Transcript New Types of Worker – New Types of Working

Self Care Training
Module 6
Self Care: Effective communication
Module 6 outcomes
On completion of this module learners will:
 Understand how active listening and asking questions can
promote effective communication
 Explore the challenges and solutions to effective
communication
 Demonstrate how understanding a person’s ideas, concerns
and expectations (ICE) can promote self care
6.1
Communication defined
Communication is:
“the transfer of meaning and understanding
back and forth between people”
6.2
Group discussion
Can you think of the verbal and non
verbal ways we communicate with
each other?
6.3
The starting point
The starting point for all effective communication should be:
 Demonstrate empathy – Appreciating people’s differences and
putting yourself in their place means learning to understand how
individuals’ long term conditions affect them
 Use the right pace – A person may be at any one stage of accepting
their long term condition, so pace the level of communication
appropriately
 Use the right approach – Think about the tone, pitch and loudness
of your voice – it might be a barrier to communication
 Use the right level – Avoid using jargon and slang words
6.4
Active listening
I can tell you are listening if:
• You are using appropriate eye contact – Are you looking at the person you
are talking to? Are you staring?
• You have positive body posture – Are your arms folded? Leaning back?
Leaning forward?
• You are facing the person you are talking with
• You are making gestures – Nodding your head? Encouraging the person to
continue with their thoughts and feelings?
• You are smiling appropriately – Smiling can be empowering, it can
encourage the individual to smile back, and feel confident to open up.
6.5
Paraphrasing
 Paraphrasing is re-stating the information the person may
have given you – to ensure you have understood what they
have said
 To check you have the right message!
 This can make individuals feel confident that they have been
listened to
‘So, if I have this right, you
would like me to get you
some more information on
grab rails for the side of
your bed, but from the
catalogue that’s coming
next week, is that right?’
‘So my understanding from what
you are saying, George, is that
you are having trouble
remembering to take your
medications, is that right?’
6.6
Why ask questions?
 To show that we are actively involved and listening to what
the person is saying
 To give the each person we support the opportunity to ask us
questions
 To help us get to know more about the people we support
 To learn more about the long term conditions people have
 To learn more about the symptoms individuals suffer from
 To limit our assumptions
 To clarify details
6.7
Closed questions
 We often use ‘closed questions’ when starting a
conversation.
 This is useful to determine the immediate choices that the
person may want to make
 Closed questions get straight to the point!
“Yes please”
6.8
“Would you like
more information
on your
Parkinson’s?”
Open ended questions
 ‘Open-ended’ questions are used to gather information and
keep the conversation going!
 They include the What? Where? How? Why? When?
‘Why do you think
you are not getting
much sleep at the
moment?’
‘How are you
coping?’
6.9
‘When does your
arthritis cause you
the most pain?’
Probing questions
‘Probing questions’ build on the response from an open
ended question so we can gather even more information
The open-ended question?
‘Why do you think
you are not getting
much sleep at the
moment?’
The response
‘I have been worried
about the pain I am
having in my legs’
6.10
The probing question
‘How long has this
pain been affecting
your sleep?’
Looking for cues
 It can be difficult to gather information from individuals who
don't always want to talk about their concerns
 Listening for ‘cues’ in conversation can give you a way in!
‘My daughter is coming to visit me from
London, she is a good girl, lovely
job…ooh…this blasted leg of
mine…yes so I am looking forward to her
coming’
6.11
Challenges of effective
communication
Challenges
Possible Solutions
Language
Translator, sign language, gestures, pictures and
devices, family or advocates
Physical and mental disabilities
Active listening, eye contact, family or advocates,
Individual Support Plan
Use of jargon/slang
Adapt your language to the individual person
Dialect
Learn the basics of the individual’s dialect
Cultural differences
Individual Support Plan, family or advocates, and
background reading
Emotions
Giving appropriate support, accessing information
and advice
Failure to gather information from the person can be the biggest
barrier to their self care support
6.12
The ICE tool
Supporting a person to self care means moving beyond the
“I’m fine” approach
We can do this by using the ICE TOOL to find out individuals:
 Ideas of how their long term conditions affect them
 Concerns they may have about managing their long term conditions
 Expectations about what they would like to do – to better self care
Source: Silverman JD, Kurtz SM, Draper J (1998) Skills for Communicating with Patients. Radcliffe Medical Press (Oxford)
6.13
How to use ICE
IDEAS
I
It is important to understand the person’s ideas of
their long term condition
This will mean using effective communication so
the individual gives you their experience, in their
own words
‘What do you think it is?’
‘Why do you think it is happening?’
‘How long has it been a problem for you?’
6.14
How to use ICE
CONCERNS
C
It is important to understand the person’s
concerns about their long term conditions
Use your listening skills and ask questions to find
out the impact their long term conditions are
having on their lives
‘How is your diabetes affecting you?’
‘How does it make you feel?’
‘What are your concerns about this?’
6.15
How to use ICE
EXPECTATIONS
E
Once you have gathered the person’s ideas and their
concerns about their long term conditions:
Use probing questions to find out if the person would
like to better manage their long term condition
‘What would you like to do about your diabetes?
‘Would you like more information?’
‘Should we start to work towards some goals in
this area?’
6.16
Using the ICE tool = self
care goals
Using the ICE Tool on a regular basis will:
 Encourage people to open up and discuss the experiences and
challenges of their long term conditions
 Lead us to learn more about how they cope with their long term
conditions
 Create opportunities to set GOALS to improve their self care
skills
“I’m smoking
more now since
my diagnosis”
“I feel down
about all this pain
I have”
6.17
“I’d like to know
more about
Parkinson’s”
Self Care Training Manual: Implementing the Common Core principles for Self Care
© Skills for Care, 2009.
www.skillsforcare.org.uk Albion Court, 5 Albion Place, Leeds LS1 6JL.
All rights reserved.
This material may be reproduced for non-commercial distribution in aid of social care workforce
development, provided the copyright notices and acknowledgements are included in each
reproduction.
Requests for commercial publishing rights should be directed to Skills for Care.
Referencing:
Short reference: Skills for Care, 2009
Long reference: Skills for Care, Self Care Training Manual: Implementing the Common Core Principles
for Self Care (Skills for Care, Leeds, 2009)
Acknowledgements:
This material was commissioned from jdee Training and Lancashire County Council by Skills for
Care’s New Types of Worker programme in the north west. It was researched and compiled by Shaun
Douglas Galley and Sarah Johnson.