Communication and Professional Relationships in Healthcare Practice - Sally Candlin
9.1 Introduction 9.2 Developing expertise 9.3 Strategies for developing coherence in the discourse 9.4 Comparing the discourse of the expert practitioner with that of the novice practitioner 9.5 Summary Appendix 9.1
Communication and Professional Relationships in Healthcare Practice - Sally Candlin
Sally Candlin [+]
Macquarie University
Sally Candlin, in her position of Honorary Senior Research Fellow in the Department of Linguistics at Macquarie University, taught for a number of years in the Masters program in Communication in Professions and Organisations and supervises the research of postgraduate students. She is the author of Therapeutic Communication: A Lifespan Approach (Pearson Education, 2008). She has taught in nursing and health programs, at both undergraduate and postgraduate levels at the University of Technology, Sydney, The Hong Kong Polytechnic University, and the University of Western Sydney. She is a Registered Nurse, Registered Midwife and a Health Visitor.
Peter Roger [+]
Macquarie University
Peter Roger is Senior Lecturer in Linguistics at Macquarie University. His teaching spans several Master’s degree programs, including Applied Linguistics, Communication in Professions and Organisations, and Speech Pathology. He studied Medicine at the University of Sydney, and after graduating worked as a medical practitioner for several years before going on to complete a Doctor of Philosophy degree in communication sciences and disorders. He has published in a variety of journals, including Journal of Neurology, Brain Injury, Aphasiology, Neuroradiology, Asia Pacific Journal of Speech, Language and Hearing, and International Journal of Speech-Language Pathology.
Description
This chapter considers the concept of expert discourse practice and suggests that discourse coherence is a criterion indicative of the expert discourse practitioner. Moreover, practitioners in the healthcare workplace whose expertise is revealed through their discourse are not necessarily expert clinical practitioners. In the same way, practitioners whose clinical skills demonstrate expertise may not necessarily display expert discourse skills. Experts in one situation are not necessarily experts in other situations.