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Susan Bosher & Kari SmalkoskiEnglish Department, The College of St. Catherine
Published: 2001 by The American UniversitySt. Paul, MN
From needs analysis to curriculum development:
designing a course in health-care communication for immigrant
students in the USA
ESL students enrolled in the Associate of Science degree at the College of St. Catherine in Minneapolis
Students not succeeding academically
“Identified through the needs analysis” (Bosher and Smalkoski, 2002, p. 66).
Typically, “students have completed high school, even college in their native country, and have been in the USA an average of 5 years” (Bosher and Smalkoski, 2002, p. 67).
Students Involved
AssertivenessUnderstanding and
communicating with clients
Asking for clarification Step by step proceduresCharting and
documentation Internal issues- worry,
forgetting, embarrassmentCultural issues- eye
contact, voice level, small talk, etc.
Listening carefully
Student Needs/Struggles
1 credit class titled:
Speaking and Listening in a Health-Care Setting4 Units:
Assertiveness- “Gets point across without offending” (Bosher and Smalkoski, 2002, p. 69).
Therapeutic communication-”Encourages client to express feelings” (Bosher and Smalkoski, 2002, p. 69).
Information-gathering techniques- to gather an abundance of information
Role of culture in heath-care communication- “Cultural knowledge, values, and assumptions” (Bosher and Smalkoski, 2002, p. 70).
Course Creation
Objectives- to identify, define, generate, demonstrate and distinguish communication techniques Distinguish between passive,
aggressive and assertive communication
Understand and identify cultural knowledge
Understand and demonstrate nonverbal communication
Through the use of: Models, textbooks,
presentations, converting closed questions to open questions, videotapes, role-play, discussions, and journal writing
Course Break-Down