1. From Needs Analysis to Curriculum Development:
designing a course in health care
communication for immigrant
students in the USA
Bosher, S. & Smalkoski, K. (2002)
• Immigrant/refugee students at a Minnesota college were
not succeeding in associates degree nursing program.
• Needs analysis showed students had difficulties
communicating with patients in clinical se t ting.
• Needs were de termined by inter vie ws, questionnaires and
obser vations in labs and clinicals.
• College translated findings into a course: “Listening and
Spe aking in a He alth Care Se t ting.”
• Course succeeded in helping students communicate in clinical
se t ting and furthered goal of di versit y in he alth care
professions.

2. Findings - students had trouble with:
being assertive (different cultures view assertiveness
differently).
communicating clearly, especially with the elderly, and
understanding clients, especially those with nonstandard
dialects. Students also had issues with paralinguistics, such
as incorrect stress and intonation in their speech.
using non-verbal communication, especially eye contact.
making small talk.
self confidence and asking for help.
understanding how culture influences client interactions.
understanding instructor’s directions.
listening carefully and asking for clarification.
charting client records.

3. Needs analysis was used to design course for ESL students to learn
how to communicate better with clients and colleagues in the health-
care setting. The course focused on:
Assertiveness
training.
therapeutic
communication - how
to get clients to
express feelings.
Information
gathering techniques.
Role of culture in
health care
communication.

4. Importance of role play
Role play was perhaps the
most useful part of the
course for students.
Students could practice
language and behaviors to Finally - Needs
develop awareness, analysis should guide
confidence and skills. ESP course design,
but designers should
Role play allows students be responsive to
to simulate actual target changing needs and
language and interaction. flexible with
materials and
Bosher, S. & Smalkoski, K. (2002), 72,
74.
methods.

5. Citation
Bosher, S. & Smalkoski, K. (2002). From needs analysis to curriculum development: Designing
a course in health-care communication for immigrant students in the USA. English for Specific
Purposes, 21: 59-79.