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| About the book |
The book offers vital new agendas for research training and practice in health care, based upon lessons learned from linguistics, using a wide variety of gathered evidence to identify patterns that will lead to improved health care practices. Moreover, the book focuses upon brief, ordinary and effective communicative activity in addition to the formal consultations that have been studied by researchers in the past. Evidence-based Health Communication is key reading for trainee health professionals as well as undergraduate and postgraduate students in the fields of health studies, medical sociology and health psychology. It also provides stimulating reading for health care professionals, policy makers and researchers with an interest in improving health communication. |
| About the authors |
Dr Paul Crawford,University of Nottingham, is a nurse educator with a special interest in interpersonal skills and their development in the training of the next generation health care professionals. He is centrally involved in the co-ordination of interpersonal skills training for nursing degrees at Nottingham. Professor Ron Carter is co-founder (with Dr Crawford) of the Health Language Research Group at Nottingham and is an internationally renowned linguist, with interests in spoken language, corpus linguistics, vocabulary and the grammar of spoken English. He directs the project building the CANCODE corpus of spoken English. The Observer recently described Professor Carter as `the country?s leading expert on conversation? (2005) with a special interest in intercultural communication and the teaching of English as a second language.
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| Table of contents |
Chapter 1 Theories of health communication and theories of society Chapter 2: The language of evidence: Communicating about evidence in health care Chapter 3: Communicating effectively: What works for whom Chapter 4: The narratives of illness Chapter 5: The consultation: Towards a molecular sociology of the health care encounter Chapter 6: Teaching communication traditionally: Chalk, talk and role plays Chapter 7: New approaches to the teaching of communication: Data driven learning and experiential education Chapter 8: Communicating carefully: Communicating about sensitive matters Chapter 9: Health education and communication: Changing, informing, compliance and concordance Chapter 10: Blip culture: The power of brief communication Chapter 11: Conclusion |
