Overview
In this unit, you will develop skills and knowledge required to communicate effectively in health care settings in the culturally and geographically diverse Australian context. You will gain knowledge of the contemporary issues in health communication including the advantages and challenges of technology (for example online, social media and digital health). You will practice communication skills and apply your understanding of effective communication to demonstrate competency in distance health care communication relevant to people from different cultural and geographical backgrounds.
Details
Pre-requisites or Co-requisites
Pre-requisite: Enrolment into CL88 Master of Nutrition and Dietetics or enrolment into CG93 Pre-Dietetics or Clinical Nutrition majors and completion of 120cp.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback
Students found the learning materials interesting and tutorials enjoyable to participate in.
Continue providing a variety of communication content and include more application scenarios in the tutorials for students to engage with.
Feedback from SUTE feedback
Some students preferred that each assessment task details be released at the start of term instead of throughout the term.
Provide comprehensive assessment details for all assessments earlier in term.
- Communicate effectively with people from geographically and ethnically diverse backgrounds, including Indigenous Australians
- Critique different technologies in distance health care communication and their application
- Critically discuss the challenges and barriers associated with technology in distance health care and communication
- Demonstrate practical skills in using technology effectively in distance health care communication relevant to people from a multicultural background.
Learning outcomes of this unit are linked to the following domains of the 2015 Dietitian Association of Australia’s (DAA) National Competency Standards for Dietitians in Australia:
- Domain 1: Practises professionally
- Domain 4: Collaborates with clients and stakeholders
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 25% | ||||
| 2 - Group Work - 25% | ||||
| 3 - Practical Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
r.clapperton@cqu.edu.au
Module/Topic
Principles of communication
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Barriers to communication
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Impact of technology on communication
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Effective client communication
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Professional communication and teamwork
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Assessment 1: Written Assessment Due: Week 5 Friday (9 Aug 2024) 9:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Multicultural communication in general
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Communication with First Nations People
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Communication with nonverbal clients
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Communication in special populations
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Assessment 2: Group Work Due: Week 9 Monday (9 Sept 2024) 10:00 am AEST
Module/Topic
Communicating with challenging clients
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Communication of health information in the media
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Review Week
Chapter
Readings provided in the eReading lists on the Moodle site and/or links provided in the weekly tile.
Events and Submissions/Topic
Online Zoom tutorial
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
The unit coordinator this term is Roslyn Clapperton. You can contact the unit coordinator using the forums on the Moodle site; through email: r.clapperton@cqu.edu.au or via telephone on (07) 4930 9603.
Unit Content:
The learning materials for each week are located within each of the weekly tiles. The following information and links will be provided each week:
- Selected weekly readings
- Pre-recorded weekly lectures and associated lecture slides
- Weekly recording of the live tutorial and associated tutorial slides
- Additional resources to support learning
The pre-recorded lectures are delivered by Roslyn Clapperton, Tom De Pauw (clinical psychologist) and Clancy Conlon (speech therapist), and will be released progressively throughout the term on the Moodle site. It is expected that students will review the weekly content, including the assigned readings and pre-recorded lectures prior to attending the tutorials.
Tutorials:
The weekly tutorial will provide students with an opportunity to ask questions. All tutorials will be delivered online using the Zoom link provided in the Virtual Classes tile on the Moodle site. All students are strongly encouraged to attend and participate in the weekly tutorials. All tutorials will be recorded to enable all students to view the content if they are unable to attend the live tutorial.
Student Communication:
- Open discussions of communication in healthcare is important when learning this content and for being able to communicate this information. It is expected that you will use reputable sources for your information, respect your fellow students, maintain a polite, respectful dialogue, and at all times communicate in the professional manner expected in the healthcare profession.
- Any NON-PERSONAL communications (e.g., questions relating to the lectures, tutorials, assessments, etc.) should be conducted via the relevant forums on the Moodle site.
- Any PERSONAL communications (e.g., personal illness, life events, etc.) should be held with the unit coordinator via email or telephone. Please ensure that all emails contain your name, contact details and unit code, as sometimes we are coordinating more than one unit at a time.
- All assessment extension requests must meet policy requirements and be made via the Assessment Extension Request link found at the top of the NUTR28002 Moodle site as part of the Support tab. Please ensure that you provide the appropriate documentation with your extension request (e.g., medical certificate, statutory declaration). If you have any questions about this process, please contact the unit coordinator for further advice.
Study Requirements:
As per Australian educational standards, you are expected to commit 150 hours of engagement to your study of this unit. A recommended breakdown of study hours is given below:
- 2-3 hours per week watching recorded lectures and revising the content through study notes.
- 2-3 hours per week attending the weekly tutorials and reflecting on your answers to the weekly study questions.
- 2-3 hours per week revising content from this week and previous weeks.
- 2-3 hours per week preparing for your assessments or studying for the online quiz and online test.
1 Written Assessment
Over the past few years there has been a shift in the healthcare setting towards the incorporation of technology (e.g. telehealth) to aid in communicating with people. Traditionally, people have been required to meet with a healthcare provider face-to-face, which can be challenging if they lack access to transport, are required to travel long distances, are too unwell to travel, etc. Through the use of technology, the clinician can now communicate with people without them having to attend the practice in person. With the recent pandemic, there has been an increase in clinicians using various types of technology to communicate with people.
For this assessment, you are required to choose two (2) types of health communication that utilises technology to engage with a person. You will need to research these types of communication and develop an essay that outlines the two (2) types, critically evaluates the role and application of this technology in distance health care, and discuss the challenges and barriers associated with using this type of technology.
Your essay (1500 words ± 10%) must include:
- An introduction that outlines the types of health communication that will be evaluated (approximately 250-300 words),
- A body section that outlines the scientific literature relating to the role, application, challenges and barriers for each of the health communication types (each type should be discussed separately, and headings can be used for each) (approximately 500 words per type),
- A conclusion that summarises your findings and includes a statement for each health communication technology (approximately 250-300 words), and
- References (at least 10) for all scientific and non-scientific sources cited in your essay.
Use of Generative Artificial Intelligence (AI)
Student are permitted to use Generative AI for this assessment in the following ways:
- developing literature search strategies
- compiling suitable literature sources and locating data
- guidance for structuring the assignment
If Generative AI is used in any way, it must be cited as per the CQU Guidelines (Academic Learning Centre). If students choose to use generative AI, the following statement must be completed and included on the front page of the uploaded assessment: "I have used (insert technology) to (insert how you used this) in accordance with the requirements of this unit. The reason I used this was to (explain why you used it). The details of how I used it as (insert how). I hereby declare that the submission is an appropriate representation of my individual skills and abilities to meet the requirements of the task/s."
As per academic writing requirements and assessment criteria; citations of information should be of the primary source (i.e. statistics returned by AI must be fact-checked and referenced from their original source as well as the AI source).
Failure to cite primary sources as well as AI sources could be considered a breach of academic integrity.
Your use of Generative AI must be clearly outlined in an appendix as a separate file which includes the prompts used and Generative AI response (in line with marking rubric). Failure to include an appendix may result in academic integrity investigation.
Week 5 Friday (9 Aug 2024) 9:00 pm AEST
Week 6 Friday (23 Aug 2024)
The written assessment will be evaluated in accordance with a marking rubric/guide that will be available on the unit Moodle site.
You knowledge and understanding of the two types of communication technology that you have chosen will be assessed. Your ability to articulate the role, application, challenges and barriers for both of the health communication types, along with spelling, grammar and referencing will also be assessed.
- Critique different technologies in distance health care communication and their application
- Critically discuss the challenges and barriers associated with technology in distance health care and communication
2 Group Work
In your role as a healthcare professional, you will be potentially required to communicate with people from geographically and ethnically diverse backgrounds. Some of this communication may be face-to-face, and some will require the use of technology. It is also likely that you will be working in a team environment with other healthcare professionals as part of a multidisciplinary approach. As a healthcare professional, you must be competent in how you communicate with a variety of people and be able to problem solve any challenges that may impact communication between yourself and another person.
There are two components to this assessment: a group work component and a self-reflection component. Group allocations will occur at the end of week four (4), after census date. Students must work as a group to develop and present their case study.
Part A: Group presentation (80% of the mark)
As a group, you will be required to review the case study provided to the group and determine what communication approach could be taken for that situation. This activity will require you to work as a team to identify and address factors such as the type of person you will be communicating with, what form of communication will be used, how to be effective with your communication, what type of technology would be used and why this type, and any associated barriers and challenges with this particular approach and technology.
As a group, you will present your case study and associated solutions to the rest of the cohort during the Week 9 tutorial. You will be required to do a ten (10) minute presentation, which will be followed by a five (5) minute question and answer time. These sessions will be recorded for moderation purposes.
Use of Generative Artificial Intelligence (AI)
Student are permitted to use Generative AI for this assessment in the following ways:
- compiling suitable literature sources and locating data
- guidance for structuring the presentation
If Generative AI is used in any way, it must be cited as per the CQU Guidelines (Academic Learning Centre). If students choose to use generative AI, the following statement must be completed and included on the front page of the uploaded assessment: "I have used (insert technology) to (insert how you used this) in accordance with the requirements of this unit. The reason I used this was to (explain why you used it). The details of how I used it as (insert how). I hereby declare that the submission is an appropriate representation of my individual skills and abilities to meet the requirements of the task/s."
As per academic writing requirements and assessment criteria; citations of information should be of the primary source (i.e. statistics returned by AI must be fact-checked and referenced from their original source as well as the AI source).
Failure to cite primary sources as well as AI sources could be considered a breach of academic integrity.
Your use of Generative AI must be clearly outlined in an appendix as a separate file which includes the prompt used and Generative AI response (in line with marking rubric). Failure to include an appendix may result in academic integrity investigation.
Part B: Individual self reflection (20% of the mark)
Each team member will individually prepare and submit a brief response to specific questions about the group task. The questions for your reflective report will be available on the unit's Moodle site. Generative AI is not to be used for the self reflection component.
Week 9 Monday (9 Sept 2024) 10:00 am AEST
To be conducted during the week 9 tutorial.
Week 11 Monday (23 Sept 2024)
The group assessment will be evaluated in accordance with a marking rubric/guide that will be available on the unit Moodle site.
- Communicate effectively with people from geographically and ethnically diverse backgrounds, including Indigenous Australians
- Critically discuss the challenges and barriers associated with technology in distance health care and communication
3 Practical Assessment
Throughout this course, you will explore a number of communication techniques that can be used to communicate effectively with people from geographically and ethnically diverse backgrounds. This assessment item will require you to demonstrate your ability to apply practical skills to a clinical scenario and effective use of technology to communicate.
For this assessment, each student will be assessed individually via an interactive oral. Each student will be required to select a time during the review/exam weeks to complete this assessment task. These sessions will be recorded for moderation purposes. During this assessment, each student will be provided with three (3) case scenarios and associated questions. Each student will have 15 minutes to develop a communication strategy for the case scenarios using the content covered during the term that addresses the questions asked. After this, students will verbally present their responses to the questions for each case study, and then respond to additional questions provided by the marker. Further details will be provided to students via the Moodle site after the mid-semester break.
Review/Exam Week Friday (11 Oct 2024) 5:00 pm AEST
The practical assessment will be held during the review/exam week. Closer to the time of the assessment, students will be provided with a range of dates and times that they can select to complete their interactive orals.
Once all students have completed the interactive oral, the results for this assessment will be released.
The interactive orals will be evaluated in accordance with a marking rubric/guide that will be available on the unit Moodle site.
No submission method provided.
- Communicate effectively with people from geographically and ethnically diverse backgrounds, including Indigenous Australians
- Critique different technologies in distance health care communication and their application
- Demonstrate practical skills in using technology effectively in distance health care communication relevant to people from a multicultural background.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
