Transcript Recommended Content - HealthForce Minnesota

Communications in
Healthcare Settings
Healthcare Care Curriculum
• “This workforce solution was funded by a grant awarded by
the U.S. Department of Labor’s Employment and Training
Administration. The solution was created by the grantee
and does not necessarily reflect the official position of the
U.S. Department of Labor. The Department of Labor makes
no guarantees, warranties, or assurances of any kind,
express or implied, with respect to such information,
including any information on linked sites and including, but
not limited to, accuracy of the information or its
completeness, timeliness, usefulness, adequacy, continued
availability, or ownership.”
• This work by the Health Professions Pathways (H2P)
Consortium, a Department of Labor, TAACCCT funded
project is licensed under a Creative Commons Attribution
3.0 Unported License.
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
1. Describe the components of verbal and
nonverbal communication and situations in
which these skills can be effectively used.
2. Explain how active listening can improve
client/individual and team communication.
3. Use a variety of communication techniques to
achieve effective interpersonal and team
communications.
4. Describe communication skills that are
important when managing conflict.
(see next slide)
Communications in Healthcare
Module Competencies, cont
5. Explain the components of accurate and
appropriate documentation and reporting
including common medical abbreviations.
6. Explain the roles and responsibilities of team
members.
7. Describe the use of information technology in
healthcare settings.
8. Using a problem solving process applied to
healthcare situations, describe how healthcare
workers can effectively communicate with
their clients/individuals and team members.
YouTube for Your Enjoyment!
• http://www.youtube.com/watch?v=8Gv0HvPoDc
Module Competency
#1
Describe the components of verbal and
nonverbal communication and situations in
which these skills can be effectively used.
Module 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.”
Module Competency #1: Communication
Unit #1A: Types and Examples
Recommended Content
Two types of communication are
addressed at the beginning of this module.
1. Verbal communication
2. Non-verbal communication
(see next slide)
Module Competency #1: Communication
Unit #1A: 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 et al., p. 461)
(see next slide)
Module Competency #1: Communication
Unit #1A: 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 et al, p. 462)
(see next slide)
Module Competency #1: Communication
Unit #1A: 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)
(see next slide)
Module Competency #1: Communication
Unit #1A: 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: hand-shake, waving good-bye
(Berman et al., p. 463)
Module Competency #1: Communication
Unit #1B: Components of
Communication
Recommended Content
Effective communication
takes thought
Present the 4 components of
communication to the students.
Individuals have to go
beyond knowing the
information that they want
to express
1.
Sender
2.
Message
• Steps need be taken to
best present information
in a clear and concise
manner
3.
Receiver
4.
Feedback (Response)
These components are responsible for
providing effective communication.
• Built on a trusting
relationship with
another (patient and
support person)
• Necessary for
establishment of
healthcare worker and
client
(Berman et al., p. 460)
Module Competency #1: Communication
Unit #1B: 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.
(see next slide)
Module Competency #1: Communication
Unit #1B: 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 et al., p. 461)
(see next slide)
Module Competency #1: Communication
Unit #1B: 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 et al., p. 461)
(see next slide)
Module Competency #1: Communication
Unit #1B: 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 et al., 2008, p. 461)
Module Competency #1: Communication
Unit #1B: 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 et al., p, 461)
Module Competency #1: Communication
Unit #1B: 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
Module Competency #1: Communication
Unit #1C: 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 et al., p. 465)
(see next slide)
Module Competency #1: Communication
Unit #1C: 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
(see next slide)
Module Competency #1: Communication
Unit #1C: Barriers to
Communication
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.
Module Competency #1: Communication
Unit #1C: 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….”
Module Competency #1: Components of
Verbal and Nonverbal Communication
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.
Module Competency
#2
Explain how active listening can
improve client/individual and team
communication.
Module Competency #2: Explain how active
listening can improve client/individual and team
communication.
This competency consists of two units and related
learning activities.
1. List basic listening skills
2. Describe active listening skills
Module Competency #2: Active Listening
Unit #2A: Basic Listening Skills
Recommended Content
• The basic listening skills for effective
communication are:
•
•
•
•
•
•
•
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
(see next slide)
Module Competency #2: Active Listening
Unit #2A: 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.
(see next slide)
Module Competency #2: Active Listening
Unit #2A: 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.
(see next slide)
Module Competency #2: Active Listening
Unit #2A: 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 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: Listening
(Gerzon, n.d.)
Pay
Attention
Monitor
Non-Verbal
Make No
Assumptions
Effective Active
Listening
Paraphrase
and Repeat
Encourage
Client to Talk
Visualize
Module Competency #2: Active Listening
Unit #2A: 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
•
•
•
•
Module Competency #2: Active Listening
Skills
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
Module Competency
#3
Use a variety of communication
techniques to achieve effective
interpersonal and team communications.
Module Competency #3: Use a variety of
communication techniques to achieve effective
interpersonal and team communications.
The four units and learning activities that make up
this module are:
1. Select effective verbal communication
techniques.
2. Recognize effective non-verbal communication
skills and skills to promote communication with
client/individuals who have difficulty hearing,
seeing, speaking or have language barriers.
3. List basic telephone skills.
4. Demonstrate telephone message-taking skills.
Module Competency #3: Communication Techniques
Unit #3A: Verbal Communication
Recommended Content
When people are verbally communicating with one
another, it is critical to take care with choice of
words, tone of speech, speed of speech, and
volume of speech.
Over 6,809 distinct languages are spoken world wide
according to Ethnologue Organization
(http://www.ethnologue.com thnologue.com, n.d.)
(see next slide)
Module Competency #3: Communication Techniques
Unit #3A: Verbal Communication
Effective verbal communication techniques consist of:
Speaking slowly and clearly – modifies feeling and
impact of the message
Have the attention of the receiver – avoids
miscommunication
Focus on the client’s feelings- is the client lonely,
depressed, confused
Repeat the message in your own words-paraphrase for
personal understanding
Seek information from the client – ask questions
Module Competency #3: Communication Techniques
Unit #3A: Non-Verbal
Communication
Recommended Content
In order to understand non-verbal communication, the
following are some of the functions of nonverbal
communication.
• Nonverbal communication tells more about what the
person is feeling than what he/she has actually said
(because it occurs less consciously than verbal)
• Expresses emotions
• Expresses interpersonal attitudes
• Accompanies speech in managing the cues of interaction
between speakers and listeners
• Self-presents one’s personality
(see next slide)
Module Competency #3: Communication Techniques
Unit #3B: Non-Verbal
Communication
Effective non-verbal communication skills include:
• Facing the speaker
• Being aware that the non-verbal message supports
the verbal message
• Use of appropriate posture
• Use of appropriate gestures
• Pleasant facial expressions
• Utilizing appropriate listening skills
(see next slide)
Module Competency #3: Communication Techniques
Unit #3B: Non-Verbal
Communication
Valuable non-verbal when caring for clients who might
need extra assistance include:
•Offer an arm as a guide when walking
•Remember that clients with vision difficulties are not
deaf and there is no need change tone or volume of
voice
•If the client has difficulties with understanding the
language, obtain a translator or interpreter
Module Competency #3: Communication Techniques
Unit #3C: Telephone Usage
Recommended Content
• Discuss basic business telephone usage
techniques with students. If students have not
been employed before, they may not be aware
of office etiquette and phone techniques.
• These techniques are listed on the following
slides. While they may seem like common
sense, it is wise to review them with students.
(see next slide)
Module Competency #3: Communication Techniques
Unit #3C: Telephone Usage
• Answer the phone with the name of the facility,
your name and title (ask your supervisor if there
is a preference for the name of the facility).
• Use a soft and friendly voice.
• Speak clearly.
• Never chew gum, eat or drink when speaking
on the phone.
• Speak at a moderate rate of speed.
• Do not use the phone for making personal calls.
(see next slide)
Module Competency #3: Communication Techniques
Unit #3C: Telephone Message
Skills
Recommended Content
Health professionals call to give reports about clients to
healthcare providers and to family members and
patients.
When receiving a telephone message from a provider for
a patient at your facility, document:
• Date and time
• Name of person giving the information
• What information was received
• Sign notation
Person receiving the message should repeat the
information back to the sender to ensure accuracy
Module Competency #3: Team
Communication
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency
#3:
Communications
and the Team
Assignment on
website
Students answer
questions on effective
team communication
Module Competency
#4
Describe communication skills that
are important when managing
conflict.
Module Competency #4: Describe
communication skills that are important when
managing conflict.
Four units and learning activities round
out the learning for this fourth
competency:
1. Define conflict
2. List the causes of conflict
3. List groups in which conflict occurs
4. List communication skills that are
important when managing conflict.
Module Competency #4: Managing Conflict
Units #4A and 4B: Conflict and
Causes
Both Unit #4A (Define conflict) and Unit #4B
(List causes of conflict) will be discussed as one
unit since they relate well to each other and
will make it easier for students.
Module Competency #4: Managing Conflict
Units #4A and 4B: Conflict and
Causes
“…Peace is not the absence of conflict but the
presence of creative alternatives fro responding to
conflict—alternative to passive or aggressive
responses, alternatives to violence”
Dorothy Thompson
“The inability to share….
to communicate – that’s the biggest
problem in the world…
that’s how people get themselves in
all these troubles”
V. Satir
Module Competency #4: Managing Conflict
Units #4A and 4B: Conflict and
Causes
Recommended Content
• Conflict is internal and external discord that
results from differences in ideas, values, or
feelings between two or more people.
• Because people have interpersonal relationships
with others having a variety of different values,
beliefs, backgrounds, and goals, conflict is an
expected outcome.
(Marquis and Huston, p. 487)
(see next slide)
Module Competency #4: Managing Conflict
Units #4A and 4B: Conflict and
Causes
Discuss the difference between disagreement
and conflict:
• Disagreement like “mini” conflict is based on
personal, cultural, logistical, or other differences.
• Some disagreements grow into conflicts, but not all
do.
• Address disagreements with potential for conflicts
before they actually become conflicts
(Carroll, p. 126)
(see next slide)
Module Competency #4: Managing Conflict
Units #4A and 4B: Conflict and
Causes
Conflict can be defined as whenever two or more people
disagree on an issue. The outcomes of conflict may lead
to change in previous ways of thinking and may have
positive effects.
Module Competency #4: Managing Conflict
Units #4A and 4B: Conflict and
Causes
Causes of conflict occur when trust and faith
between individuals has been broken.
• When one puts faith and trust in another,
and that confidence is broken, it can create
an emotional response that elevates to
conflict.
• When trust has been broken, the strongest
emotion is released and that often times
leads to conflict
(Team Building Inc.)
(see next slide)
Module Competency #4: Managing Conflict
Units #4A and 4B: Conflict and
Causes
Other causes of conflict include:
• Tension between groups - Disagreements or tension
over professional territory (may be between physicians
and nurses)
• Increased workload - Emphasis on cost reduction and
increased pressure to get as much work as possible out
of each employee, sometimes more than employee can
realistically do (staff shortages)
(see next slide)
Module Competency #4: Managing Conflict
Units #4A and 4B: Conflict and
Causes
• Threat to safety or security - When roles are blurred,
cost saving is emphasized, and staff members face
layoffs; people’s economic security is threatened
• Cultural Differences - Different beliefs about how hard
a person should work, what constitutes productivity, and
even what it means to arrive at work “on time”
• Invasion of Personal Space - Crowded conditions and
constant interactions that occur at a busy nurses’
station can increase interpersonal tension and lead to
battles over scarce workplace
(Whitehead, Weiss, and Tappen, p. 100)
Module Competency #4: Managing Conflict
Unit #4C: Groups in Conflict
Recommended Content
A variety of groups may be in conflict, however,
the curriculum addresses groups within the
healthcare system such as conflict between:
• team members
• two groups (for example: dietary and
housekeeping)
• healthcare providers and patients
• facilities
Module Competency #4: Managing Conflict
Unit #4D: Communicating in
Conflict
Recommended Content
Healthy communication when in conflict is not
an easy thing to achieve.
This is another skill that takes time and energy
to master.
This material might be completely new to many
students, especially given students’ backgrounds
and cultures.
(see next slide)
Module Competency #4: Managing Conflict
Unit #4D: Communicating in
Conflict
The curriculum offers recommendations when
communicating in conflict. The steps are:
• Describe the problem specifically.
• Avoid describing solutions when identifying the
problem.
• Consider the problem to be mutual, not one-sided.
• Identify the differences between each party before
solving.
(see next slide)
Module Competency #4: Managing Conflict
Unit #4D: Communicating in
Conflict
• See the problem from the other side’s point of
view.
• Use brainstorming to find solutions.
• Select the solution that meets all parties
needs and all possible consequences.
• Reach an agreement about how the conflict is
to end and avoid a recurrence.
• Evaluate the solution.
Module Competency #4: Communication
Skills and Managing Conflict
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency
#4: Scenarios
Managing Conflict
Assignment on
website
Six scenarios that
demonstrate conflict.
Students review
communication skills to
manage conflict.
Module Competency
#5
Explain the components of accurate and
appropriate documentation and reporting,
including common medical abbreviations.
Module Competency #5:
Explain the components of accurate and
appropriate documentation and reporting
including common medical abbreviations.
This module competency consists of seven units with
corresponding learning activities.
1. Describe the components of accurate documentation,
including common medical abbreviations.
2. Describe the components of accurate and appropriate
reporting.
3. Recognize and report abnormal physical changes to
supervisor or appropriate person.
(see next slide)
Module Competency #5:
Explain the components of accurate and
appropriate documentation and reporting
including common medical abbreviations.
4. Recognize and report objective information (signs) to
the charge nurse.
5. Recognize and report what the resident may tell you
(subjective information or symptoms).
6. Identify common roots, prefixes, and suffixes to
communicate information.
7. Identify medical abbreviations to communicate
information.
Module Competency #5:
Documentation and Reporting
At this point, both Unit #5A: (Describe the
components of accurate and appropriate
documentation including common medical
abbreviations) and Unit #5B: (Describe the
components of accurate and Appropriate
reporting) will be discussed as one unit.
Module Competency #5: Documentation and Reporting
Units #5A and 5B: Accuracy and
Appropriate Documentation
Recommended Content
To begin this competency, it is important that
students understand the definition of report,
record and chart.
• Report: An oral, written or computer-based
communication intended to convey
information to others
• Record: Written or computer-based collection
of data
(Ramont and Niedringhaus, p. 85)
(see next slide)
Module Competency #5: Documentation and Reporting
Units #5A and 5B: Accuracy and
Appropriate Documentation
• Medical or Clinical Record:
• Collection of all documents that are filed
together to form a complete chronological
health history of a particular patient (Juliar)
• Formal, legal document that provides evidence
of the client’s care
• Charting/Recording/Documenting:
• Process of making an entry into the client’s
clinical record
(Ramont and Niedringhaus, p. 85)
Module Competency #5: Documentation and Reporting
Units #5A and 5B: Accuracy and
Appropriate Documentation
The curriculum lists the components of
documentation as:
• Accuracy
• Verify client’s name and identification information
• Make accurate notations—ones that consist of facts
or observations rather than opinions or
interpretations
• Legibility
• Make all entries legible and easy to read to prevent
interpretation errors
(Ramont and Niedringhaus, p. 86)
(see next slide)
Module Competency #5: Documentation and Reporting
Units #5A and 5B: Accuracy and
Appropriate Documentation
• Date
• Document date and time with each entry
• Record time using either convention time denoting
AM or PM, or using 24-hour clock (military time)
• Full Signature and Title
• Sign entries made in notes at the time you make the
entry
• Use name and title in the signature-Example: J.
Green, CNA would be correct, depending on facility
policy
(Ramont and Niedringhaus, p. 85)
(see next slide)
Module Competency #5: Documentation and Reporting
Units #5A and 5B: Accuracy and
Appropriate Documentation
• Correct Spelling
• Use correct spelling to ensure accuracy in
documentation
• State the Facts, not Opinions
• Describe what you see and hear, not what you
think or interpret for client actions
• Quote client directly in client’s exact words
when documenting client’s concerns
(Ramont and Niedringhaus, p. 85)
Module Competency #5: Documentation and Reporting
Units #5A and 5B: Accuracy and
Appropriate Documentation
The components of reporting are:
• Only facts are reported, not opinions
• Be clear and specific in reporting
• Follow chain of command if any issues arise
• Use proper reporting etiquette such as
appropriateness and completeness,
conciseness, proper terminology and correct
spelling
Module Competency #5: Documentation and Reporting
Unit #5C and 5D: Abnormal Physical
Changes and Objective Information
At this point, both Unit #5C (Recognize and
report abnormal physical changes to supervisor
or appropriate person) and Unit #5D: (Recognize
and report objective information to charge
nurse) will be discussed as one unit.
Module Competency #5: Documentation and Reporting
Unit #5C & 5D: Abnormal Physical
Changes and Objective Information
Recommended Content
The following list of abnormal physical changes
should be reported to the appropriate person.
Shortness
of breathe
Rapid
Respirations
Excessive
sweating
Swelling of
arms and
legs
Vomiting
Cyanosis
Fever
Cough
Blood in
stool
Watery or
hard stool
Excessive
drowsiness
Blood in
urine
Strong
urine odor
Persistent
skin redness
Increased
confusion or
memory loss
Module Competency #5: Documentation and Reporting
Unit #5E: Subjective Information
It is also critical for the healthcare provider to
report and subjective information or symptoms
a patient might share such as those listed below.
Chest pain
Abdominal pain Pain upon
movement
Nausea
Difficulty or
painful
urination
Change in
appetite
Change of
mood
Trouble
swallowing or
chewing
Module Competency #5: Documentation and Reporting
Unit #5F and 5G: Word Parts and
Abbreviations
At this point, both Unit #5F (Identify common
roots, prefixes and suffixes to communicate
information) and Unit #5G: (Identify medical
abbreviations to communicate information) will
be discussed as one unit.
Module Competency #5: Documentation and Reporting
Unit #5F and 5G: Word Parts and
Abbreviations
Recommended Content
At this point in the documentation and reporting
competency, students are asked to identify
common roots, prefixes, and suffixes in order to
communicate information effectively.
Students are also introduced to medical
abbreviations.
(see next slide)
Module Competency #5: Documentation and Reporting
Unit #5F and 5G: Word Parts and
Abbreviations
Included in medical terminology are:
•
•
•
•
Roots
Prefixes
Suffixes
Abbreviations
The usage of medical terminology includes:
• Using only approved terms for appropriate
healthcare area
• Knowing that each area has specific terms
• Being aware that medical terms may not be
understood by care recipients
Module Competency #5: Accurate and
Appropriate Documentation
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency
#5: Documentation
Activity
Assignment on
website
Short scenario on the
importance of accurate
documentation in
healthcare
Module Competency
#6
Explain the roles and
responsibilities of team members.
Module Competency #6: Explain the roles
and responsibilities of team members.
Embedded in this competency are five units and their
learning activities.
1. Recognize characteristics of effective teams.
2. Discuss methods for building positive team
relationships.
3. Describe attributes and attitudes of an effective
leader.
4. Describe the roles workers have in healthcare teams
across a variety of healthcare settings.
5. Examine the impact healthcare teamwork and
partnerships have in meeting client healthcare needs.
Module Competency #6: Teams
Unit #6A: Characteristics of
Effective Teams
Recommended Content
In order to address the characteristics and
effectiveness of a team, here is one definition of a
team:
"A team is a small number of people with
complementary skills who are committed to a
common purpose, performance goals, and approach
for which they are mutually accountable."
(Katzenbach and Smith,)
(see next slide)
Module Competency #6: Teams
Unit #6A: Characteristics of
Effective Teams
The curriculum lists the characteristics of effective
team as the following:
•
•
•
•
•
•
Respectful
Purpose driven
Patient/resident centered
Open-minded
Displays patience
Inclusive
(see next slide)
Module Competency #6: Teams
Unit #6A: Characteristics of
Effective Teams
Other characteristics of a good team include:
• Everyone participates actively and positively in
meetings and projects.
• Team goals are understood by everyone.
• Members are carefully listened to and receive
thoughtful feedback.
• Everyone takes initiative to get things done.
• Each teammate trusts the judgment of the others.
• The team is willing to take risks
(Mind Tools)
(see next slide)
Module Competency #6: Teams
Unit #6B: Team Relationships
The following is a list of characteristics in
building positive team relationships.
• Provide positive feedback to the team
members.
• Listen to all suggestions with an open mind.
• Recognize contributions of team members
and that all contributions are valid.
(see next slide)
Module Competency #6: Teams
Unit #6B: Team Relationships
• Discuss rather than dictate the options presented
by the various team members
• Bring client/family in where and when needed
and listen closely to their needs.
Tip on presenting the material
Students struggle quite often being a part of a team.
They want to do it on their own. They don’t want
their grade dependent on someone else. It is tough
at times to provide the encouragement that they
need to be a successful part of the team.
Module Competency #6: Teams
Unit #6C: Effective Leaders
The characteristics of an effective leader are
numerous and they are not achieved very easily.
Patience
Displayed
Encouraging
Respectful
Kind
Assertive, not
aggressive
Knowledgeable
Organized
Respects
confidentiality
Understanding
Module Competency #6: Teams
Unit #6D: Team Roles
• Basic role is dependent upon the focus of the
team
• All teams share a similar goal: to better the
care/situation of a client
• The job description of the team member will
also determine the role played by each
member when an action is determined etc.
Module Competency #6: Teams
Unit #6E: Impact of Teamwork
Impact of team on meeting needs of client
include:
Care will be consistent
Attitude of care giver positive
Client feels included in cares
Family feels included in cares
Confidence of client, family and caregiver
increases
• Care giver feels valued
• Quality of care improves
•
•
•
•
•
Module Competency #6: Roles and
Responsibilities of Team Members
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency
#6:
Communications
and the Team
Activity
Assignment on
website
Students answer
questions on effective
team communication
Module Competency
#7
Describe the use of information
technology in healthcare settings.
Module Competency #7:
Describe the use of information technology
in healthcare settings.
Five units and their learning activities round out this
module competency. They are:
1. Identify a variety of electronic communication
devices used in healthcare facilities.
2. Identify different types and content of health records
(patient, pharmacy, and laboratory).
3. Describe the importance of policies and procedures
related to electronic communication required by
national, state, local and organizational levels.
4. Explain procedures for accurate documentation and
use of electronic and print health records.
5. Discuss validity of web based resources.
Module Competency #7: Information Technology
Unit #7A: Identification of
Electronic Devices
Recommended Content
• When it comes to electronic devices, student are
often more knowledgeable in this area than their
instructors.
• A variety of electronic devices are used in health
care such as:
Fax machine
Computer
Telephone
Pager
iPod
iPad
Distance diagnosing/assessment tools
Module Competency #7: Information Technology
Unit #7B: Health Records
Recommended Content
• There are many parts to the content of a
health record and it is critical to keep a
patient’s health record up to date. It’s
recommended that patients review their
record at every appointment.
(see next slide)
Module Competency #7: Information Technology
Unit #7B: Health Records
• The contents of a patient’s health record include:
•
•
•
•
•
•
•
•
•
•
Patient’s full name
Patient’s personal home address
Telephone numbers
Insurance information
Financial information
History of health issues
Medications
Symptoms of illnesses presented
Diagnosis
Diagnostic test results
Module Competency #7: Information Technology
Unit #7C:
Policies and Procedures
Recommended Content
• When addressing the issue of policies and
procedures electronically, the important things
to be aware of are:
• The policies and procedures must indicate
personnel responsibility for usage of data
• The importance of confidentiality
• Proper usage of the devices
• Maintenance of the devices
Module Competency #7: Information Technology
Unit #7D: Accurate
Documentation
Recommended Content
• Briefly, the procedures for accurate
documentation and use of electronic and
printed health records are:
• Records are a legal document
• The data is permissible in court, and
• Printed documents must be destroyed properly
through shredding
Module Competency #7: Information Technology
Unit #7E: Web Based Resources
Recommended Content
• The web is full of information but not all of
the information is valid or reliable.
• When using web-based resources, it is
important to recommend credible sites, such
as governmental sites, nationally recognized
foundations, and major medical institutions.
• Never place any personal information on nonsecured web site.
Module Competency
#8
Using a problem solving process applied to
healthcare situations, describe how healthcare
workers can effectively communicate with
their clients/individuals and team members.
Module Competency #8:
Using a problem solving process applied to healthcare
situations, describe how healthcare workers can effectively
communicate with their clients/individuals and team
members.
There are two units in this module competency with
accompanying learning activities.
1. Describe the steps in problem solving and solution
identification utilizing a team approach.
2. Describe the workplace situations in which problemsolving process are utilized.
Module Competency #8: Team Members
Units #8A and 8B: Problem
Solving
At this point, both Unit #8A (Describe the steps
in problem identification and solution utilizing a
team approach) and Unit #8B: (Describe
workplace situations in which problem-solving
processes are utilized) will be discussed as one
unit.
(see next slide)
Module Competency #8: Team Members
Units #8A and 8B: Problem
Solving
Recommended Content
1. Identify the problem
2. Analyze the problem
3. Generate and analyze solutions – brainstorm
for possible solutions, evaluate the best
solution
4. Implement the best solution
5. Evaluate the solution’s effect, plan the next
steps
Module Competency #8: Problem Solving
Process
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency
#8: Scenarios of
Effective
Communication
Assignment on
website
Scenarios given that
demonstrate barriers to
communication and
effective communication
This completes the
curriculum for
Communications in
Healthcare Settings.
(see next slide)
What to do now?
• You’ve now been introduced to Communications in
Healthcare Settings.
• Key points were presented and are found on the instructor
resource outline with several learning activities to use.
• You received tips on teaching the material, along with areas
to be sensitive with students.
• Now, click on the “Assessments” tab and complete the
Communications in Healthcare Self Assessment.
• You are invited to go to the website to preview additional
learning activities, PowerPoints, assessments, etc.
• You are encouraged to use the instructor learning resource
module outline to make notes on which online resources
would benefit you and your teaching style.
Accessing HealthForce
Minnesota
To access the HCCC curriculum go to:
1.www.healthforceminnesota.org/resources
2.Click on HCCC
3.Click on Curriculum
A. Username: HCCC
B. Password: HCCC
4.Select desired module to view
“This workforce solution was funded by a grant
awarded by the U.S. Department of Labor’s
Employment and Training Administration. The solution
was created by the grantee and does not necessarily
reflect the official position of the U.S. Department of
Labor. The Department of Labor makes no guarantees,
warranties, or assurances of any kind, express or
implied, with respect to such information, including
any information on linked sites and including, but not
limited to, accuracy of the information or its
completeness, timeliness, usefulness, adequacy,
continued availability, or ownership.”
This work by the Health Professions Pathways (H2P)
Consortium, a Department of Labor, TAACCCT funded
project is licensed under a Creative Commons
Attribution 3.0 Unported License.
This power point created by:
Dede Carr, BS, CDA, LDA
Pat Reinhart, RN
References
Berardo, K. (2007). 10 Strategies for overcoming language barriers. Retrieved
from
http://www.culturosity.com/pdfs/10%20Strategies%20for%20Overcoming
%20Language%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/nonverbal
tips.htm
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/communicationconsumer-behavior.html
References
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.
Medical Education Division of Brookside Associates. (2007). Patient
relations. Nursing fundamentals I. Retrieved from
http://www.brooksidepress.org/Products/Nursing_Fundamentals
_1/lesson_1_Section_2.htm
Ramon, P.R. and Niedringhaus, D. M. (2008). Client
Communication. Fundamental nursing care (2nd ed.) (pp. 226242). 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
You have completed
Heath Care Core Curriculum
Communications in Healthcare
Settings.
Congratulations!!!
Complete the “Self Assessment” found under
“Assessments”.