interaction within the care area that: enhances the quality of interaction with a patient
• 5 that diminish the quality
• 5 specific actions you as a carer could take to improve the quality

Session Thirteen Session Thirteen - Directed Study week (preparation for week 14)

This is the third non-taught week, and students are expected to undertake the following exercise.

Draw upon a recent experience in a care setting - this can be either in a family situation, or in a nursing setting. Reflect upon:

• The expectations you had of the interaction
• The expectations the other person had of the interaction
• How did you 'intervene', and how effective were you according to your expectations and the other persons reactions (feedback)

Be prepared to feedback in week 14.

Session Fourteen Session Fourteen - Communication and care (2): Communication and nursing care - presentation and feedback

This session will be a consolidation of the Egan model of interpersonal interaction, and also of material addressed during the model relating to the interpersonal skills in the care area, and between individuals in any setting.

Session Fifteen - Summary of module; evaluation Session Fifteen - Summary of module; evaluation Session Fifteen - Summary of module; evaluation Session Fifteen - Summary of module; evaluation

Assessment

Resubmissions should be handed in during week 15 (date to be announced).

References

Books marked with an asterisk (*) are the key texts, and can be purchased if appropriate.

Argyle, M. Argyle, M. (1994)(5^th edition) - The Psychology of Interpersonal Behaviour. Penguin, London (*)

Argyle, M. Argyle, M. (1990) - Bodily Communication. Routledge, London

Argyle, M. Argyle, M. (1992) - The Social Psychology of Everyday Life. Routledge, London

Basford, L. & Slevin, O. Basford, L. & Slevin, O. (1995) - Theory and Practice of Nursing. Campion, Edinburgh

Bradley, J. & Edinberg, M. Bradley, J. & Edinberg, M. (1990) - Communication in the Nursing Context. Appleton and Lange, New York

Burnard, P. Burnard, P. (1992) - Communicate: A Communication Skills Guide for Health Care Workers. Arnold , London

Egan, G. Egan, G. (1990) - The Skilled Helper. Brookes-Cole, California

Fiske, J. Fiske, J. (1990) - Introduction to Communication Studies. Routledge, London (*)

Hartley, P. Hartley, P. (1993) - Interpersonal Communication. Routledge, London (*)

Knapp, M. & Miller, G. (eds.) Knapp, M. & Miller, G. (eds.) (1994) (2^nd edition) - A Handbook of Interpersonal Communication. Sage, California

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Sample mark sheet

SCHOOL OF HEALTH STUDIES DIVISION OF NURSING

 

ADVANCED DIPLOMA OF HIGHER EDUCATION IN NURSING

ASSIGNMENT FEEDBACK RECORD

 

Student:

Module Code: HN0006 Module Title: Interpersonal Skills Trimester 1

Agreed Mark: Grade: Pass/Refer/Fail:

Comments and advice to student related to assessment specific criteria and

generic grading criteria:

Task	Scores	Comments
1. Style and structure: Use of introduction/conclusion Writing style (eg. Academic or informal)
2. Application of theory (50%): Could include some or all of: Basic models of communication Verbal and non-verbal communication Interventions described by Egan The use and abuse of power through communication
3. Referencing (20%) Range of sources used; accuracy of referencing style
4. Transcript (20%): Use in discussion; quality of content.

General comments (relate to specific grading criteria for level ‘0’):

1st Marker Name : ....................................................................... Signature .....................................................Date

2nd Marker Name : .............................................................. .........Signature ....................................................Date

External Examiner : ........................................................................Signature ..................................................Date

File copy - White Student copy - Pink Supervisor copy - Blue

• return to assessment information
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