We wanted to offer scaffolding for students – a chance to practise their communication skills in a supportive educational setting with peers and educators , before going on placement .”
We wanted to offer scaffolding for students – a chance to practise their communication skills in a supportive educational setting with peers and educators , before going on placement .”
Problem Identification : Concerns around student communication skills raised by placement educators and staff , with students lacking chances to practice in a safe , supportive environment . This was linked with an over-reliance on digital communication as opposed to face-to-face contact , especially during the pandemic .
Information gathering and assessment : Through observation and review of current teaching and feedback from students / staff , we noticed a lack of teaching on explicit communication skills , as well as a lack of clarity on what makes good communication . The existing communication sessions were disparate and disconnected , and there was no informal assessment / reflection method used to monitor student skillset in a collaborative way .
Intervention : A more effective communication skills programme developed ; including basic counselling and health coaching skills alongside a new tool called The Communication Star . The ‘ Star ’ was devised to provide clarity on the specifics of therapeutic communication .
The Communication Star : A 10-point reflective continuing professional development ( CPD ) assessment tool ( with three feedforward points ) .
Evaluation : Involvement of service users and ongoing evaluation from students and staff via anonymous quantitative and qualitative survey , leading to a research project ( ethics pending ).
Developing the tool
The Communication Star ( see diagram ) was developed to address the specifics of communication skills . We posited that students often lacked the explicit understanding of what makes good verbal and non-verbal communication .
As educators , we promote the ‘ SMART ’ goal way of learning , yet we had neglected the specifics of what makes good communication skills . We also lacked regular informal assessment of communication skills during the course of the degree , so it was not clear where students were struggling prior to placement .
We thought that our students would benefit from practise and role play in developing their communication skills and receiving feedback . Ideally , healthcare education should provide an opportunity for students to practise their skills and gain timely feedback in a setting that is supportive and informal , in order to prepare for the clinical setting .
Using the tool
Using the Communication Star , we offer the students a chance to understand the specific and necessary aspects of communication . We wanted to develop a tool that was clear and easy to use , as well as visually engaging and transferable .
The star shape is universally recognised . It has semiotic significance , with various meanings culturally and spiritually – it can be seen as a symbol for hope or striving for excellence . It is commonly seen in practice , with recognised examples from the Recovery Star ( mental health care ) and the Justice Star ( criminal justice system ).
The Communication Star comprises of 10 points , each representing an essential element of communication , in a professional , conversational context . The Star acts as a visual aid , demonstrating their journey towards becoming a ‘ star communicator ’.
Particular attention has been paid to specific non-verbal communication skills , such as active listening and effective positioning , for example mirroring .
We also realise that some aspects of communication can be more abstract , for example Carl Rogers ’ concept of Unconditional Positive Regard . To address this , we aligned this with some teaching to explore and explain the meanings and practice through role play .
We help to break this down for students , explicitly – how do you make sure someone knows you are listening to them , how do you present a non-judgemental manner ?
We developed a more explicit communication skills programme to deliver alongside the Star , with additional practical sessions to enhance the previous teaching of basic counselling and health coaching skills .
Very much in the Vygotsky spirit of ‘ what the [ student ] can do in collaboration today , they can do alone tomorrow ’, we utilise role play ( ourselves included ) and peer observation to develop student skills , in a supportive and reflective environment . Our hope is that by practising with peers , they will use the Star , as well as taking this onto placement and using as a self-reflection tool .
52 OTnews June 2023