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NUR 115: Intro To Nursing > Session 5: Communication > Flashcards

Session 5: Communication Flashcards

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1
Q

Helps nurses overcome bias or human tendencies that can interfere with perception and interpretation of messages.

A

Critical Thinking + Communication

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2
Q

Examples:
Silent/withdrawn, sad/depressed, special needs, angry/confrontational, uncooperative/resentful, talkative/lonely and do not want the nurse to leave, demanding, anxious, frightened, having difficulty coping, confused/disoriented, impaired with vision or hearing, having difficulty due to a language barrier, flirtatious or sexually inappropriate.

A

Challenges to communication

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3
Q

Intrapersonal
Interpersonal
Transpersonal
Small-group
Public

A

Levels of communication

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4
Q
  • Communication within an individual
  • This form of communication is also called “self-talk, self-verbalization” or “inner thought”
  • Communicators must be aware of personal feelings, thoughts, perceptions
  • This process helps a nurse to develop self-awareness to help promote positive self-expression
  • This helps a nurse rehearse difficult communication scenario
A

INTRApersonal

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5
Q
  • One on one interaction between two people that is typically face to face
  • Must be careful because unintended messages can be received especially with various cultures
  • Meaningful interpersonal communication results in exchange of ideas, problem solving, expression of feelings, decision making, goal accomplishment, team building and personal growth.
A

INTERpersonal

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6
Q
  • Interaction that occurs within a person’s spiritual domain
  • Examples are prayer, meditation, guided reflection, religious rituals, or other means to communicate with their “higher power”
A

TRANSpersonal

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7
Q
  • Small number of persons
  • Typically, goal-directed and requires an understanding of group dynamics
  • Nurse’s role can vary in these groups. Nurse can be coordinators, provide encouragement/support/motivation/recognition/acceptance of contributions
  • Ex. Committees, support groups, research teams, patient-care conferences
A

Small-group

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8
Q
  • Interaction with an audience
  • Health-related topics, presentation of scholarly work, lead classroom discussions with peers/students
A

Public

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9
Q

What are 2 types of communication with other healthcare professionals?

A
  1. Contacting providers
  2. Giving report
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10
Q

Identify self/ purpose of call
Situation
Background
Assessment
Recommendation/ request

A

SBAR report

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11
Q

Verbal
Non-verbal

A

Forms of communication

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12
Q

Watch out for:
- Vocabulary-use words and language the receiver can understand
- Some words mean different things culturally (for ex: the word “dinner”), watch out for medical jargon.
- Intonation-tone of voice
- Pace-use an appropriate speed or pace
- Clarity-be brief, enunciate clearly, speak slowly, directly and do not use too many words
- Timing/Relevance-poor timing can make the communication ineffective

A

Verbal Communication

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13
Q
  • Personal appearance: first impressions are huge
  • Posture and gait
  • Facial expressions
  • Eye contact
  • Gestures
  • Sounds
  • Territoriality, personal space
    • Social-personal-intimate
      -Nonverbals Must be congruent with verbal communication
    • Nonverbals Most accurately indicate intended meaning of the communication
A

Nonverbal Communication

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14
Q
  • Legal/professional issues!
  • As a student or a professional
  • College and employer policies
  • HIPAA violations
A

Social Media

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15
Q
  1. Pre-interaction phase
  2. Orientation Phase
  3. Working Phase
  4. Termination
A

Nurse-client relationship phase

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16
Q

Before meeting the client:
- Review data, discussion with other caregivers, anticipation of concerns, identify a location for communication and plan enough time

A

Pre-interaction Phase

17
Q

When client and nurse meet for the first time and get to know each other:
- Build trust, set the tone (warm & empathetic), clarify the roles of the client and the nurse, form contracts with the client as to who will achieve what tasks, assess client’s health status, expect the client to test your commitment/competence, begin to define time frame, identify client problems/prioritize problems and goals, maintain confidentiality

A

Orientation phase

18
Q

When the nurse and client work together to solve problems and accomplish goals:
- Encourage feeling expression, goal setting, & self-exploration, provide needed information to help client change behaviors, take action to help client meet goals, use therapeutic communication and appropriate confrontation

A

Working phase

19
Q
  • Remind the client that the end is near
  • Evaluate goal achievement with the client
  • Reminisce about relationship
  • Separate from the client by relinquishing responsibility for his/her own care Assist in a smooth transition with other caregivers as needed
A

Termination phase

20
Q
  • Appearance, demeanor, and behavior
  • Courtesy
  • Use of names and professional titles (even if this person is a friend outside of work) Trustworthiness
  • Autonomy and responsibility
  • Assertiveness NOT aggression
A

Professional communication

21
Q
  • active listening = SURETY model
  • use touch and silence
  • provide info as needed
  • clarify, focus, paraphrase, ask questions, summarize, therapeutic confrontation as needed (this improves client self-awareness)
A

Therapeutic communication techniques

22
Q
  • Asking personal questions
    -Giving personal opinions
  • Changing the subject
  • Automatic response
  • False reassurance
  • Sympathy
  • Approval/Disapproval
  • Defensiveness
  • Passive or Aggressive responses
  • Arguing
  • Clients with special needs
A

Non-Therapeutic Communicaton

23
Q

To help individuals, families, or communities achieve optimal levels of health. To encourage adherence to health regimens.

A

Purpose of Patient Education

24
Q
  • Determine what patients know/need to know then assess and plan based on:
  • Patient motivation and willingness to learn
  • Age and stage of growth and development — ability to learn
  • The learning environment
A

Basic Learning Principles

25
Q

What are the 3 domains of learning?

A

Cognitive
Affective
Psychomotor

26
Q

Includes all intellectual behaviors and requires thinking

A

Cognitive

27
Q

Deals with expression of feelings and acceptance of attitudes, opinions, or values

A

Affective

28
Q

Involves acquiring skills that require integration of mental and muscular activity

A

Psychomotor

NUR 115: Intro To Nursing (13 decks)

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