Therapeutic Communication (Exam 3) Flashcards
Intrapersonal
self talk, can be positive or negative
Interpersonal
between 2+ people
Sender
initiates content delivery
Encoding
process of selecting the words, gestures, tone of voice, signs and symbols used to transmit message
Channel
face-to-face; written; audiovisual; telephone; email
Receiver
interprets the message
Feedback
verbal, nonverbal or both
Factors affecting verbal communication
vocabulary
denotative vs connotative meaning
pacing of convo
intonation (tone, pitch, cadence, volume)
clarity and brevity
timing
relevance of info
credibility of sender
humor
Posture and gait
clue to attitude, self concept
Personal appearance
clue to SES, culture, feelings
Factors that affect communication in general
environment
developmental variations
gender
personal space
territoriality
sociocultural factors
roles and relationships
Assertive style communication
uses standard communication tools; shows respect for all people and allows freedom to confront on difficult issues
speak clearly and positively
maintain professional composure
use “I” statements
focus on issue
effective nonverbal communication
don’t invite negative responses
accept criticism
use negative inquiry
strive for compromise
(passive (“i don’t count, you do”) and aggressive (“i count, you don’t”) are nonprofessional)
SBAR(Q)
Situation (what is happening at the moment?)
Background (what are the issues that led up to situation?)
Assessment (what do you believe the problem is?)
Recommendation (what should be done to correct the situation?)
Questions
Stage 1: Preinteraction
gathering info prior to meeting client
Stage 2: Orientation
meeting client, introductions, establish rapport and trust
Stage 3: Working
use of therapeutic communication techniques
active part of relationship
client clarifies feelings and concerns through verbal and nonverbal communication
Stage 4: Termination
conclusion of the relationship
Barriers to therapeutic communication
asking too many Q’s
fire-hosing info
asking why
changing the subject inappropriately
failing to probe
expressing approval or disapproval
offering advice
false reassurance
stereotyping
using patronizing language
Impaired Cognition Communication
address patient
don’t rush
eliminate distractions
use short sentences
ask yes/no Q’s
Interprofessional Education (IPE)
process of developing the understanding of and respect for the role and unique contribution of the health professions and strategies for collaborative client-centered teamwork
Interprofessional Practice (IPL)
collaborative, interdependent use of shared expertise directed toward a unified purpose of delivering client-centered health services
When to speak slowly and clearly
dementia patients
cognitive delay
children
Clarifying
ask questions like “I am to understand that..” or “I am not sure what you mean by..”
Validating
providing the correct interpretation
