96801 Communicating and Collaborating for Optimal Person Centred Care
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject supports students to understand how to optimise communication and collaboration to ensure inclusive person-centred palliative care. There is particular focus on delivering the best culturally competent care and psychological health and wellbeing for patients, their families and carers. This subject prioritises strategies that facilitate inclusion, engagement and empowerment of individuals, families, and carers from Aboriginal and Torres Strait Islander and culturally and linguistically diverse backgrounds and marginalised populations. Also prioritised is developing capacities to communicate the value of palliative care to other health professionals, patients, and families. Through enacting self-awareness, students will develop understanding and effective communication and interaction skills to facilitate optimal care.
Subject learning objectives (SLOs)
| A. | Examine psychological, social, and spiritual issues in death, dying, and grief and discuss ways in which these impact on patients, carers, and families. |
|---|---|
| B. | Critically self-appraise and improve their knowledge, attitudes, beliefs, practice, and communication style in relation to delivering culturally respectful palliative care. |
| C. | Explain and integrate the role of culture and context in a person’s palliative care needs. |
| D. | Prioritise cultural considerations for delivering culturally respectful care for Aboriginal and Torres Strait Islander peoples. |
| E. | Justify the role of inter-disciplinary collaborative teams in optimising care for patients and families. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Integrate the delivery of person-centred health care across the diversity of all populations, settings and system levels (1.0)
- Communicate effectively and appropriately in challenging, complex and diverse situations (2.0)
- Prioritise inter-professional collaborative practice to ensure the highest quality palliative care for all (3.0)
- Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)
Teaching and learning strategies
Class preparation
Learning the fundamental concepts involved in communication and collaboration for person-centred palliative care will occur through engagement with online modules and webinars. To enable a richer learning experience when interacting with other students and speakers, students will be required to prepare for webinars in advance by reading, watching videos, and completing online tasks prior to attending. Canvas will be used for all announcements and subject materials.
Enquiry-based learning
Students will be engaged in interactive learning activities, such as communication skills activities, simulated inter-professional team meetings and discussion board forums. Activities will include collaboration with other students in problem-based learning activities and presentations via Zoom meetings, for which students will receive feedback from both academic staff and peers. Feedback will also be provided for assessment activities that include individual and group tasks including online work, multimedia presentations, and written work.
Developing communication skills
Students will clarify complex concepts during webinars and via engagement in interactive online activities. Case studies and real examples from practice will be used to facilitate discussion and simulated inter-professional collaboration.
Critical appraisal
Students will critically appraise their own knowledge, attitudes, beliefs, practice, and communication during webinars and via engagement in interactive online activities.
Content (topics)
The content of this subject has been organised around self (self-awareness), patients and families (providing person- and family-centred care), and interdisciplinary teams (working collaboratively).
Subject content will be structured within three modules as follows:
Module 1 – Self-awareness and communication
- Exploring our beliefs about and attitudes toward palliative care, death, and dying
- Communication concepts in the context of palliative care
- Self-awareness and its relation to the care we provide
Module 2 – Person-centred care
- Enacting person-centred palliative care
- Practising inclusive communication
- Care network mapping
Module 3 – Interdisciplinary communication and collaboration
- Supporting team communication
- Inclusion of patients and families as members of the palliative care team
- Shared decision-making and collaboration in transitions of care
Assessment
Assessment task 1: Bias awareness and management plan
| Intent: | This assessment contributes to student learning by promoting students’ appraisal of their own knowledge, attitudes, beliefs, and behaviours that affect their clinical practice. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B This assessment task contributes to the development of graduate attribute(s): 1.0 and 2.0 |
| Weight: | 15% |
| Length: | Max 500 words |
Assessment task 2: Digital story on care for Aboriginal and Torres Strait Islander peoples
| Intent: | To provide students with an opportunity to improve their understanding of cultural considerations in providing care for Aboriginal and Torres Strait Islander people with a life-limiting condition. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B and D This assessment task contributes to the development of graduate attribute(s): 3.0 and 6.0 |
| Weight: | 35% |
| Length: | 3-minute digital story + 500 word (max) written explanation (due 28/04)+ 2 x 250 word (max) peer feedback (due 5/5) |
Assessment task 3: Simulated inter-disciplinary team meeting
| Intent: | This assessment contributes to students’ ability to work and communicate appropriately in interdisciplinary teams of health and service professionals to discuss care for a patient with a life-limiting condition. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C and E This assessment task contributes to the development of graduate attribute(s): 1.0, 2.0 and 3.0 |
| Weight: | 40% |
| Length: | 500 words (max) + 20 minute team meeting (recorded Zoom meeting) |
Assessment task 4: Engagement with learning resources
| Intent: | Preparation and meaningful engagement with a variety of resources are essential to developing knowledge and skills for the palliative care clinician. The intent of this assessment is to emphasise and encourage students to meaningfully engage with the online modules and Zoom meetings and reflect on how this engagement has contributed to developing their knowledge and skills. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and B This assessment task contributes to the development of graduate attribute(s): 1.0 and 2.0 |
| Weight: | 10% |
| Length: | 250 words |
Other resources
UTS Student Centre
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Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
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