1. Educate the Educator - Communication in Healthcare

2. This module emphasizes the importance of effective communication between and among healthcare employees and their clients/individuals. Verbal and nonverbal communication, listening skills, interpersonal communication, team communication, documentation and reporting, and the use of electronic communication devices are included. Focus is on the development of effective communication skills to support quality client/individual care. Communications in Healthcare Settings Module Description

3. This module consists of 8 competencies. Each competency is divided into unit competencies with learning activities to help students master the competency. Each learning activity is explained on the Module Outline and the resources described. Choose the learning activities that best meet your classroom needs. Module Outline and Instructor Resources

4. Find these learning activities and resources on the website or create your own. The Course Outline also has documents that the instructor can use in teaching the lesson. These competencies are listed on the following slide and will then be addressed throughout the remainder of the power point. Click on the following links for course information. Communications in Healthcare Settings Syllabus Communications in Healthcare Settings Module Competencies and Instructor Notes Module Outline and Instructor Resources

5. Describe the components of verbal and nonverbal communication and situations in which these skills can be effectively used. Explain how active listening can improve client/individual and team communication. Use a variety of communication techniques to achieve effective interpersonal and team communications. Describe communication skills that are important when managing conflict. Communications in Healthcare Module Competencies

6. Explain the components of accurate and appropriate documentation and reporting including common medical abbreviations. Explain the roles and responsibilities of team members. Describe the use of information technology in healthcare settings. Using a problem solving process applied to healthcare situations, describe how healthcare workers can effectively communicate with their clients/individuals and team members. Communications in Healthcare Module Competencies

7. Competency 3

8. Use a variety of communication techniques to achieve effective interpersonal and team communications. The four units and learning activities that make up this module are: 1.Select effective verbal communication techniques. 2.Recognize effective non-verbal communication skills and skills to promote communication with client/individuals who have difficulty hearing, seeing, speaking or have language barriers. 3.List basic telephone skills. 4.Demonstrate telephone message-taking skills. Competency 3

9. Recommended Content When people are verbally communicating with one another, it is critical to take care with choice of words, tone of speech, speed of speech, and volume of speech. Over 6,809 distinct languages are spoken world wide according to Ethnologue Organization Verbal Communication Ethnologue Organization. (n.d.)

10. Effective verbal communication techniques consist of: Speaking slowly and clearly – modifies feeling and impact of the message Have the attention of the receiver – avoids miscommunication Focus on the client’s feelings- is the client lonely, depressed, confused Repeat the message in your own words-paraphrase for personal understanding Seek information from the client – ask questions Verbal Communication

11. Recommended Content In order to understand non-verbal communication, the following are some of the functions of nonverbal communication. Nonverbal communication tells more about what the person is feeling than what he/she has actually said (because it occurs less consciously than verbal) Expresses emotions Expresses interpersonal attitudes Accompanies speech in managing the cues of interaction between speakers and listeners Self-presents one’s personality Non-Verbal Communication

12. Effective non-verbal communication skills include: Facing the speaker Being aware that the non-verbal message supports the verbal message Use of appropriate posture Use of appropriate gestures Pleasant facial expressions Utilizing appropriate listening skills Non-Verbal Communication

13. Valuable non-verbal when caring for clients who might need extra assistance include: Offer an arm as a guide when walking Remember that clients with vision difficulties are not deaf and there is no need change tone or volume of voice If the client has difficulties with understanding the language, obtain a translator or interpreter Non-Verbal Communication

14. Recommended Content Discuss basic business telephone usage techniques with students. If students have not been employed before, they may not be aware of office etiquette and phone techniques. These techniques are listed on the following slides. While they may seem like common sense, it is wise to review them with students. Telephone Usage

15. Answer the phone with the name of the facility, your name and title (ask your supervisor if there is a preference for the name of the facility). Use a soft and friendly voice. Speak clearly. Never chew gum, eat or drink when speaking on the phone. Speak at a moderate rate of speed. Do not use the phone for making personal calls. Telephone Usage

16. Recommended Content Health professionals call to give reports about clients to healthcare providers and to family members and patients. When receiving a telephone message from a provider for a patient at your facility, document: Date and time Name of person giving the information What information was received Sign notation Person receiving the message should repeat the information back to the sender to ensure accuracy Telephone Message Skills

17. AssignmentResourcesNotes CHC Competency #3: Communications and the Team Assignment on websiteStudents answer questions on effective team communication Competency 3: Team Communication Recommended Learning Activities

18. Competency 4

19. Describe communication skills that are important when managing conflict. Four units and learning activities round out the learning for this fourth competency: 1.Define conflict 2.List the causes of conflict 3.List groups in which conflict occurs 4.List communication skills that are important when managing conflict. Competency 4

20. “…Peace is not the absence of conflict but the presence of creative alternatives from responding to conflict—alternative to passive or aggressive responses, alternatives to violence” Dorothy Thompson “The inability to share….to communicate – that’s the biggest problem in the world… that’s how people get themselves inall these troubles” V. Satir Conflict and Causes

21. Recommended Content Conflict is internal and external discord that results from differences in ideas, values, or feelings between two or more people. Because people have interpersonal relationships with others having a variety of different values, beliefs, backgrounds, and goals, conflict is an expected outcome. Conflict and Causes

22. Discuss the difference between disagreement and conflict: Disagreement like “mini” conflict is based on personal, cultural, logistical, or other differences. Some disagreements grow into conflicts, but not all do. Address disagreements with potential for conflicts before they actually become conflicts Conflict and Causes

23. Conflict can be defined as whenever two or more people disagree on an issue. The outcomes of conflict may lead to change in previous ways of thinking and may have positive effects. Conflict and Causes

24. Causes of conflict occur when trust and faith between individuals has been broken. When one puts faith and trust in another, and that confidence is broken, it can create an emotional response that elevates to conflict. When trust has been broken, the strongest emotion is released and that often times leads to conflict. Conflict and Causes

25. Other causes of conflict include: Tension between groups - Disagreements or tension over professional territory (may be between physicians and nurses) Increased workload - Emphasis on cost reduction and increased pressure to get as much work as possible out of each employee, sometimes more than employee can realistically do (staff shortages) Conflict and Causes

26. Threat to safety or security - When roles are blurred, cost saving is emphasized, and staff members face layoffs; people’s economic security is threatened. Cultural Differences - Different beliefs about how hard a person should work, what constitutes productivity, and even what it means to arrive at work “on time”. Invasion of Personal Space - Crowded conditions and constant interactions that occur at a busy nurses’ station can increase interpersonal tension and lead to battles over scarce workplace. Conflict and Causes

27. Recommended Content A variety of groups may be in conflict, however, the curriculum addresses groups within the healthcare system such as conflict between: team members two groups (for example: dietary and housekeeping) healthcare providers and patients facilities Groups in Conflict

28. Recommended Content Healthy communication when in conflict is not an easy thing to achieve. This is another skill that takes time and energy to master. This material might be completely new to many students, especially given students’ backgrounds and cultures. Communicating in Conflict

29. The curriculum offers recommendations when communicating in conflict. The steps are: Describe the problem specifically. Avoid describing solutions when identifying the problem. Consider the problem to be mutual, not one-sided. Identify the differences between each party before solving. Communicating in Conflict

30. See the problem from the other side’s point of view. Use brainstorming to find solutions. Select the solution that meets all parties needs and all possible consequences. Reach an agreement about how the conflict is to end and avoid a recurrence. Evaluate the solution. Communicating in Conflict

31. AssignmentResourcesNotes CHC Competency #4: Scenarios Managing Conflict Assignment on websiteSix scenarios that demonstrate conflict. Students review communication skills to manage conflict. Competency 4: Communication Skills and Managing Conflict Recommended Learning Activities

32. Berardo, K. (2007). 10 Strategies for overcoming language barriers. Retrieved from http://www.culturosity.com/pdfs/10%20Strategies%20for%20Overcoming%20Language%20Barriers.pdf Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008). Communicating. In A. Berman, S.J. Snyder, B. Kozier, and G. Erb (Eds.). Kozier and Erb’s Fundamentals of nursing: Concepts, process, and practice (8 th ed.) (pp. 459-85). Upper Saddle River, NJ: Prentice Hall Cherry, K. (2011). Top 10 Nonverbal Communication Tips Improve Your Nonverbal Communication Skills With These Tips. Retrieved from http://psychology.about.com/od/nonverbalcommunication/tp/nonverbaltips.htm References

33. Ethnologue Organization. (n.d.) Retrieved from http://www.ethnologue.com Industrial Engineering. (n.d.) Communication and Consumer Behavior. Retrieved from http://industrialeducation.blogspot.com/2009/07/communication-consumer-behavior.html Kathol, D. (2006). Communication. In B.L. Christensen and E. O. Kockrow (Eds.). Foundations and adult health nursing (5 th ed.) (pp. 33-52). St. Louis, MO: Elsevier, Mosby McGill, I. and Beaty, L. (1994). Action learning: A guide for professional management and educational development (2 nd ed.). Sterling: VA: Stylus Publishing Inc. References

34. Medical Education Division of Brookside Associates. (2007). Patient relations. Nursing fundamentals I. Retrieved from http://www.brooksidepress.org/Products/Nursing_Fundamentals_1/lesson_1_Section_2.htm Ramon, P.R. and Niedringhaus, D. M. (2008). Client Communication. Fundamental nursing care (2 nd ed.) (pp. 226-242). Upper Saddle River, NJ: Person Prentice Hall University of Mississippi Business Faculty. (2004). Module 4: Communication Skills. Retrieved from faculty.bus.olemiss.edu/dvorhies/.../Module%2004%203E.ppt References

35. Author: Dede Carr, BS, CDA, LDA; Pat Reinhart, RN 35 “This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.” This work is licensed under a Creative Commons Attribution 4.0 International License.