COMMUNICATION Mike Nirenstein, MD

Medical Therapeutics Standard 4) Evaluate factors that contribute to effective communication and explain how these factors contribute to the development of quality patient care. Using role-play, demonstrate practices to effectively manage communication barriers, cultural differences and clients with special needs. 5) Differentiate between verbal and nonverbal communication when interacting with patients. Examine specific techniques for effective communication and evaluate how different cultures attach different meanings to communication techniques.

How does this quote relate to oral and written communication skills?

COMMUNICATION An exchange of information between two or more people An exchange of information by thoughts, opinions or information by speech, writing or signs

THREE PARTS OF COMMUNICATION SENDER RECEIVER MESSAGE

VERBAL COMMUNICATION WRITTEN WORD SPOKEN WORD

NONVERBAL COMMUNICATION BODY LANGUAGE GESTURES SIGNING EXPRESSIONS TOUCH

Nonverbal and Verbal Communication Skills Nonverbal Communication Skills Appearance Body language Eye contact Facial expressions Gestures Verbal Communication Skills Conversational manners Grammar Inflection Power of what you say Nonverbal Communication Skills We communicate with our body language, by the way we express our thoughts, feelings and emotions. Facial expressions, gestures and body motions convey different meanings and learning how nonverbal messages are sent can help you communicate more effectively. Effective nonverbal communication Appearance: Looking professional will get a client’s positive attention. Body language Negative: Arms crossed, scowl on your face, not smiling. Positive: Arms open, standing tall and confident and smiling Eye Contact: Looking at the person is acknowledgement that you are listening. Do not roll your eyes. Facial expressions: Worth a thousand words. Gestures: Body language Verbal Communication Skills Heredity and environment are two strong factors affecting our ability to communicate. We learn certain language from our family which is influenced by the regions we live in as words are pronounced differently in regions of any country. Word meanings may also vary from one part of the country to another. Informal language is often used with family and friends and more formal language is used at work. Good communication is needed to be successful at school or at work. Communicating clearly requires active listening and clarity in expressing yourself both verbally and nonverbally. Barriers can impede good communication. Your self-esteem, emotional state and environment can affect the way messages are sent and received. Certain factors can get in the way of good communication, such as a closed mind, mixed messages and prejudice. Effective verbal communication Conversational manners: Be sensitive, tactful, honest without offending your clients and co-workers. Grammar: Using the standard grammar will gain respect from your clients. Using slang will turn them off. Inflection: Change in pitch or tone of voice Power of what you say: Be sure to be knowledgeable about what you say to people. Tone: Pleasant tone of voice communicates the idea that you want to express.

LISTENING SKILLS SHOW HEAR THE MESSAGE

LISTENING CONT. MAINTAIN CONTACT DO NOT INTERRUPT

SENSES USED IN COMMUNICATION SIGHT HEARING TOUCH SMELL

ANNOYING HABITS TAPPING FINGERS SIGHING ROLLING EYES

MORE BAD HABITS BITING PENCIL TWIRLING PENCIL PLAYING WITH HAIR BITING NAILS

SUBJECTIVE DATA WHAT THE PATIENT TELLS YOU CANNOT BE SEEN SYMPTOMS

OBJECTIVE DATA CAN BE SEEN OR MEASURED DATA COLLECTED SIGNS

4 ELEMENTS THAT INFLUENCES COMMUNICATION PREJUDICE ATTITUDES FRUSTRATIONS LIFE EXPERIENCES

BARRIERS TO COMMUNICATION LABELING SENSORY IMPAIRMENT TALKING TOO FAST CULTURE

BARRIERS PREJUDGING ARGUING STEREOTYPING LANGUAGE DIFFERENCE

EFFECTIVE COMMUNICATION SPEAK CLEARLY AND SLOWLY USE TACT BE POLITE THE MESSAGE THAT IS SENT, GETS THROUGH

INEFFECTIVE COMMUNICATION UNFAMILIAR WORDS MUMBLING SPEAKING TOO FAST ATTITUDE SARCASM SLANG IMPROPER GRAMMAR TACTLESS STEREOTYPING DISRESPECT

4 FACTORS THAT INFLUENCE TRANSMISSION OF MESSAGE TONE AND PITCH OF VOICE MESSAGE DELIVERED CLEARLY RECEIVER UNDERSTANDS DISTRACTIONS/INTERRUPTIONS

FACTORS TO AVOID INTERFERENCE MESSAGE MUST BE CLEAR MESSAGE MUST BE DELIVERED IN A CLEAR ,CONCISE MANNER THE RECEIVER MUST BE ABLE TO HEAR AND RECEIVE THE MESSAGE THE RECEIVER MUST BE ABLE TO UNDERSTAND THE MESSAGE INTERRUPTIONS/DISTRACTIONS MUST BE AVOIDED

FIVE C’S OF COMMUNICATION MESSAGE MUST BE: CONCISE CLEAR COMPLETE COHESIVE COURTEOUS

HOW WE “HEAR” THE MESSAGE 70% NONVERBAL ( APPEARANCE, SKILL) 20% VOCAL ( THE WAY IT IS SAID) 10% VERBAL ( THE WORDS THAT ARE USED)

It Matters How You Say it! What do you want me to do?

It Matters How You Say It! What do you want me to do? (accusation)

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do?

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger)

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger) What do you want me to do?

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger) What do you want me to do? (complaining)

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger) What do you want me to do? (complaining) What do you want me to do?

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger) What do you want me to do? (complaining) What do you want me to do? (Not him or her, but me)

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger) What do you want me to do? (complaining) What do you want me to do? (Not him or her, but me) What do you want me to do?

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger) What do you want me to do? (complaining) What do you want me to do? (Not him or her, but me) What do you want me to do? (Plea)

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger) What do you want me to do? (complaining) What do you want me to do? (Not him or her, but me) What do you want me to do? (Plea) What do you want me to do?

It Matters How You Say It! What do you want me to do? (accusation) What do you want me to do? (anger) What do you want me to do? (complaining) What do you want me to do? (Not him or her, but me) What do you want me to do? (Plea) What do you want me to do? (Request for information)

https://www.youtube.com/watch?v=9T3X0hRbTek

THE END