1 communication n001 spring 2013 2 student learning outcomes in addition to course slo # 3 please...
TRANSCRIPT
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Communication
N001Spring 2013
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Student Learning Outcomes
In addition to course SLO # 3 Please review lecture specific SLO's on Course objectives, lecture & lab outlines
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NCLEX ® Question
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Overview Introduction Stress & Coping Verbal communication
Nurse client relationship Interviewing
Communication with other members of the health care team
Chain of command Define collaboration
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Introduction Part I
“Communication is an essential part of patient centered care. Patient safety also requires effective communication.
(Potter 8th ed. P. 309)
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Introduction Nurses need to know about stress so
that they can recognize it in the clients, families, & themselves
Stress ….”Physical, emotional, or psychological demand that often leads to growth or overwhelms a person and leads to illness (Varcorlis & Halter 2010) Potter & Perry p. 731
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Caring & Empathy Caring is a universal phenomenon
influencing the ways is which people think, feel, and behave in relation to one another (Potter)
Empathy is the ability to understand and accept another person's reality …. (Potter)
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Physiology of Stress
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Fight or flight response due to the arousal of SNS Increased heart
rate, shift of blood from extremities to core
Engaging the Medulla oblongata, reticular formation, & pituitary gland
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General Adaptation Syndrome Alarm reaction
Hormones activated Pupils dilate
Resistance stage Stabilization and repair
Exhaustion stage Body can no longer resist effects Death may result
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Coping Individual’s effort to manage
physiological stress Coping strategies
Effectiveness impacted by age, experience & cultural background
Strategies differ according to the stressor
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Coping Individual’s effort to manage
physiological stressCoping strategies
Effectiveness impacted by age, experience & cultural background
Strategies differ according to the stressor
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Coping Strategies Effectiveness impacted by age,
experience & cultural background Strategies differ according to the
stressor Most individuals use a combination of
problem focused and emotion focused coping strategies
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Coping Strategies An individual may seek info and takes
action as way to deal with it (problem focused)
While others or at another time might avoid thinking about the situation (emotion focused coping)
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Ego Defense Mechanisms Help regulate emotional distress
DenialRegression
See (Potter & Perry) for a more complete list
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Impact on Nursing Nursing is responsible for developing
interventions to prevent or reduce stress
Client must initiate the change Accurate assessment critical Effective communication vital
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Critical ThinkingIncludes:
Curiosity Motivated to learn more
Creativity & Perseverance Attitudes that assist the nurse
to communicate and identify innovative solutions
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Critical ThinkingA self confident attitude
Attitude of fairnessListens to both sides of the
issue
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Critical ThinkingHumility
Willingness to ask for helpAppropriate approach for each
situation
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II. Elements of Communication
The referent – motivation
The sender – encodes & sends message Includes feelings Ensures accuracy
The receiver – decodes & receives message Sender’s message acts as referent Must translate & respond to message
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Elements The message – verbal, nonverbal, &
symbolic language “Meaning comes from individuals and their
unique perspective” (Schuster & Nykolyn 2010)
“ Exciting” – means … The channels–means of conveying &
receiving messages Auditory, tactile, & visual Written or non written
Feedback – message thru receiver receives and returns
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Elements of Communication Interpersonal variables- factors
within both the sender & receiver Impacts perception
Environment- where the communication process takes place Example need for privacy
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Verbal Communication: Overview Vocabulary Denotative meaning
Common meaning Connotative meaning
Interpretation of the word based on thoughts or feelings people have about the word
Pacing Intonation
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Verbal Communication ClarityBrevityTiming Relevance
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Nonverbal Personal appearance / Presentation of
self Posture & Gait Facial expression Eye contact
Cultural ramifications Gestures Sounds
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Presentation of Self Breath and depth of
knowledgeFlexibility Enthusiasm Sincerity Self perception
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. Presentation of Self First impressionsCommunication enhanced by your
credibilityGood personal hygieneGood groomingAppropriate uniform
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Types of Personal Space Intimate – 0 to 18 inches
May produce discomfort, anxiety or fight or flight response
Explain to client what & why Respect client’s space Do not whisper but speak quietly & clearly Avoid eye contact during intimate care
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Personal Space Personal zone - 1.5 to 4 feet
May produce discomfort, anxiety or fight or flight response
Usually maintained with friends Able to read nonverbal communication Conversation One to one teaching
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Personal Space Social zone– extends 4 to 12 feet
Communication – formal Conducting a group Sensory involvement less intense Increased eye contact
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Personal Space Public zone
12 feet and beyondLecturing in a classroom
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Zones of Touch Nurses use touch
Caring touch, Task touch, Protective touch (Schuster & Nykolyn )
Social –permission not needed ex. hands Consent – permission is needed
Mouth, wrists, feet Vulnerable – special care
Face neck / front of the body Intimate – sensitivity important
Genitalia & rectum (Potter box 24 –3)
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Forms of Communication Symbolic
Art & Music Metacommunication
All factors that influence communication Written communication
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IiI. Nurse Patient Helping Relationships
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http://www.mynursesregistry.net/Portals/0/my_nurses_201.jpg
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Nurse Patient Relationship
Nurse Client RelationshipStudent/RN – professional
relationshipTherapeutic climate that
facilitates positive change Goal
- clients to achieve optimal personal growth (Potter & Perry 8th ed. )
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Nurse Patient Relationship
IncludesSpecific time frameGoal directed approachConfidentiality NonjudgmentalFocus on client's needs
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Phases of the helping relationship Pre interaction
Before meeting the client Review data Anticipate concerns Plan time frame and location
Orientation Client and nurse begin to know one another Nurse presents positive attitude Client may test RN Prioritize client’s needs identify problems Clarify roles Discuss termination (Potter)
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Phases of the helping relationship Working
RN & client work together to solve the issues Assist the client with self exploration Take action Use therapeutic communication to achieve
goals Termination
Ending of relationship Remind client end of relationship is near Evaluate goal achievement
(Potter)
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Professional Relationships Nurse family relationships
Process is similar to assisting individuals Take into account family & group dynamics Family roles & responsibly
Nurse Community relationships Participation in local activities Leadership
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Health Care Team Relationships Collegial relationships Focused on the client safety and the
role that the health professional s have in taking care of that client
Communication Respectful Clear Concise
Collaboration
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Strategies for Health Care Team Communication & Collaboration Respectful Active listening Try to understand the other individual’s
view point Identify bottom line – client safety Be direct Use “I” statements Learn to say I was wrong Adaptability Flexibility & Adaptability
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Clinical Assignment Interviewing members of the health care
team
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Institutional Relationships Chain of command
Process for communication client status Process of communicating concerns Important to identify the sequence Example - EVC Nursing students
Collaboration “Different perspectives are synthesized
for better understanding of complex problems
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SBAR
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IV. Application of the Nursing Process
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Assessment* Note the context(helps determine
meaning) of the situation that influences the communication (Potter) Psycho physiological context
Internal factors State of health & age, attitudes, perceptions
etc. Rational Context
Relationship between participants Trust & Caring
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Assessment Client interview Situational context
Reason for the communication Environmental context
Privacy Noise level
Cultural Context Socio cultural elements that impact the
communication Culture influences feelings, perceptions & behaviors Language Spoken (use of interpreter) Gender, education level, economic status
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Nursing Diagnosis 1.2.3.4.
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Nursing Process (Goals & Planning) Planning your interventions – to meet
the needs of your specific clients Motivation Priority setting Setting goal for interview or intervention Insuring continuity of care
Communication with others caring for these clients
Will need to apply refine these concepts when education clients
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Implementation Therapeutic communication techniques Active listening
Attentive to client Sit facing client Observe open posture Lean toward client Establish and maintain intermittent eye
contact Relax (calmness)
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Implementation Sharing observations
Comment on how other person looks, sounds or acts
Sharing observations “I see you have not eaten today.”
Sharing empathy “Ability to understand and accept another
person’s reality” Reflect the importance of what the other person
has said on a feeling level “It must be very frustrating to know what you
want and not be able to do it.” (Potter)
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Implementation Sharing hope
“ “
Sharing humor ‘ ‘ ‘
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Implementation Sharing feelings
Making observations Acknowledging feelings Give permission to express negative feelings Sharing feelings of caring are appropriate The focus should be on the client not on the
nurse Using touch
Most personal Appropriate – example touching some one’s
hand is ok Gentle yet firm
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Implementation Use of silence
‘ ‘ ‘
Providing information Relevant Sensitively
Clarifying Check if the interviewer's understanding is accurate Ask the client to restate “I am not sure I understand what you mean when you
use the phrase …”
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Implementation Focusing
Centering on key elements Use to guide the discussion – so not interrupt
the client Paraphrasing
Briefly restating the other’s message Requires practice
States “I have been overweight my whole life.”
RN responds “You are not convinced you need a diet”
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Implementation Asking relevant questions
Seeking information necessary for decision making
Summarizing Concise review of key aspects of the
interaction Self disclosure by the nurse
‘ ‘ ‘
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ImplementationConfrontation
Assist the individual to become aware of inconsistencies
Improves client self awareness Only use after trust has been established
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Implementation * Open ended and closed ended questions Open- ended questions
Ask for longer interpretative response Phrased as a request “Describe your symptoms
Closed questions Call for specific, short, responses Do you have pain
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Clinical Skills Lab Assignment
Posted on Moodle
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Implementation: Focus older adults Obtain the client’s attention before
beginning Assist client with glasses and hearing aides
if necessary Make sure your face is visible to the client Well lit environment No glare Lower register of voice Provide time for questions Approach client as adult
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Implementation: Cultural competence Keep instructions simple & to the point Incorporate member of community or family Negotiate if necessary Interpreter:
Professional Working with
Written materials – can client read in their own language
Videos
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Implementation Be sure and review the chart in Potter &
Perry Page 357 – that focuses on clients with
special needs.
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Implementation Documentation
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Evaluation Communication analysis Are client able to state in their own
words – what was discussed. In lab exercise
Were the goals of the therapeutic communication met?
Were there any missed verbal and nonverbal cues?
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Nontheraepeutic Communication Techniques
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Asking personal questions
Giving personal opinions
Changing the subject
Autonomic responses
False reassurance Sympathy
Asking for explanations
Approval or disapproval
Defensive responses Passive or aggressive
responses Arguing Use of idioms
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V. Student responsibilities Communication with team leaders
Check in – Report Check out – Report to RN
Update client status – ex vital signs, care etc (SBAR)
Situation Background Assessment
Recommendation
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Clinical applications Address client formally –
“Introduce yourself “Tell them what you are going to do and
obtain their consent. (within reason) Remember – do not whisper and avoid eye
contact during intimate care
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Demonstrating Caring by Expressing Empathy
Adapted from Marilyn Tagatac’s Presentation Physiology of
Compassion 8/5/2009
Slides 48-50
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Empathy
Use of Therapeutic communication Giving broad openings Encouraging description of perceptions Verbalize the implied Inquiring about client’s decisions
Empathetic response can be learned Sincere Inquire about client’s feelings Validate your observations with the client Try to be in tune with client’s style
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Empathy Steps
Enquire/explore client’s feelings in order to accurately identify them
You feel __________________-? Because _________________ the reason the
client identifies the feeling
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Class exercise #1
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In class exercise Part II
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Remember “I feel” statementsReflectionCiting specific behaviors Asking for feed backOpen ended questions
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Final WordsCommunication Should Be
Complete Clear Concise Cohesive Courteous
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Summary All parties must participate in the
communication process. The verbal and nonverbal message must be
congruent How you present your self can impact the
dialogue Important to treat everyone in a respectful
manner
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References Doenges, M.E, , Moorhouse, M.F. & Murr, A.,
(2010) Nursing diagnosis manual (3 rd ed.) Philadelphia, PA: F.A. Davis.
Potter, P.A., Perry, A. G. (2013) Fundamentals of nursing (8th ed.) St. Louis, MO: Mosby.Schuster, P. M. & Nyklolyn, L. (2010) Communication for Nurses. Philadelphia, PA: F.A. Davis. Tagatac, M. , Presentation Physiology of Compassion 8/5/2009
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References http://www.azhha.org/patient_safety/sbar.as
px
http://www.stanly.edu/educational/public_services/ps_images/36.jpg (this link does not open)
http://vtlmi.labor.state.vt.us/occvid/images/29-1111.00-1.jpg (this link does not open)
http://www.ihi.org/IHI/Topics/PatientSafety/SafetyGeneral/Tools/SBARTechniqueforCommunicationASituationalBriefingModel.htm
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References Google Images Microsoft Word images
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