Communication Skills Training

Lesson Overview

Grade Level: Suitable for 13 to 16 years old
Duration: 60 minutes
Class Size: 8 students
Unit: Collaborative Care in NHS
Lesson Number: 3 of 5
Key Focus: Communication skills for effective teamwork in healthcare settings.

---

Learning Outcomes

By the end of this lesson, students will be able to:

1. Demonstrate active listening skills in a team setting.
2. Provide and receive constructive feedback effectively.
3. Employ strategies for conflict resolution during group discussions.

Curriculum Links

• Personal, Social, Health and Economic Education (PSHE) - Developing communication skills.
• National Curriculum for PSHE and Health Education - Focus on relationships and working collaboratively.

---

Resources Needed

• Whiteboard and markers
• Role-playing scenario cards
• Feedback forms
• Video example of communication in a healthcare setting (optional)
• Timer
• “Active Listening” and “Feedback” handouts

---

Lesson Structure

Introduction (10 minutes)

1. Welcome and Overview (3 minutes):

   • Greet students and introduce the topic.
   • Explain the importance of communication skills in the NHS and healthcare collaboration.

2. Icebreaker Activity (7 minutes):

   • Pair students up and ask them to share one experience where good communication improved an outcome.
   • After 3 minutes, invite students to share highlights with the class.

Direct Instruction (15 minutes)

1. Active Listening (5 minutes):

   • Discuss the concept of active listening and its significance in teamwork.
   • Use the whiteboard to illustrate techniques (e.g., eye contact, nodding, summarising).

2. Giving and Receiving Feedback (5 minutes):

   • Define constructive feedback and discuss its role in a team.
   • Provide examples of positive and negative feedback.

3. Conflict Resolution (5 minutes):

   • Explain common sources of conflict in teams and techniques for resolution (e.g., “I” statements, seeking common ground).

Guided Practice (15 minutes)

1. Role-Playing Activity (15 minutes):
   • Divide students into groups of four.
   • Each group receives a set of scenario cards (e.g., disagreeing on treatment plans, miscommunication about tasks).
   • Students take turns role-playing as team members and addressing the scenario using active listening and feedback techniques.
   • Encourage groups to switch roles after each scenario to experience different perspectives.

Independent Practice (10 minutes)

1. Peer Feedback Loop (5 minutes):

   • After role-playing, ask students to provide feedback to each other on their communication skills used during the exercise.
   • Use the feedback forms to gather structured insights.

2. Reflection (5 minutes):

   • Each student writes a brief personal reflection (3-4 sentences) on what they learned about communication and how they will apply it in the future.

Conclusion (10 minutes)

1. Class Discussion (5 minutes):

   • Lead a discussion on insights gleaned from the role-plays and peer feedback.
   • Ask students to share their reflections if they are comfortable.

2. Wrap-up and Homework Assignment (5 minutes):

   • Summarise the key points covered in the lesson.
   • Assign students to observe a healthcare-related interaction (real or media-based) for homework and note down instances of communication skills in practice.

---

Assessment

• Informal assessment during role-playing based on peer feedback.
• Review of personal reflections to gauge understanding and introspection.

---

Differentiation Strategies

• Provide additional support and role-play scenarios for students who may struggle.
• Challenge advanced students with complex scenarios that require deeper conflict resolution strategies.

---

Follow-Up

In the next lesson, students will build upon these skills by exploring how non-verbal communication affects teamwork, including body language and tone of voice.

By integrating these methods, we aim to empower students, equipping them with vital skills for their future roles in healthcare.