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Communication for Health Professionals > Revision > Flashcards

Revision Flashcards

1
Q

Health communication

A

symbolicprocessesbywhichpeople,
individuallyandcollectively,understand,shape,andaccommodate
healthandillness

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2
Q

Communication with patients

A

Understandingapatientandtheirproblem,fromhisorher
perspective
 Allowingthepatienttonarratetheirownstoryintheirown
words
 Demonstratinginterest,empathy,andrespect
 Explainingprocedures,discussingtreatmentoptionsandtheir
effectstopatients

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3
Q

communication with colleagues

A

Respectfulcommunication
 Assertivecommunication
 Beinglistenedtoandlisteningtoothers
 Sharingimportantpatient‐centredinformation
 Checkingunderstandingofimportantinformation

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4
Q

emotional aspects of communication

A

Beawareoffeelings:yourown,andtheotherperson’s;expressemotionsina
constructivemanner.
 Ownyourfeelingsandopinions:beawareofwhenyouareexpressingyourownopinions,
feelingsorideas.Whenyouexpressanopinion,feelingoridea,sayso– use‘I’language.
 Describingfeelings:Itisreallyimportanttoappropriatelycommunicatefeelingsinyour
relationships.Communicatingfeelingsisusefulforself‐disclosureandtoteachpeople
howtotreatyou.

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5
Q

eliciting and clarifying information

A

Questioning:Questionshelpyoutoincreaseyourunderstandingofamessagethathas
beenconveyedtoyou,ortogainmoreinformation.
 Paraphrasing:Paraphrasinginvolvesconveyingyourunderstandingofanotherperson’s
messagethroughreflectingbacktheunderlyingmeaningofthemessageasyou
understoodit.

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6
Q

clear communication

A

Makesurethemessageyouaretryingtoconveyisdeliveredtoyourlistenerbyproviding
clearinformation.
 Adaptthelanguageyouusetoyouraudience,avoidjargon,slangorotherwordsor
informationyouraudiencewillnotunderstand.
 Useconcreteexamples

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7
Q

sender/first person

A

sends information

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8
Q

reciever/second person

A

receives information

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9
Q

observer/third person

A

watches over the conversation as an objective outsider

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10
Q

Barriers to effective communication

A
  • language barriers
  • filters
  • stereotyping
  • inappropriate advice giving
  • hearing but not listening
  • jumping to conclusiosn
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11
Q

perception

A

Howweorganiseandinterprettheinformationinour
environmentdetermineshowwecommunicateabout
thatinformationandtheenvironment.

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12
Q

self awareness

A

understanding of who we are

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13
Q

self esteem

A

evaluation of who we percieve oursleves to be

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14
Q

self concept

A

self awareness + self esteem

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15
Q

perspective taking is associated with

A

bettersocialfunctioning;self‐esteem
isenhancedbysatisfyingsocialrelationships,therefore
expecttoseethesetworelated

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16
Q

relationship between self esteem and empathy

A

largely non existent

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17
Q

how does emotion effect communication

A

influenceshowwetalktoothersandhowothershearwhat

wesay

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18
Q

emotional intelligence

A

competenceinexpressing
emotionandinlisteningandrespondingtothe
emotionalcommunicationofothers

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19
Q

self regulation

A

yourcapacitytomonitoryour
behaviour,identifyifanychangesarenecessaryto
reachyourgoals,andsetaboutmakingthosechanges

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20
Q

keys to effective communication

A 
ask questions 
think twice 
distinguish perspectives 
avoid stereotyping 
be honest 
active listening 
be flexible
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21
Q

kleinman’s 8 questions for health professionals

A
  1. What do you call your illness?
  2. What do you think caused the illness?
  3. When did it start?
  4. What do you think the illness does? How does it
    work?
  5. How severe is it? Will it have a short or long course?
  6. What kind of treatment do you think the patient
    should receive? What are the most important
    results you hope s/he receives from this treatment?
  7. What are the chief problems the illness has caused?
  8. What do you fear most about the illness?
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22
Q

culture

A

the characteristics and knowledge of a particular society
refers to the cumulative deposit of knowledge, experience,
beliefs, values, roles and customs acquired by a group of people in the
course of generations;

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23
Q

bronfrenner’s ecological model of communication

A

family culture, company culture, national culture.

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24
Q

culture and communication

A

Each culture has set rules that its members take for granted -
taught or absorbed subconsciously
 a culture’s norms are based on local knowledge, life rules, religious
beliefs, group values,
 Taboos are based on rules phobias and anxieties`

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25
Q

issues minority groups face

A 
-stereotypes 
myths 
discrimination 
kinship 
traditional laws 
gender issues 
disadvantage (no access to education, employment etc.)
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26
Q

cultural similarities and differences

A 
uncertainty avoidance 
high/low context 
formal v informal 
individualist v collectivist 
context ambuiguity 
masculine v feminine 
direct v indirect 
sequential v synchronic
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27
Q

sequential

A

time is linear and can be spent, wasteed etc.

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28
Q

synchronic

A

time is a constant flow to be experienced

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29
Q

context

A

high context cultures= meaning is verbal and explicit

low context= meaning is conveyed by situation and context

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30
Q

power distance

A

the extent to which a culture values
status and power and expect that these are distributed
unequally.
Low power distance cultures are more consultation or democracy
 High power distance cultures are structured and hierarchical approach to
communication with those in power

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31
Q

gender and culture

A

Masculine cultures value assertiveness and dominance

 Feminine cultures value nurturing/caring and cooperation

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32
Q

affective language

A

cultures with high affect show their feelings plainly by

laughing, smiling, grimacing, scowling, shouting, etc

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33
Q

neutral language

A

neutral cultures do not telegraph their feelings, but keep

them carefully controlled and subdued

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34
Q

cultural competence

A

knowledge
skills
awareness

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35
Q

3 R’s of cultural communication

A

respect, reciprocity, recognition

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36
Q

6 models to cultural training

A 
cultural awareness
 cultural competence
 cultural safety
 cultural security
 transcultural care
 cultural respect
37
Q

transcultural care

A

formal areas of study and
practice in the cultural beliefs, values and life ways of
diverse cultures and in the use of knowledge to provide
culture-specific or culture-universal care to individuals,
families and groups of particular cultures

38
Q

cultural security model

A

model emphasizes that the
responsibility for culturally secure health services
lies with the system as a whole, rather than
individual health workers.

39
Q

cultural respect

A

‘uphold the rights …
people to maintain, protect and develop their
culture and achieve equitable health outcomes

40
Q

cultural awareness

A

aims to
increase participants’ awareness of ‘cultural, social
and historical factors, promoting participants’ selfreflection
on their own culture and ‘tendency to
stereotype

41
Q

cultural humility

A

a commitment and active engagement in a lifelong process
that individuals enter into on an ongoing basis with patients,
communities, colleagues, and with themselves

42
Q

Deaf

A

someone with some degree of hearing loss (usually profound and from early life)
uses sign language as their preferred mode of communication

43
Q

Hearing loss

A

some difficulty hearing sounds

uses spoken language as their preferred language

44
Q

Deaf culture behaviours

A
  • getting attention
  • deaf nod
  • long goodbye
  • expressive language
45
Q

exclusive language

A

harmful because it can inhibit or

prevents people from reaching their full potential

46
Q

dementia

A

a brain related disorder caused by diseases and other conditions. charaterised by issues with memory, focusing attention, visual perception, reasoning, judgement and comprehension.

47
Q

common communication problems for those with dementia

A 
difficulty finding words 
using speech that doesnt make sense 
deteriorated writing and reading skills 
loss of normal social conventions 
difficulty expressing emotions 
some people can still read or sing songs
48
Q

barriers to communication with people with dementia

A
  1. patient
  2. institutional
  3. environmental
49
Q

how not to communicate with people with dementia

A 
argue 
order the person around 
tell them what they cant do 
be condescending 
asking questions that rely on memory 
dont talk in front of them as though theyre not there
50
Q

MESSAGE

A 
Maximise attention
 Expression and body language
 Keep it simple
 Support the conversation
 Assist with visual aids
 Get their message
 Encourage and engage in communication
51
Q

EMC

A

electronically mediated communication

52
Q

asynchronous

A

takes place outside of real time

53
Q

synchronous

A

real time

54
Q

dangers of EMC

A
  • messages get lost without nonverbals
  • exposure and over exposure
  • exclusion (elderly cant communicate etc.)
  • harrassment and cyber bullying
55
Q

media richness

A

the amount of feedback the communicator receives.
▪ the number and nature of the cues that the channel can convey
▪ the number and nature of the cues that can translate
▪ the variety of language used for conveying emotion

56
Q

group development

A 
dependency and inclusion 
counter dependency 
trust and structure 
work 
termination
57
Q

task/instrumental roles

A

(E.g.Informationseeker,coordinator,

recorder,initiator,critic)

58
Q

maintenence roles

A

(E.g.Encourager,observer,harmoniser)

59
Q

negative roles

A

(E.g.Dominator,blocker,special‐interest

pleader,joker)

60
Q

professional boundaries

A

a‘psychologicalspace’ordistancebetweenindividuals,onethat
isoftenusedtoemphasizetheclinician’sstanceofanonymity,
neutralityandobjectivity”

61
Q

dual relationships

A

“Aprofessionalentersintoadualrelationshipwheneverheor
sheassumesasecondrolewithaclient,becoming[health
professional]andfriend,employer,teacher,businessassociate,
familymember,orsexpartner”

62
Q

stress

A

The psychological and physical response you
experience when you perceive a discrepancy
between the demands of a situation and your
capacity to cope.

63
Q

main causes of stress

A 
self generated 
work 
money 
relationships 
irritants 
life changes
64
Q

transactional process model

A

primary and secondary apraisal

65
Q

eustress

A

perfect balance of stress and resources

66
Q

communicating with stressed people

A 
empathy 
active listening 
self disclosure 
questioning for understanding 
reframing
67
Q

pathogenic

A

This traditional model is victim-based
▪ Focus on negative outcomes and how to alleviate these outcomes
▪ Outcomes inc: Depression, Withdrawal, PTSD, Anxiety /distress, Poor
communication

68
Q

salutogenic

A

This model is survivor-based
▪ Focus on the strengths a person has to survive extraordinary
challenges
▪ Still feelings of distress, but also positive outcomes

69
Q

vicarious trauma

A

emergency centres

70
Q

secondary trauma

A

intergenerational

71
Q

grief and loss

A
  1. Denial & Isolation
  2. Anger
  3. Bargaining
  4. Depression
  5. Acceptance
72
Q

maladaptive coping

A

Ways of coping that are immature and defensive
• Avoid dealing with a problem
▪ An emotional response that doesn’t help reduce stress in the
long-term
• Can lead to you taking frustrations out on someone who is likely
not the cause of your stress
▪ Self-indulgence

73
Q

adaptive coping

A

▪ Thoughts, feelings and actions that help deal
with the cause of the stress
▪ Need to consider if this is a problem that can be changed or not
▪ Problem –focussed coping
▪ Emotion-focussed coping

74
Q

hope

A

not only a recovery element but also a protective

factor in post traumatic growth

75
Q

power

A

not only a recovery element but also a protective

factor in post traumatic growth

76
Q

principles of power

A

 Power is part of all interpersonal messages
 aggressive –assertive -passive
 Power varies from person to person
 Power is rarely static
 Power is frequently used unfairly
 failure to assert may be due to lack of perceived power
 Power follows principle of less interest
 greater interest = least power
 Power has an age, gender and cultural dimension
 High vs Low power distance

77
Q

Communication skills to prevent another person from dominating

A 
Coalitions
 temporary alliances increase relative power
 Defiance
 purposeful noncompliance
 Resistance
 ambiguous noncompliance
78
Q

conflict

A

occurs when one person’s ideas, beliefs, goals
and/or behaviour are at odds with ideas, beliefs, goals
and/or behaviour of another person

79
Q

interpresonal conflict

A

is a disagreement between
connected individuals who each want something that is
incompatible with what the other wants.

80
Q

types of interpersonal conflict

A 
pseudo 
fact 
value 
policy 
ego 
Metaconflict = conflict about
communication & how you speak to
someone during a conflict.
81
Q

conflict resoluton styles

A 
Forcing/competing
 Withdrawing
 Accommodating
 Compromising
 Collaborating
82
Q

types of group conflict

A
  1. task
  2. personal
  3. process
83
Q

mediation

A

collaborative approach involving a 3rd party or mediator to assist
the disputing parties to reach a mutually satisfying solution to their conflict.

84
Q

evaluative mediation

A

focused on providing the parties with an evaluation of their case
and directing them toward settlement, i.e. the mediator will
express a view on what might be a fair or reasonable settlement.

85
Q

facilitative mediation

A

Facilitative mediator facilitates the conversation

86
Q

biased mediation

A

Biased mediators enter into a conflict with specific biases in
favour of one party or another.

87
Q

arbitration

A

begins as mediation, but if mediation fails, the mediator becomes
an arbiter.

88
Q

transformative mediation

A

conflict as a crisis in the way parties communicate

Communication for Health Professionals (16 decks)

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