Introduction to Communication and Culture in Nursing (ICCN)
Date: November 13, 2012 - 1:30pm
The primary audience for Introduction to Communication and Culture in Nursing consists of second language learners who are internationally educated nurses, but who do not have the language proficiency necessary for entry into, or progress in, either RN or PN re-entry programs. Students who are not nurses but have some medical background (e.g., doctors, pharmacists) may also enroll in this class. The general learning outcomes, specific learning outcomes, performance conditions, sample tasks and performance indicators are based on the CLB 6 Listening, Speaking and Reading objectives as defined in Canadian Language Benchmarks 2000, as well as the communication demands placed on nurses as identified by the findings of the Benchmarking the English Language Demands of the Nursing Profession Across Canada project. The focus of the Listening and Speaking component of the course is to enhance listening comprehension as well as speaking skills, raising the language proficiency level of participants while better preparing them to be successful both in nursing refresher programs and in the Canadian healthcare workplace. The course strengthens the receptive and productive skills necessary for communication with clients and with fellow professionals in a healthcare setting. Grammar, vocabulary and pronunciation are developed as learners engage in interactive activities mirroring the communicative acts that take place in the workplace. The focus of Reading component of the course is to enhance reading comprehension and speed, better preparing learners to complete the reading tasks they will face, first as students of nursing and later as LPNs in a healthcare setting. The focus of the Writing component of the course is to enhance students’ abilities to communicate effectively, accurately and fluently in writing, better preparing them to complete the writing tasks they will face, both as students of nursing and as LPNs in a healthcare setting. Each component includes general learning outcomes, specific learning outcomes, sample tasks, and performance indicators which describe specifically what a student needs to do in order to successfully complete a sample task. Each component also includes an implementation guide with guidelines for teaching the skill, suggested resources for the SLOs, and handouts.
Grammar, vocabulary, pronunciation, communicative acts, reading comprehension and speed, writing tasks, general learning outcomes, specific learning outcomes, sample tasks, and performance indicators, implementation guide, handouts
The Alberta Teachers of English as a Second Language (ATESL) is a professional organization that promotes the highest standards of teaching and English language program provision for all learners in Alberta whose first language is other than English.