1. Susan Bosher & Kari Smalkoski
English Department, The College of St. Catherine
Published: 2001 by The American University
St. Paul, MN

2.  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).

3.  Assertiveness
 Understanding and
communicating with
clients
 Asking for clarification
 Step by step procedures
 Charting and
documentation
 Internal issues-
worry, forgetting, embarra
ssment
 Cultural issues- eye
contact, voice level, small
talk, etc.
 Listening carefully

4.  1 credit class titled:
Speaking and
Listening in a Health-Care
Setting
4 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).

5.  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

6.  Student evaluations
Role play most useful
Students felt they
learned
“This is the only class
so far that discussed
about issues of
communication in
health care” (Bosher
and Smalkoski, 2002, p.
69).