Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Professional Communication 2 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Code of Conduct in the workplace

A

A standard across organizations of what is acceptable or unacceptable behaviors with zero tolerance for disruptive or bullying behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Some sources of interpersonal conflict that may come from different expectations.

A

Being asked to give more information than you feel comfortable sharing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

The principles of conflict resolution

A

Know your own responses take responsibility for your response recognize your own triggers and hot buttons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The DESC intervention strategy for conflict resolution

A

D- describe the behavior (the problem)
E-express their concern
S-specify a course of action
C-obtain consensus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Some ways to create a climate in which participants view negotiation as a collaborative effort

A

Model communication with staff in a respectful, courteous manner

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Important aspects in physician-nurse communication relationship

A

Nurse :

  • influences physician-client communication
  • assesses what physicians tell clients
  • encourage clients to seek clarification and support client’s right to ask questions
  • have a responsibility to foster good physician-client communication
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

In order to promote conflict resolution during nurse nurse Authority discussions what should be avoided when providing feedback

A

Avoid Emotion during discussion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Strategies that are important when receiving feedback

A
  • Listen and paraphrase
  • Acknowledge you are taking suggestions seriously
  • Give your side by stating supportive facts, without being defensive
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Characteristics of primary and secondary groups

A

An informal structure and close personal relationships;
Group membership is automatic like in a family members are chosen because of a common interest;
These groups are open-ended

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Characteristics of secondary groups

A

Members have less personalized time limited relationship with an established beginning and end;
Will have a planned prescribed structure designated leader and a specific identified purpose

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The four therapeutic group types

A

Therapy
support
activity
education

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

The purpose of therapy group

A

Encouraging personal growth inspiring hope strengthening personal resources

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

The purpose of support group

A

Giving and receiving practical information and advice
supporting coping skills
promoting self-esteem
strengthening hope and resilience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

The purpose of activity Group

A 
Getting people in touch with their bodies 
releasing energy 
enhancing self-esteem 
encouraging cooperation 
supporting creativity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

The purpose of education Group

A

Learning new knowledge
promoting skill development providing support and feedback
promoting discussion of important health related issues

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

The stages in order of the life cycle of the group and what happens during each phase

A

Forming phase - begins when members come together to form a group High dependence on a leader for direction and orientation to purpose and expectations for Behavior
Storming phase - focus is on power and control issues testing behaviors around boundaries communication styles and personal reactions with other members in the leader; is uncomfortable
norming phase - group holds members accountable and challenges individuals members who fail to adhere to expected behaviors
performing phase - work is accomplished by interdependence and cohesion members are comfortable taking risks and investing in each other

adjourning phase - review what has been accomplished reflect on meaningful group work and make plans to move on in different directions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What happens during blank phase

A
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What happens during blank phase

A
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What happens during blank phase

A
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What happens during blank phrase phase

A
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Group norms

A

Behavioral rules of conduct expected of group members provide needed predictability for Effective group functioning and make the group safe for its members there’s two types Universal - stated behavioral standards
group specific- evolve from the group itself in the storming phase

Example arriving on time for shift

22
Q

Homogeneous group membership

A

Share common characteristics such as the Breast Cancer Society

23
Q

Heterogeneous group membership

A

Represent a wider diversity of human experience and problems very in age, gender and psychodynamics

24
Q

What is needed for effective leadership behaviors

A
  • Adequate preparation
  • professional leadership attitudes and behaviors
  • responsible selection of members -use of an evidence-based approach
25
Q

Three types of leadership styles

A

Authoritarian - takes full responsibility for group Direction and controls group interaction works best with a group that needs structure
democratic - allows members to feel the ownership of solutions encourages Act of discussion and decision making
Laissez-faire - leaders function without significant leader input or structure are less likely to be productive or satisfying to group members

26
Q

Cultural diversity

A

Varies between cultural groups people notice differences related to language mannerisms and behaviors and people of different cultures

27
Q

Acculturation

A

How immigrants from a different culture initially learned the behavior norms and values of the dominant culture and begin to adopt its behaviors and language patterns

28
Q

Assimilation

A

Takes place as the individual from a different culture fully accepts and adopts the behaviors customs and values of the mainstream culture as part of his or her social identity

29
Q

Multiculturalism

A

Heterogeneous society where diverse cultural World Views coexist with some general characteristics shared by all cultural groups and some perspectives that are unique to a particular population

30
Q

Worldview

A

The way people tend to look old upon their world or universe to form a picture of values dance about life or the world around them describes an individual’s perception of their reality within Society

31
Q

Subculture

A

A smaller group of people living within the dominant culture with a distinct lifestyle shared beliefs and expectations that set them apart from the mainstream

32
Q

Ethnocentrism

A

Believe that one’s own culture is superior to all others and should be the norm

33
Q

Ethnicity

A

A group of people who share a common social identity based on ancestral National or cultural experiences

34
Q

Cultural relativism

A

Each culture is unique and should be judged only on the basis of its own values and standards

35
Q

The goals of Intercultural communication

A

To find a common ground through which people from different cultures can connect on many different levels with each other

36
Q

What is needed from one’s self to obtain cultural competence

A

Requires awareness of your own cultural behaviors and attitudes

37
Q

In Larry purnell’s cultural competence model what are the different domains of cultural assessment

A

Personal Heritage - country of origin politics education class distinctions
communication - dominant language and dialects personal space time relationships
family roles and organization- gender roles rules of extended family elders family goals
Workforce issues - alteration and assimilation gender roles
bioecology - genetics hereditary factors
high risk Health behaviors - drugs nicotine and alcohol use
nutrition - meaning of food availability and food preferences taboos
pregnancy and childbearing - rituals and constraints during pregnancy newborn postpartum care labor and delivery practices
death rituals - how is death viewed death rituals preparation of the body care after death
spirituality - religious practices spiritual meanings prayer
Healthcare practices - traditional practices religious Healthcare beliefs
Healthcare practitioners- use of traditional and/or folk practitioners gender role preferences in healthcare

38
Q

What is the AANDS and what is their role

A

Aboriginal Affairs and Northern development Canada

To support Aboriginal people First Nations Inuit and metis and Northern their efforts to

  • improve social well-being and economic prosperity
  • develop healthier more sustainable communities
  • participate more fully in Canada’s political social and economic development for the benefit of all Canadians
39
Q

What are some causes that lead to communication deficits

A

Maybe developmental or acquired and may range from mild to severe includes any impairment and body structure function that interferes with communication

40
Q

Aphasia

A

A neurological linguistic deficit that can be either an expressive or receptive disorder

41
Q

A crisis state

A

And a cute normal human response to severely abnormal circumstances not a mental illness

42
Q

A situational crisis

A

Unusual stressful life event that exceeds a person’s resources and coping skills simple illness or injury car accident loss of home spouse job

43
Q

How would you establish report and engage with a client in crisis

A

Listen help the client and family feel more comfortable reduce anxiety bring client to a quiet lighted room with no Shadows away from mainstream activity

44
Q

Palliative care

A

Clinical approach designed to improve the quality of life for clients and families coping with a life-threatening illness

45
Q

Five stages of dying

A

Denial anger bargaining depression acceptance

46
Q

Bowen’s systems theory on families

A

Family is an interactive emotional unit members assume recall family roles self-differentiation fundamental means of reducing chronic anxiety within the family system and enhances effective problem solving thinking rather than feeling in communication

47
Q

Is Bowen’s Theory what Bowen referred to as triangles

A

A defensive way of reducing neutralizing or diffusing heightened anxiety between two family members by drawing a third person or object into the relationship

48
Q

Interventive questioning

A

Used to identify family strengths help family members sort out their personal fears concerns and challenges in healthcare situations provides a vehicle for exploring alternative options can be linear or circular

49
Q

What is communicated in each step of sbar

A

Situation - identify yourself the client and the problem
background - date relevant context and brief history
assessment - State your conclusion what you think is wrong with your opinion about the client’s current status
recommendation - State your informed suggestion for the continued care of this client propose an action

50
Q

Three things that may result when there is a failure to communicate in the healthcare workplace

A

Loss of productivity
Poor moral
increased errors

Professional Communication 2 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions