Reflective case study on theoretical, ethical, professional and practical perspectives associated with person centred communication skills and approaches

SUMMATIVE Four thousand word reflective case study A four thousand word processed reflective case study on theoretical, ethical, professional and practical perspectives associated with person centred communication skills and approaches The module provides underpinning knowledge and opportunities for communication skills development for health care practitioners. The focus is the person centred approach to engaging, understanding and interaction with people. Students are enabled to explore the key practical and ethical issues involved in the use of the approach, practice models together with communication skills through practice and reflection upon their experiences. To enhance these processes, the module study days are presented mainly through active learning, exploration and discussion as well as live skills practice in which students are encouraged and enabled to apply their learning. To maximise student learning and promote self-awareness, skills work is undertaken, to enable skills development, to provide some understanding of the person’s experience and to develop observational and appraisal skills as well as confidence in the provision of constructive feedback. Students will be enabled to make decisions on the ethical and intentional use of communication skills and to recognise the limits of their abilities. Three weeks in full time clinical practice has been identified to enable the theory taught to be translated into practice. This will be followed by a 5 weeks study period to provide sufficient opportunity for critical reflection on professional practice. On completion of the module a student should be able to Critically evaluate a practice model and/or approach for use within the communication skills process. Identify and analyse own defences and limitations which hinder the development of the interpersonal relationships. Critically analyse and integrate learning gained from reflection on own practice and feedback from others. Critically analyse the evidence for the application of a person centred approach within health and social care settings. How the module will be delivered Based on the principles of adult learning this module will employ the philosophy of andragogy to guide teaching practice. As such the overall approach to the professional and personal development of the student is facilitative, where the support and guidance of a designated academic supervisor will encourage self-direction and intellectual independence. Such relationships, founded on mutual respect, will help students realise their potential. Teaching will be student centered, which takes account of the fact that students are mature individuals. Learning is a dynamic process and the student is expected to take responsibility for their individual learning and development. Students will be guided to identify their own learning needs and plan ways of achieving them with guidance from their academic supervisors. A variety of learning and teaching methods will be used and these will include lectures, discussion groups, practical exercises, student-led seminars and debates. The student will be given the opportunity to reflect on past clinical experiences using individual cases and guided to consider the implications for future practice. This will assist in the translation of theory into practice and offer an opportunity to crucially reflect on their clinical practice. Methods utilised for learning include: Presentation Demonstration Case scenarios Seminar and discussion Independent and guided study Throughout each study day students are given opportunities to discuss and analyse theoretical concepts, and to apply these in observed skills practice sessions. Critical self-appraisal, peer and tutor feedback together all enable the development of self-awareness and the purposeful use of communication skills and theory within the context of the professional helping relationship. Skills that will be practised and developed Transferable / Key Skills 1) Intellectual skills (thinking skills) – the ability to: integrate theory with professional nursing practice evaluate, analyse and synthesise information/ data from a variety of sources critique research 2) Management and development of self – the ability to: take responsibility for personal and professional learning and development project plan time and tasks work independently and meet deadlines 3) Application of technology – the ability to: word process, access the Web and internet and other databases participate in electronic discussion boards and student/staff supervision blogs 4) Utilise problem solving skills – the ability to: source a variety of relevant evidence analyse, interpret, synthesise and evaluate evidence problem solve and reach realistic conclusions (5) Literacy – the ability to: produce academic work that is accurate and conforms to the appropriate level communicate ideas in a clear concise manner How the module will be assessed Formative presentation. An informal presentation to peers discussing the topic, aim and the preliminary evidence base. This will provide individual feedback from OSNI staff and peers. First draft assessment. A 1000 word draft outlining the summative assessment reflective case study and assignment plan / structure. Feedback from your academic supervisor will be provided electronically Second draft assessment A further 1000 word draft of the assignment providing one section of the assignment for example the ‘analysis’ section or ‘So what’ section of the assignment in detail demonstrating the academic level and the provision of the structure for which this forms a part. Feedback from your academic supervisor will be provided electronically. SUMMATIVE Four thousand word reflective case study The student must complete a four thousand word assignment, which illustrates their knowledge and understanding of the communication process including its application to their clinical practice. The assignment will include exploration and discussion of theoretical concepts, practice models and approaches as well as relevant ethical considerations including the awareness of self. Reference to and relevance for the student’s clinical context and client groups will be expected. The work must be supported throughout by appropriate references and/or relevant sources of evidence. The discussion must be based upon sound evidence relevant to personal practice and experience, as well as a range of literature sources including appropriate research. The student will need to discuss their ability to adapt models, skills and strategies to best fit with their client’s needs, the context and their own role as a practitioner. In addition, the student will need to discuss their awareness of personal, professional and organisational barriers and/or hindrances to the development of the person centred approach in their practice. Also the student will need to support their discussion with a reflective model and/or approach that identifies and explores strategies for sustaining new developments and change in personal practice. The assignment must be submitted by 12.30 GMT on the last day of the module. It will be marked by academic staff using level 6 reflective rubric criteria . METHOD(S) OF SUMMATIVE ASSESSMENT: Type CW % Contribution 100% Title A four thousand word processed reflective case study on theoretical, ethical, professional and practical perspectives associated with person centred communication skills and approaches Duration (if app) 4000 words Assessment Breakdown Type % Title Duration(hrs) Period Week Written Assessment 100 Person-Centred Communication (Reflective Assignment) N/A 1 N/A Syllabus content Theoretical content Person centred models and approaches. Professional, ethical and legal aspects of communication skills in practice. Demonstrate the application of enhanced self-awareness through self-appraisal and reflection on action Research evidence regarding effective styles of communication The application of person centred communication skills The communication skills process The application and principles of intentionality of person centred communication skills Reflective and analytical skill development The Integration of ethical, professional and legal issues in practice The application of approaches and/or skills to specialist areas of practice Essential Reading and Resource List Reading List E-Books Bach S, and Grant A., 2009 Communication and Interpersonal Skills for Nurses, Exeter, Learning Matters Ltd (e-book) Morrissey, J., Callaghan, P., 2011. Communication Skills for Mental Health Nurses. Berkshire; McGraw Hill Open University Press Sully, P., Dallas, J., 2010. Essential communication skills for nurses and midwifery. Edinburgh; Mosby Elsevier Journal articles Barker, S., Dowson, E., 2013. Caring for women experiencing mental health problems. Essentially MIDIRS. Vol 4 number 11 17-23 Barolia, R., Karmaliani, R., 2008. Caring in Nursing from an Islamic Perspective: A grounded Theory Approach. International Journal for Human Caring. Vol 12 no 1 pages 55-63 Burnard, P., 2003. Ordinary chat and therapeutic conversation: phatic communication and mental health nursing. Journal of Psychiatric and Mental Health Nursing. 1 678-682 Crawford, P., Brown, B., 2010. Fast healthcare: Brief communication, traps and opportunities. Patient Education and Counseling 82 (2011) 3–10 Galvin, K. T., Todres, L. 2011. Kinds of well-being: A conceptual framework that provides direction for caring. International Journal Qualitative Studies on Health and Well-being. 6: 10362 Rassool, G.H. 2000. The crescent and Islam: healing, nursing and the spiritual dimension. Some considerations towards an understanding of the Islamic perspective on caring. Journal of Advanced Nursing 32 (6) 1476-1484 Stickley, T., 2011. From SOLER to SURETY for effective non-verbal communication. Nurse Education in Practice, 11 395-398 Street, R., Makoul, G., Neeraj,A., Epstein, R., 2009. How does communication heal? Pathways linking clinician-patient communication to health outcomes. Patient education and Counseling. 74 295-301 Thorne, S.,Armstrong E., McPherson, G., Harris, S., Hislop, T., 2005. ‘Being known’: patients perspectives of the dynamics of human connection in cancer care. Psychooncology. 14:887-898 Williams, A.M., Irurita, V. F., 2004. Therapeutic and non- therapeutic interpersonal interactions: the patient’s perspective. Journal of Clinical Nursing, 13, 806-815 Websites Nursing Midwifery Council – http://www.nmc.org.uk/ National Institute for Health and Clinical Excellence – https://www.nice.org.uk/guidance The Health Foundation – Person centred care – http://personcentredcare.health.org.uk/?gclid=CPXOle_W88YCFeHMtAodfCQFvw