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Health Communication and Cultural Competence
Scholar Year: 2022/2023
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| CIPCC |
9 |
|
1º |
4,0 |
108 |
108,0 |
Teaching language
English
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
At the end of this Curricular Unit (CU) students should:
a. Know the essential concepts, axioms, and functions of communication;
b. Know the forms and types of communication;
c. Recognize different typologies and styles of communication, emphasizing effective communication;
d. Identify the contributing factors to effective communication;
e. Understand the dimensions and expressions of culture;
f. Recognize the value of cultural diversity in the context of health care;
g. Recognize the impact of socio-cognitive constructions (stereotypes, beliefs and attitudes) on intercultural communication processes in health contexts;
h. Know the processes for developing and demonstrating cultural competence in health contexts;
i. Critically analyze the influence of communicative and cultural competences in the provision of person-centered care.
Syllabus
Communication: theoretical models, concepts, axioms, functions and competences;
Culture, stereotypes, attitudes, relativism and cultural diversity
Identity(ies), knowledge of self and subjectivity in interpersonal communication;
Dynamics of effective interpersonal communication;
Determinants of effective communication in intercultural environments;
Specificity of communication in health;
Cultural competence in the health contexts
Demonstration of the syllabus coherence with the UC intended learning outcomes
To achieve the learning outcomes, the theoretical and practical dimensions are valued and articulated. The theoretical dimension is focused on the acquisition and consolidation of knowledge, understanding and promotion of reflection on the factors associated with effective communication in the context of health and intercultural environments. Therefore, expositive and participative methodologies will be privileged. The practical dimension focuses on the development of skills aiming at the adoption of effective communication in the health context and in intercultural environments. To this end, participatory and active methodologies will be adopted, in the form of simulations, individual and group reflections, both at a distance and in person.
Teaching methodologies
The expositive lessons
Group work
Critical analysis
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The expositive lessons (T) ensure the exploration of the essential concepts and theoretical-practical lessons (TP) promote the effective development of skills. The tutorial classes (OT), using group work strategies and the provision of theoretical support and tools for critical analysis, encourage reflection necessary for understanding the process of communication culturally adjusted.
Assessment methodologies and evidences
Continuous assessment:
- Group work with students of different nationalities: multimedia work focusing on the influence of communicative and cultural competences in the provision of person-centered care (60%).
- Individual written work: reflection and critical analysis focusing on communicative and cultural competences in person-centred care (40%).
To complete the CU with success, the student must obtain a minimum mark of 9.5 in each product.
Assessment by examination:
- Individual work: reflection and critical analysis on the influence of communicative and cultural competences in the provision of person-centered care and design of one activity to be developed with students from their institution (60%) and its discussion with the teaching team (40%).
Attendance system
The provisions of the Regulation for Academic Activities of IPS and the Specific Regulation of ESS/IPS are applied.
Bibliografia
Andrews, M.M., Boyle, J.S. & Collins, J. (2020). Transcultural Concepts in Nursing Care. Wolters Kluwer, 8th ed. ISBN 978-1-9751-1067-3
Dijkman, B. L., & Soares, C. C. C. (2019). Competent Health and Social Care Professionals Working with Older People. In B. L. Dijkman, I. Mikkonen, & Petrie F. Roodbol (eds.), Older People: Improving Health and Social Care, 141-149. Springer International Publishing. http://dx.doi.org/10.1007/978-3-319-97610-5_6.
Gjyn O`Toole (2020). Core Interpersonal Skills for Healthcare Professionals. Elsevier (4th Ed.). ISBN: 978-0-7295-4325-5
Hyter, Y.D. & Salas-Provance, M. (2019). Culturally Responsive Practices in Speech, Language, and Hearing Sciences. Plural. ISBN 978-1-59756-867-8
Lattanzi, J. B. & Purnell, L.D. (2006). Developing Cultural Competence in Physical Therapy Practice. F. A. Davis. ISBN 0-8036-1195-1
Milton, B. (2013). Basic Concepts of Intercultural Communication: Paradigms, Principles, & Practices. Intercultural Press.
Soares, C. C. C., & Marques, A. M. (2019). Communicator. In B. L. Dijkman, I. Mikkonen, & Petrie F. Roodbol (eds.), Older People: Improving Health and Social Care, 141-149. Springer International Publishing. http://dx.doi.org/10.1007/978-3-319-97610-5_6.
Soares, C. C., Marques, A. M., Clarke, P., Klein, R., Koskinen, L., Krasuckiene, D., Lamsodiene, E., Piscalkiene, V., & Küçükgüçlü, Ö. (2019). Older people’s views and expectations about the competences of health and social care professionals: a European qualitative study. European Journal of Ageing, 16(1): 53-62. https://doi.org/10.1007/s10433-018-0466-3
Observations
These descriptive contents are provisional - Final approval of the Scientific and Pedagogical Councils are pending. The final version will be available soon.
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