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Communication with specific populations
Scholar Year: 2022/2023
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| CIPCC |
9 |
|
1º |
5,0 |
|
135,0 |
Teaching language
English
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
At the end of this Curricular Unit (CU) the students should:
a. Know the organic, cognitive, psychosocial, socioeconomic and other factors that disturb the effective communication in social interaction contexts, namely in health services;
b. Know the essential principles to communicate effectively with specific people and populations;
c. Know the strategies to facilitate effective communication with people and populations affected by pathologies and/or difficulties or specific contexts, in which, particularities of primary or secondary nature related to speech, language, communication, voice and fluency, are evidenced, namely: stroke, degenerative diseases, sensory and/or psychomotor alterations, mental health disorders, low literacy levels and native speakers of other languages, with low levels of proficiency in the official main language or language variety;
d. Critically analyze the influence of communication skills in the provision of person-centered care to specific individuals and populations.
Syllabus
1. Verbal and non-verbal communication;
2. Characteristics and needs of people and populations affected by pathologies and/or difficulties or specific contexts;
3. Determinants of effective interpersonal communication with people and populations with specific needs;
4. Strategies to promote effective interpersonal communication with people with specific needs determined by organic, cognitive, psychosocial and contextual factors;
5. Augmentative and alternative communication and technologies facilitators of communication with people and populations with specific needs.
Teaching methodologies
To achieve the learning objectives, the theoretical and practical dimensions are valued and articulated. The theoretical dimension is focused on the acquisition and consolidation of knowledge, understanding and promoting reflection on the factors associated with effective communication with specific people and populations in the health context. Therefore, expositive and participatory methodologies will be privileged. The practical dimension focuses on the development of skills to adopt effective communication with specific people and populations in the health context. 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.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The expository lessons (T) ensure the exploration of the essential concepts and theoretical-practical lessons (TP) promote the effective development of skills. The practical classes (PL), using both individual and group work strategies, promote de application of methods and techniques appropriate to communication and interprofessional support to people and specific populations.
Assessment methodologies and evidences
Continuous assessment:
Group work: case study of a problematic situation and proposal of a “communication plan” for health professionals dealing with populations with specific needs, with discussion (60%).
Individual work: design of a 'proposal of dissemination material' with strategies to improve communication with specific populations directed at health professionals (40%).
To complete the CU with success, the students must obtain a minimum grade of 9.5 in each product.
Assessment by examination:
Individual work: design of a “communication plan” for health professionals dealing with populations with specific needs, including a 'proposal of dissemination material' (60%), with discussion (40%).
To complete the CU with success, the students must obtain a minimum grade of 9.5.
Attendance system
The provisions of the Regulation for Academic Activities of IPS and the Specific Regulation of ESS/IPS are applied.
Bibliografia
Amaral, I., Ferreira J. (2011). Communication and Severe Disabilities. In: van der Valle, J., Iringó, V., (Eds.). New Skills for Care Workers in Learning Disability Settings. Tirgu Mures: Roménia. ISBN-978-973-0-10896-5.
Bastos, A.; Ferreira, C.; Gaspar, J.; Jesus, M.; Pereira, C. (2015) Development of a supportive programme for informal carers of stroke survivors with aphasia. Stem-Spraak-en Taalpathologie. 16th International Science of Aphasia Conference, 20, Supplement 1, 27-30. Groningen University Press.
Kent, R. D. (ed.) (2004). The MIT encyclopedia of communication disorders. The MIT Press. [E-book available from: https://direct.mit.edu/books/book/5451/The-MIT-Encyclopedia-of-Communication-Disorders]
Law, J. et al (2020). Identifying and Supporting Children’s Early Language Needs. Department of Education, Public Health England. Retrieved from https://myimpact.ncl.ac.uk/UploadFiles/270761/7d1567da-dbc1-460b-94ac-53f2e62f42f7.pdf
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. Cham, Switzerland: Springer International Publishing. http://dx.doi.org/10.1007/978-3-319-97610-5_6.
RADLD campaign. (2021). Developmental Language Disorder (DLD) Fact Sheet; version 2. Retrieved from https://radld.org/wp-content/uploads/2019/04/Appendix-A-DLD-Fact-Sheet_Updated-March-2021-1.pdf
Servellen, G. (2018). Communication Skills for the Health Care Professional. Context, Concepts, Practice, and Evidence. Burlington, MA: Jones & Bartlett Publishers.
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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