Transcript Barriers to Communication

Educate the Educator Communication in Healthcare
Communications in Healthcare
Settings Module Description
This module emphasizes the importance of effective communication
between and among healthcare employees and their
clients/individuals.
Verbal and nonverbal communication, listening skills, interpersonal
communication, team communication, documentation and reporting,
and the use of electronic communication devices are included.
Focus is on the development of effective communication skills to
support quality client/individual care.
Module Outline and Instructor
Resources
This module consists of 8 competencies.
Each competency is divided into unit competencies with
learning activities to help students master the competency.
Each learning activity is explained on the Module Outline and
the resources described.
Choose the learning activities that best meet your classroom
needs.
Module Outline and Instructor
Resources
• Find these learning activities and resources on the website
or create your own.
• The Course Outline also has documents that the instructor
can use in teaching the lesson.
• These competencies are listed on the following slide and will
then be addressed throughout the remainder of the power
point.
Click on the following links for course information.
Communications in Healthcare Settings Syllabus
Communications in Healthcare Settings Module Competencies
and Instructor Notes
Communications in Healthcare
Module Competencies
•
Describe the components of verbal and nonverbal
communication and situations in which these skills can be
effectively used.
•
Explain how active listening can improve client/individual and
team communication.
•
Use a variety of communication techniques to achieve effective
interpersonal and team communications.
•
Describe communication skills that are important when
managing conflict.
Communications in Healthcare
Module Competencies
•
Explain the components of accurate and appropriate
documentation and reporting including common medical
abbreviations.
•
Explain the roles and responsibilities of team members.
•
Describe the use of information technology in healthcare
settings.
•
Using a problem solving process applied to healthcare
situations, describe how healthcare workers can effectively
communicate with their clients/individuals and team members.
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Competency 1
Competency 1
Describe the components of verbal and nonverbal
communication and situations in which these skills can be
effectively used.
Three units and learning activities round out the learning for
this first competency:
1. Name two types of communication and give examples of
each.
2. Describe the components of communication.
3. List examples of barriers to effective communication.
Communication Quotes
to Ponder
Hubert H. Humphrey:
“The right to be heard does not automatically include the right
to be taken seriously.”
Ernest Hemingway:
“When people talk, listen completely. Most people never
listen.”
Franklin Delano Roosevelt:
“Be sincere; be brief; be seated.”
Types and Examples
Recommended Content
Two types of communication are addressed at the
beginning of this module.
• Verbal communication
• Non-verbal communication
Types and Examples
Verbal Communication
Verbal communication is when we send our message by
speaking or writing to a receiver (person).
• It is primarily oral communication often supported with visual
aids.
• Words and feelings can be conveyed
• Can be face-to-face, telephone or written
• Key components are sound, words, speaking, language,
pace and intonation, simplicity, clarity and brevity, timing and
relevance, adaptability, credibility, and humor
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
Types and Examples
Non-Verbal Communication
• Defined as “a process of communication through
sending wordless messages” or “body language”
• Communicating through the use of gestures, body
movements, facial expressions, posture, gait, use of
touch and physical appearance including adornments,
such as hairstyles, tattoos, body piercing, clothing
• May have to ask sender for correct message being
sent.
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
Types and Examples
Non-Verbal Communication includes:
Facial Expressions
Eye Movements
Placement and Movements of Hands, Arms, Head, and Legs
Body Posture and Orientation
Variation in Voice Characteristics
• Speaking Rate and Pause Duration
• Pitch or Frequency
• Intensity and Loudness
University of Mississippi Business Faculty, 2004
Types and Examples
Nonverbal communication tells more about what the person is
feeling than what he/she has actually said (occurs less consciously
than verbal)
Nonverbal communication:
• Expresses emotions
• Expresses interpersonal attitudes
• Accompanies speech in managing the cues of interaction
between speakers and listeners
• Self-presents one’s personality
Nonverbal communications are used in rituals, i.e. greetings: handBerman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
shake, waving good-bye
Components of Communication
Recommended Content
Present the 4 components of communication to the students.
1. Sender
2. Message
3. Receiver
4. Feedback (Response)
These components are responsible for providing effective
communication.
Components of Communication
Effective communication takes thought
Individuals have to go beyond knowing the information
that they want to express
• Steps need be taken to best present information in a
clear and concise manner
• Built on a trusting relationship with another (patient and
support person)
• Necessary for establishment of healthcare worker and
client
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
Components of Communication
All 4 steps are required for effective communication and
must be done in the proper order.
These steps will be introduced on the following slides.
1.
2.
3.
4.
Sender
Message
Receiver
Feedback (Response)
Components of Communication
The Sender - Person or group who wishes to convey a
message to another
Characteristics of the sender:
• Speaking clearly
• Organizing thoughts
• Proper grammar
• Eye contact
• Accurate information
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
Components of Communication
The Message
• Most important element in communication process.
• The message can be delivered in many forms, i.e. written
form, spoken word, gestures, or even body art (tattoos and
piercings)
• The message isn't necessarily what the sender intends it to
be. Rather, the message is what the receiver perceives the
message to be.
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
Components of Communication
The Receiver
The listener (One who listens, observes and attends)
Who is receiving the message? Who is your audience?
• As the healthcare provider, your patient and their family are
the receivers.
• “Often times the receiver is sitting across the table from the
sender, however now that technology has taken us to new
places, the receiver can be across an ocean.”
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
Components of Communication
The Feedback
The receiver returns a message to the sender.
• Can be verbal, nonverbal, written (emails)
• Critical to effective communication
• Summarizes the message
• Allows evaluation of the message and allows sender to
correct or reword the message or sender knows message
was interpreted accurately as sender intended
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
Components of Communication
 In addition to components of communication, the following
list of effective communication techniques is vital to good
communication.
 This list of techniques includes simple techniques to those
that may take a lifetime to master.
 Reduce background noise
 Listen attentively
 Pace speech
 Allow time for response
 Maintain eye contact
 Speak clearly and loudly
 Show interest in what is being said
Barriers to Communication
Recommended Content
• It is critical to send clear messages when communicating to
those around us. Our messages convey feelings, thought,
ideas, and emotions.
• Barriers to communication prevent proper, healthy
communication to occur.
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008)
Barriers to Communication
The curriculum for this module identifies several common barriers
to communication.
• Hearing loss
• Vision loss
• Belittling a person
• Speaking a different language than the receiver
• Negative attitudes
• Defensiveness
• Prejudice or judgmental attitude
Barriers to Communication
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•
•
•
•
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Dominating the conversation
Appearing too busy or in a hurry
Giving false or inappropriate reassurance
Too much background noise or inappropriate environment
Constant cell phone usage
Inappropriate usage of texting
The following slide offers communication styles that put up
barriers to communication.
Barriers to Communication
Style
Examples
Threatening, Warning
“You better clean up your room or else you
won’t be able to use the computer.”
Preaching
“You should be ashamed of yourself for the
way that you incorrectly transferred that
patient…..You ought to…..”
Ordering
“You must….You will…You have to…..”
Lecturing
“You always…..You never….”
Competency 1:
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency #1:
Barriers to
Communication
Assignment on
website
Students reflect on a time when
they were communicating with
another person and 1 or 2
barriers of communication were
used.
CHC Competency #1:
“I Have A Dream”
Assignment on
website
Students view Dr. Martin Luther
King, Jr.’s speech and reflect on
communication styles.
Competency 2
Competency 2
Explain how active listening can improve client/individual and
team communication.
This competency consists of two units and related learning
activities.
• List basic listening skills
• Describe active listening skills
Basic Listening Skills
Recommended Content
The basic listening skills for effective communication are:
•
•
•
•
•
•
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Clear your mind of distractions
Face the speaker
Maintain good eye contact
Do not cross arms
Lean toward the speaker
Do not interrupt the speaker
Give the speaker your full attention
Basic Listening Skills
Here are a few additional tips for being a good listener.
Let the speaker finish before you begin to talk. Speakers
appreciate finishing their thought without being interrupted.
Let yourself finish listening before you begin to speak! You
can't really listen if you are busy thinking about what you want
say next.
Basic Listening Skills
Listen for main ideas
• The main ideas are the most important points the speaker wants to
get across.
• Main ideas may be mentioned at the start or end of a talk, and
repeated a number of times.
Ask questions
• If you are not sure you understand what the speaker has said, just
ask.
• It is a good idea to repeat in your own words what the speaker said
to be sure your understanding is correct.
Active Listening Skills
Recommended Content
Active listening is a skill of being mindful during the
conversation and understanding your role/biases as you hear
the message. It is a skill that must be practiced to accomplish.
Active Listening Skills
Recommended Content
Active listening skills include:
• Paying attention to the verbal and non-verbal message
• Focusing on the client’s needs, not your own
• Being aware of your own biases
• Conveying an attitude of caring and respect with the client
Verbal Communication
Pay
Attention
Monitor
Non-Verbal
Make No
Assumptions
Effective Active
Listening
Paraphrase
and Repeat
Encourage
Client to Talk
Visualize
Active Listening Skills
Culprits of non-active listening can include:
• Finishing others’ thoughts
• Tolerating or creating distractions
• Faking paying attention
• Creating early assumptions without keeping an open mind
• Calling the subject uninteresting
• Criticizing the speaker or the topic being discussed
Competency 2:
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency #2:
Active Listening
Worksheet on website
Students watch YouTube
video, “Effective Listening
Skills”, then answer questions
on a worksheet
References
Berardo, K. (2007). 10 Strategies for overcoming language barriers. Retrieved from
http://www.culturosity.com/pdfs/10%20Strategies%20for%20Overcoming%20Lan
guage%20Barriers.pdf
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008). Communicating. In A.
Berman, S.J. Snyder, B. Kozier, and G. Erb (Eds.). Kozier and Erb’s
Fundamentals of nursing: Concepts, process, and practice (8th ed.) (pp. 459-85).
Upper Saddle River, NJ: Prentice Hall
Cherry, K. (2011). Top 10 Nonverbal Communication Tips Improve Your Nonverbal
Communication Skills With These Tips. Retrieved from
http://psychology.about.com/od/nonverbalcommunication/tp/nonverbaltips.htm
References
Ethnologue Organization. (n.d.) Retrieved from http://www.ethnologue.com
Industrial Engineering. (n.d.) Communication and Consumer Behavior. Retrieved
from http://industrialeducation.blogspot.com/2009/07/communication-consumerbehavior.html
Kathol, D. (2006). Communication. In B.L. Christensen and E. O. Kockrow (Eds.).
Foundations and adult health nursing (5th ed.) (pp. 33-52). St. Louis, MO:
Elsevier, Mosby
McGill, I. and Beaty, L. (1994). Action learning: A guide for professional
management and educational development (2nd ed.). Sterling: VA: Stylus
Publishing Inc.
References
Medical Education Division of Brookside Associates. (2007). Patient relations.
Nursing fundamentals I. Retrieved from
http://www.brooksidepress.org/Products/Nursing_Fundamentals_1/lesson_1_Sec
tion_2.htm
Ramon, P.R. and Niedringhaus, D. M. (2008). Client Communication. Fundamental
nursing care (2nd ed.) (pp. 226-242). Upper Saddle River, NJ: Person Prentice
Hall
University of Mississippi Business Faculty. (2004). Module 4: Communication Skills.
Retrieved from faculty.bus.olemiss.edu/dvorhies/.../Module%2004%203E.ppt
Author: Dede Carr, BS, CDA, LDA; Pat Reinhart, RN
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