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NMHS10490

Academic Year 2026/2027

Intro Psychology&Communication (NMHS10490)

Subject:
Nursing,Midwifery & Health Sys
College:
Health & Agricultural Sciences
School:
Nursing,Midwifery & Health Sys
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Dr John Gilmore
Trimester:
Autumn
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This foundational module aims to introduce students to key theories from psychology and communication. The module comprises of two distinct though interrelated units of study. The unit of Psychology offers an introduction to the discipline of psychology and the theories which influence nursing and midwifery practice in our current healthcare system. A brief introduction to the principles of self-care will also be included. Communication, the second unit of study, focuses on the interpersonal qualities and skills involved in building effective relationships with patients and clients. Issues of interpersonal communication such as self-awareness, effective communication and self-compassion for nursing and midwifery will be introduced. The course content for both units of study will be delivered online.

About this Module

Learning Outcomes:

On successful completion of this module Students will:
•Appreciate what the study of psychology is and how psychological theory can contribute to Nursing and Midwifery practice.
•Be familiar with key theories of personality which help to explain people’s behaviour (Action, Thinking and Emotions).
•Understand how attachments are formed in infancy and how cognitive development occurs in children/adolescents.

Analyse how their own experiences influence communication with others.
Differentiate between professional and personal relationships in healthcare settings.
Demonstrate effective listening, attending, and responding skills in interpersonal interactions.
Examine key models and modes of communication relevant to healthcare practice.

Indicative Module Content:

Why is psychology relevant for Nurses and Midwives? a focus on,
• The Psychodynamic Perspective: our unconscious mind and our behaviour.
• Behavioural Theory: learning and behaviour.
• Cognitive Psychology: our thoughts and our behaviour.
• Humanistic Perspective: the ‘self,’ self-awareness, self-compassion and building relationships.
• Positive Psychology: understanding how we flourish.
• Developmental Psychology: forming attachments in infancy and a cognitive perspective on how children and adolescents make sense of their world?


Why is good communication important for Nurses and Midwives?
• An introduction to communication in clinical practice.
• Interpersonal skills for good communication: Roles people play in groups; Positioning- Verbal & non-verbal prompts – Silence; Questions – Clarification.
• Interpersonal skills in specific situations: Therapeutic listening responses- Restatement –Paraphrasing – Reflection – Summarising.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Novice

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Novice

Systems Thinking

The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Novice

Strategic

The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Advanced Beginner

Normative

The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

15

Autonomous Student Learning

90

Lectures

20

Total

125


Approaches to Teaching and Learning:
The module will be delivered thorugh a series of weekly lectures, asyncronous activities and online resources.
Learning will be facilitated through Brightspace using student response systems, videos, and discussion forum and self-care exercises.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Completion of a Communication Audit and critical disucssion Week 8 Graded No
50
No
Exam (Online): Online examiniation via Brightspace Week 14 Graded No
50
No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

A discussion forum will be available to students throughout the module. A class tutorial will be held during the module to support students' learning and preparation for the MCQ assessment. A Q& A session will be held at the end of the module.

Core Text Books
Upton, Dominic. Introducing Psychology for Nurses and Healthcare Professionals, Taylor & Francis Group, 2012. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/UCD/detail.action?docID=1569957.
Gault, I., Shapcott, J., Luthi, A., & Reid, G. (2017;2016;). Communication in nursing and healthcare: A guide for compassionate practice (1st ed.). SAGE Publications Ltd. https://doi.org/10.4135/9781529714753 (e-book from UCD https://go.exlibris.link/HLMc1YJp )

Additional Resources
Coon, D. & O Mitterer, J. (2012) Introduction to Psychology Gateways to Mind and Behaviour (14th Edition). Thomson/Wadsworth: United Kingdom.
Davinder, R. and Upton, D. (2009) Psychology for Nurses. Pearson: Education.
De Vries J and Timmins F. ( 2017) Understanding Psychology for Nursing Students. UK: Sage
Eysenck M.W. (2018). Simple Psychology (4th Ed). UK: Routledge.
Kennedy-Sheldon, L. (2009). Communication for Nurses: Talking with Patients (2nd Ed). Boston: Jones and Bartlett.
Priest, H. (2012) An introduction to psychological care in nursing and the health professions. United Kingdom: Routledge.
Raynor, M. & England C. (2011) Psychology for Midwives: Pregnancy, Childbirth and Puerperium. Open University Press McGraw-hill:Berkshire.
Smith, P., Cowie, H., & Blades, M. (2011) Understanding Children s Development (5th Ed). Blackwell Publishing:UK.
Stein-Parbury, J. (2014) Patient and Person: Interpersonal Skills in Nursing (5th Ed). Sydney: Harcourt.
Taylan, C., & Weber, L. T. (2023). "Don't let me be misunderstood": communication with patients from a different cultural background. Pediatric nephrology (Berlin, Germany), 38(3), 643–649. https://doi.org/10.1007/s00467-022-05573-7
Walker, J, Payne, S, Jarrett, N & Ley, T (Eds) (2012) Psychology for Nurses and the Caring Professions (4th edition), Open University Press: London.

Name Role
Dr Sonam Banka-Cullen Lecturer / Co-Lecturer
Assoc Professor Aoife De Brún Lecturer / Co-Lecturer
Dr John Gilmore Lecturer / Co-Lecturer
Dr Regina Joye Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 11:00 - 12:50