Syllabus Jocelyn Lewis AH 116 Online 7 Weeks
Syllabus Jocelyn Lewis AH 116 Online 7 Weeks
Community College of Philadelphia
Course Title: Interpersonal and Professional Skills in the Health Care Setting
Course Number: AH: 116
Course Description: This course introduces students to communication theories, modes of communication, and factors that influence communication when interacting with patients, co-workers, and other health care personnel. Therapeutic techniques, such as active listening and conflict resolution as well as core professional attributes and values will be discussed through the use of case studies and role playing. The legal and ethical components associated with interpersonal communication will also be addressed. Strategies for job search and retention in the health care environment as well as for professional and personal growth will be explored.
Credit Hours: Three (3)
Contact Hours: Three (3); 6-905pm (Monday) – W3-54
Required Text: Adams Herbert Cynthia/Peter D. Jones, Therapeutic Communications for Health Professionals, 3e
Instructor: Dr. Jocelyn Lewis
Phone number: 215-751-8537
Office Location: W2-26
Email Address: email@example.com
Office hours: Mon. 230-530; Tues/Thurs 10-11
Course Objectives: At the conclusion of this course, students should be able to:
- analyze major factors and trends associated with communication and apply them to the health care environment
- describe the major components of effective communication in a health care setting
- resolve conflicts that frequently occur in the health care setting
- identify common barriers to communication and demonstrate methods to overcome them
- recognize and respond effectively to verbal, nonverbal and written communication
- understand the concept of professionalism and recognize its value
- describe the role of professionalism in quality of work, compliance and representing your employer
- draw upon the knowledge of a cohort of other professionals in the field and recognize the value of their consultations
- understand the power of a personal code of ethics
- explain perception and state its importance in communication
- describe ways that tone and speed of speech can affect a message
- discuss the importance of dress in nonverbal communication
- explain the differences between assertiveness and aggressiveness
- give examples of effective communication strategies with patients in special circumstances
- discuss ways to establish positive communication with coworkers and management
- create written communication using professional etiquette
- describe community resources and how they enhance the services provided by a medical facility
- describe the developmental stages of the life cycle
- discuss how one’s culture influences behavior, attitude, and treatment to illnesses
- create a professional resume
- list important factors when participating in a job interview
- explain the importance of continuing education and its impact on career advancement.
Methods of Presentation and Class Activities: Lecture, discussion, video presentations, role playing, case studies, group projects and research projects
Grading: Demonstration of competencies is essential. In addition, evaluation will be based on the following:
- Written examinations 20%
- Assignments 30% (Group/Mini Projects)
- Homework 20%
- Writing Assignments 10%
- Final Exam 10%
- Attendance/Participation 10%
The grading scale is as follows:
69 and below F
In order to be successful in class, please keep in mind the following:
Attendance: Attendance is expected for all classes. For this semester, attendance will be counted as a percentage of your final grade. The College policy for attendance is as follows: a student may miss the equivalent of two weeks of classes without being administratively withdrawn from the course. AH 116 meets for approximately three hours a week; therefore, a student may miss a total of six hours of class without being administratively withdrawn. It is always in the best interest of the student not to miss any classes. Arriving 20 minutes late to a class will constitute an absence. You will be marked late if you arrive 10 minutes after the class start time.
Punctuality: Three latenesses, of less than 20 minutes each, are equivalent to one absence. In consideration to your fellow classmates, please come to class on time. It is disruptive to others when you arrive late to class. If you arrive ten minutes after the class's scheduled start time, you will be marked late.
THERE ARE NO EXCUSED LATENESSES.
If you are absent from lecture, you are responsible for:
- obtaining all handouts
- acquiring material discussed
- contacting a classmate before class to ask for his/her willingness to take notes, etc and share them upon your return
You are responsible for ALL information missed while absent from class. This includes any changes to the schedule that might occur.
Absences seriously disrupt a student's orderly progress in a course, and there is a close correlation between the number of absences and what the student earns as a final grade in the course. Although an occasional absence is unavoidable, the absence in no way excuses you from meeting the requirements of a course. You are still responsible for preparing all assignments for the next class meeting and for completing work missed.
There will be approximately three exams given during the semester. You are expected to take the exam on the day and at the time the class is scheduled.
In the event of an unforeseen emergency or illness, you must CALL your instructor on the day of the test, prior to the test. The faculty voicemail records the date and time of the call. The following are the only acceptable reasons for missing an examination and documentation of such must be provided:
- Personal hospitalization (you are in the hospital, not a family member)
- Death in the immediate family (parent, spouse, child, sibling)
- Jury duty (must present the card stating when you are expected to report)
- Military Service
You assume the responsibility for contacting the course instructor to determine the assignment that is due in place of a missed exam.
Any make-up exam must be taken prior to the next class period. For example, if you miss an exam given on Tuesday, you must take the exam by the Wednesday, prior to the next class meeting. You may be given permission to make-up one exam provided you have given the instructor acceptable documentation. However, if you are also absent on other exam days, you will NOT be allowed to take another make-up exam. The final exam is an examination that is cumulative and cannot be missed or made up. Please note that any makeup exam will consist of a 5 page APA style paper discussing a topic provided by the course instructor as related to the missed exam.
Examinations are developed from course objectives and may include data from assigned readings, multi-media learning aids, independent study, and photocopied material distributed in class. If you lose photocopied materials or are absent from a class in which material was distributed, you are responsible for obtaining reprints from a classmate or CANVAS.
In the event that you have a physician's written note excusing you from school, you will be allowed to make up any missed assignments, quizzes and/or exams. However, it is your responsibility to make arrangements with the instructor to find out what work you missed and when it can be made up.
You are not permitted to answer your cell phone during classroom lectures. In the event you are expecting an emergency call, you may place the cell phone on vibrate and if the emergency call is received, you must step out of the classroom to receive the call. You must inform the instructor that you are expecting an emergency call prior to the start of class. Other classroom disruptions will not be tolerated and you will be asked to leave the class. These disruptions will impact your attendance/participation grade. Please refer to the College's Student Handbook for the Student Code of Conduct. (See attached Code of Conduct). This course may use cell phones as part of class room participation for responding to questions/polls as posed in the power point slides.
Academic Honesty Standards
A foundation of mutual trust and individual responsibility is essential in an academic community. Faculty at the Community College of Philadelphia try to create an environment in which honesty is encouraged and dishonesty discouraged. Students are obligated to demonstrate respect for the principles of academic integrity by not participating in acts of academic dishonesty and by reporting violations to faculty or administration. (Please also refer to the College Student Handbook)
Academic dishonesty may take many forms. The following list may not be inclusive:
Cheating: using unauthorized assistance, materials, or study aids in an academic exercise
Plagiarism: using the words or ideas of another without appropriate acknowledgment
Fabrication: falsifying or inventing information or data
Deception: misrepresenting work or academic records; forging signatures
Electronic Dishonesty: using network access in an inappropriate way, having an impact on a class or the work of others
Facilitating Academic Dishonesty: intentionally assisting another student to commit an act of academic misconduct
Students who commit acts of academic dishonesty will be subject to disciplinary action by the College through due process procedures for student conduct violations. The penalties, listed in order of increasing severity, may be:
- re-doing the project;
- lowering the project grade;
- no credit for the assignment;
- lowering the course grade;
- failure for the course;
- removal from the academic program;
- dismissal from the College.
The term "project" is not limited to classroom assignments and includes examinations, laboratory reports, library assignments, and any other exercises faculty evaluate.
A student suspected of cheating during an examination will receive a grade of "zero" for the exam with no ability to take a retest.
Financial Aid Withdrawals
Students who receive financial aid are subject to federal policies and calculations as described in the provisions of the Higher Education Amendments of 1998. Recipients of grants and loans who withdraw from all courses or are dropped from all courses on or before the 60 percent point of the term will be required to return all or a portion of their financial aid proceeds to the College and/or Federal Government. Please refer to "Financial Aid Withdrawals, Refunds, and Repayment Policy" on the College's Catalog for more details.
Center on Disability
Reasonable accommodations and academic adjustments are coordinated with all qualified students with disabilities on an individual basis through the College's Center on Disability. In order to receive special accommodations, students are required to submit comprehensive documentation from a qualified professional stating the nature of their disability and attend a meeting at the Main Campus with the Center's counselor to discuss and review appropriate academic adjustments.
To ensure timely and effective service provisions, students requiring special accommodations are urged to apply to the College no later than one month before the start of the semester.
In order to receive special testing and/or classroom accommodations, students with disabilities must be registered with the Center on Disability, and must provide the accommodation forms to the instructor no later than after the first week of class.
Exercises/activities will be distributed and/or assigned to you via CANVAS. It is expected that they are to be submitted to the instructor by the assigned due date electronically. If you hand in an assignment late, for each day it is late, ten points will be deducted from your grade. Late assignments will not be accepted after 3 calendar days.
Additional homework and research assignments will be provided to you throughout the semester. Each assignment has been created to enhance your knowledge and understanding of the course material. It is important that you do your own work to receive credit for the assignment. Completing your assignments in a timely manner will not only help to improve your grade but it also will deepen your understanding of the material.
ALL homework assignments must be word-processed on the computer and submitted through CANVAS. No hand written assignments will be accepted. This is a standard expectation for all students to adhere to in allied health and the nursing programs at the College.
CCP Home Page - My Courses
You must activate your CCP email account for this class. I will be sending emails, posting assignments, and announcements to you throughout the semester. To activate your email account, go to www.ccp.edu. Click on "MyCCP" in the upper right hand corner of the screen. Under the boxes for user name and password, you will see "How do I get a user name and password?" Click on this link and instructions will be provided to you to follow.
In addition, I will be using a course Home Page through CANVAS. On this page you will find the syllabus, homework assignments, and handouts to download. We may also use the class discussion board option during the semester.
Please be sure to check CANVAS on a regular basis so that you are up-to-date with the events in the course. Also feel free to contact me via email if you have questions or need additional assistance with the course material.
The Student Academic Computer Center (SACC) is located in the Bonnell Building in Room B2-33. This Computer Center provides you with a place to complete assignments.
The Library is located on the first floor of the Mint Building and has an extensive collection of books, periodicals, newspapers and audiovisual materials. There is an on-line catalog and several databases that are available to you to supplement course materials.
The Learning Laboratory is located in the Bonnell Building in Room B1-28 (English) and in Room W3-26 (Science and Health). These laboratories provide tutoring, workshops, and other services designed to support classroom-based work.
Student and Faculty Responsibility Statements
Allied Health Students
An effective faculty-student partnership is an essential component to achieving student academic success. As is true in any partnership, both parties are expected to contribute. Faculty bring knowledge and expertise to the partnership. Their responsibility is to create an environment conducive to learning and to promote opportunities for student learning, all the while respecting the diversity of the student body. Faculty have a professional responsibility to plan and deliver quality instruction as defined by course objectives and to clearly outline expectations. This includes, but is not limited to:
- evaluating student work in a fair, objective, timely manner;
- respecting opinions without demeaning the student;
- giving help and clarification when needed;
- being accessible and approachable to students (e.g. maintaining posted office hours and arranged appointments)
- having a positive, caring attitude toward teaching and learning; and
- presenting facts and skills in an organized manner that respects various learning styles.
Students contribute effort and potential to the partnership. Students are responsible for participating in the learning process in a conscientious manner while taking full advantage of the educational opportunities available. Students are also expected to conduct themselves in such a manner as not to interfere with the learning of others. The following list is not meant to be inclusive, but rather further defines the student role:
- come to all class sessions prepared and on time;
- display interest in the subject matter through participation, questions, etc.
- bring forth concerns to appropriate individuals;
- seek help and clarification when necessary (e.g. through tutoring, study groups, questions)
- engage in accurate, objective self-assessment of own work and continually be aware of class standing/performance;
- understand the instructor's expectations and methods of assessment; and
- initiate all paperwork necessary to enroll in and exit from the course, including financial aid documents.
Everyone has a responsibility to respect the rights of others with regard to academic affairs. This includes:
- refraining from inappropriate comments;
- engaging in objective discussions when differences occur;
- developing sensitivity to diversity among students and faculty;
- allowing others an equal chance to participate; and
- respecting the personal time of others.
The welfare and academic success of the students are the primary considerations for the learning partnership. The contributions made by both faculty and students are critical to the success of the partnership.
The following references were used by the instructor to develop the lecture notes for the
Hosley, Julie and Molle, Elizabeth. A Practical Guide to Therapeutic
Communication for Health Professionals. Saunders/Elsevier. 2010.
Marshall, Jackie. Professionalism Incredibly Easy. Lippincott, Williams
and Wilkins. 2009.
Tamparo, Carol and Lindh, Wilburta. Therapeutic Communications for
Health Care 3rd ed. Thomson/Delmar Learning. 2013.
US Dept. of HHS, Office of Minority Health http://omhric.gov/clas/guide2a.asp
Georgetown Center for Child and Human
Development, National Center for Cultural
Health Insurance Portability and
Accountability Act http://www.cms.hhs.gov/HIPAAGenInfo/
Hospice Foundation of America http://www.hospicefoundation.org
National Institute on Deafness and
Other Communication Disorders
AH 116 – Interpersonal and Professional Skills
in the Health Care Setting
Body Language and Nonverbal Communication
Basic Skills in verbal Communication
Chapter 1 – Due 1/26
Chapter Review questions 1-7, and # 3 Critical Thinking
Mini project Chp 1
Chapter 2 & Chapter 3
Chapter Review questions 1-6, and Critical Thinking 2 in Chapter 2
Chapter Review questions 1-5, and Critical Thinking 4,5 in Chapter 3
Mini project Chp 2 & 3
Mental Health and Adaptive Disorders
Chapter Review Questions 1-4, Critical Thinking 3,4
Article: Breastfeeding Mom
Group Project Discussion
Exam #1 (Chapters 1-4)
Death and Dying
Developmental Issues: Early Childhood and Adolescence
Group Project (Work session)
Chapter Review questions 1-6, and Critical Thinking 3 in Chapter 5
Article: Terri Schaivo
Mini Project Chp 5
Chapter 6, 1-8, Critical Thinking 4
Mini Project Chp 6
Developmental Issues - Senescence
Exam #2 (Chapters 5-8)
Chapter Review questions 1-9
Article: Malaysia Airlines
Chapter Review questions 1-5
Mini Project Chp 7
Presentation of Group Project #1
Writing Assignment #1 Due
Role of Counseling in Prevention
Chapter Review Questions 1-9
Discussion of Group Project 2
Mini Project Chp 9
Chapter Review Questions 1-6
Group Project (Work Session)
Mini Project Chp 10
Abuse, Impairment and Discrimination
Chapter Review Questions 1-6
Mini Project Chp 11
Article: Karen Quinlan
Chapter Review Questions 1-6
Article: Virginia v. Cherrix
Exam #3 (Chapters 9-12)
Multicultural Health Issues
Group Projects Due
Critical Thinking 1-5
Article : Pregnant & Forced to Stay on Life Support
Critical Thinking 1-5
Mini Project Chp 14
Movie – Music Within
Article : Indian Removal Act
Writing Assignment #2 Due
All material will be tested
There will be at least two group projects for the class as a whole. The whole class will be divided in groups and allotted a topic to research on and there will be a presentation. The presentation will be graded and it will be based on research, amount of information, participation and group cohesiveness.
The first project will be based on the different cultures, their effect on healthcare and the way healthcare is being delivered today.
The second project will be based on the group identifying a major “hot topic” in health care today, informing the class on the issue from a public perspective and private sector/government/insurance perspective. The group should formally discuss the impact that this issue has on people in our society and the impact of how healthcare is being delivered to deal with the topic.
These projects will have a major impact on your grade and students should get together outside school as well as during school to work on these projects. Any issues on working together as a group should be brought to the attention of the instructor early on. I will try and help you resolve your issues. Since this is an interpersonal communication class, it would serve you best if you could work the issues out within yourselves.
Grading for Group Project will be based loosely on these criteria:
1. Research Information
3. Effort put into the project
4. Group working together as a whole
There will be individual grades also given to the two units, so participation is in your best interest.
The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.
To add some comments, click the "Edit" link at the top.