95725 Interpersonal Communication
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
This subject is delivered with the pretext of effective interpersonal communication being increasingly recognised as a core competency for anyone practicing in the health promotion arena. Good communication is increasingly recognised as fundamental to quality and safe health care, as well as personal wellbeing. This subject introduces students to theories and processes of interpersonal communication while integrating effective skills which are fostered by active engagement in collaborative learning spaces (both online and on-campus) with practice and critical reflection.
Students gain an appreciation of the centrality of interpersonal communication in developing professional relationships including professionalism, self-presentation, teamwork, and building supportive workplaces and conflict management.
Subject learning objectives (SLOs)
| A. | Practically apply the processes of effective interpersonal communication. |
|---|---|
| B. | Identify examples of ineffective interpersonal communication and their impact on the self, on colleagues and on health care consumers. |
| C. | Examine how contemporary media portrays health issues. |
| D. | Provide examples of alternate strategies to improve the effectiveness of interpersonal communication to promote health. |
| E. | Critically evaluate the health experiences of diverse populations using evidence based literature. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Respect and respond to the needs of diverse groups to improve health outcomes. (1.2)
- Use an assets-based approach to engender effective communication, collaboration and leadership. (3.0)
- Translate and communicate knowledge and research effectively to various audiences. (3.3)
- Reflects on the ethical implications for public health research and practice. (4.1)
- Translate research and evaluation into social and professional practice though critical thinking and knowledge integration. (5.0)
Teaching and learning strategies
During the semester, students engage with the content to achieve the intended outcomes through using a range of teaching and learning strategies. This subject is designed to assist students in understanding the complexities associated with interpersonal communication and the integration of this into health promotion practice. It is anticipated that the knowledge and skills gained in this subject allow students to appreciate common challenges associated with healthcare and to develop analytical skills through authentic assessments that reflect industry expectations.
There will be weekly lectures and tutorials that will allow the students to learn and collaborate respectively with the tutor and other students through working in pairs or groups on activities such as classroom debates and presentations as well as engage in certain simulation tasks. Strategies utilised will emphasise active and applied approaches to develop a student’s ability to communicate positively with consumers and their support systems, and professional colleagues. Students will actively learn via role plays, classroom exercises, and worksheets, discussion of case studies, individually as well as in groups.
In addition to the collaborative nature of face-to-face tutorials, students will be expected to engage in weekly preparatory activities (consisting of, but not limited to, online quizzes, surveys, and questionnaires) aided by resources provided on Canvas (such as journal articles, news reports, YouTube videos, podcasts...), as preparation for the relevant in-class activities.
Content (topics)
- Self-awareness, worldviews, and interpersonal relationships.
- Empathy and cross-cultural communication in public health
- Team building, professional communication, and conflict resolution.
- Australian guidelines for effective communication within healthcare settings
- Health literacy and barriers to effective communication.
- Online health communication, including in the media
- Global perspectives on health communication, including disinformation and information reliability.
Assessment
Assessment task 1: Professional communication in practice
| Intent: | Through the development of their own style of communicating professionally as Health Science students, this assignment will enhance skills through the application of practical strategies for effective interpersonal communication. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A and D This assessment task contributes to the development of graduate attribute(s): 3.0 and 3.3 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | Roughly 150-words per email |
Assessment task 2: Critical Evaluation
| Intent: | Students will increase their awareness of how individuals can be stripped of their humanity when their interactions with healthcare professionals and bureaucratic systems are devoid of compassion and empathy. In doing so, students will come to understand the importance of implementing evidence-based strategies for maintaining and promoting optimal health and wellbeing for all. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, C and E This assessment task contributes to the development of graduate attribute(s): 1.2, 3.3, 4.1 and 5.0 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Up to 1000 words (not including references) |
Assessment task 3: Podcast recording
| Intent: | This assessment will require students to analyse evidence provided whilst utilising a current style of media to communicate ideas and critiques. Through discussing a certain health issues, the assessment will support their learning of topics related to contemporary ideals and provide them with a practical opportunity to, in teams, promote health through evidence-based recommendations based on their judgements formed through their self-directed research. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.2, 3.3 and 5.0 |
| Type: | Project |
| Groupwork: | Group, group assessed |
| Weight: | 30% |
| Length: | Maximum 8 minutes in length |
Assessment task 4: Interpersonal reflective essay
| Intent: | Students will reflect on their performance as health communicators involved in producing health messaging. This will include comments on group dynamics as well as reflections on the ethical and social implications of reporting on vulnerable communities as well as their own worldviews. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C and D This assessment task contributes to the development of graduate attribute(s): 3.0 and 3.3 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Up to 500 words |
References
Archee, R., Gurney, M. & Mohan, T. 2013, Communicating as Professionals, Cengage, South Melbourne.
Glass, N. 2013, Interpersonal Relating, Palgrave McMillan,South Yarra.
Gluyas, H. & Morrison, P. 2013, Patient Safety, Palgrave McMillan, Hampshire, UK.
Grellier, J. & Goerke, V. 2014, Communication Toolkit ,3rd edn, Cengage, South Melbourne.
Higgs, J. Ajjawai, R., McAllister, L., Trede, F. & Loftus, S. (eds) 2008, Communicating in the Health Sciences, Oxford University Press, South Melbourne.
Iedema, R., Piper , D. & Manidis, M. (eds) 2015, Communicating Quality and Safety in Health Care, Cambridge University Press, Port Melbourne.
Stein-Parbury, J. 2014, Patient and Person, 5th edn, Churchill Livingstone, Sydney.
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.
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