Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Professionalism/Customer Service in the Health Environment Unit 3 Overview of Communication Relevant to Health IT

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Unit 3: Objectives Explain the purpose and goal of professional communication Describe what is meant by effective communication Discuss what is meant by ineffective communication Identify common roles in healthcare Describe Disability Etiquette’s contribution to professional communication

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Professional Communication The purpose of effective communication between individuals and teams is to insure that professionals succeed in their roles and with their assigned tasks. The goal of professional communication training is to provide professionals with an understanding of the concepts and the skills required to communicate in a professional manner.

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Effective Communication Accomplishes a number of goals –The intended message is delivered and understood –Results in instant verbal and non-verbal feedback –Is always professional in tone and language Increases your credibility as a professional

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Ineffective Communication Results in –One-way communication without understanding of the message by the others –Can be emotionally based, insensitive and intimidating Damaging to your credibility as a professional and to the organizations reputation

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Communication and Healthcare Roles There are many different professional roles in the healthcare environment Understanding these roles supports you in effective communication and in being part of the healthcare team

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Healthcare Roles Administration and support staff are responsible for the day-to-day running of the organization as well as for supporting the healthcare professionals in their efforts to care for patients. While they are not healthcare providers directly, they do ensure that the work of the healthcare providers takes place in a safe, well-supplied environment that is also in regulatory compliance.

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Healthcare Roles “Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations. … In the first half of 2006, over 65,000 persons were newly licensed as registered nurses, joining 3.1 million other RNs in the nation’s largest health care profession” Nursing's Social Policy Statement, Second Edition, 2003, p. 6 & Nursing: Scope and Standards of Practice, 2004, p. 7)

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Healthcare Roles Physicians- “Doctors as clinical scientists apply the principles and procedures of medicine to prevent, diagnose, care for and treat patients with illness, disease and injury and to maintain physical and mental health. They supervise the implementation of care and treatment plans by others in the health care team and conduct medical education and research.” workforce/Pages/Role-of-doctor-consensus.aspx

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Healthcare Roles The expansion of knowledge in medicine and dentistry created a greatly expanded need for many types of allied health personnel, in areas such as critical care, diagnostic and therapeutic sciences, health services administration, nutrition sciences, occupational therapy, and physical therapy. Allied health professionals are valuable members of the healthcare team and provide support to the healthcare providers and to the patient in the form of taking x-rays, providing physical therapy for rehabilitation, and in the management and use of information technology.

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Healthcare Roles Patients are the most vulnerable group in any healthcare organization and depend on your work to support their care Others, such as regulatory agencies are an important part of the healthcare world The public, outside your organization see you as its representative

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Communications: Face-to-Face When interacting with others in the healthcare environment –Physical distance and stance, with particular attention to diversity issues –Body language –Tone of voice and language –Humor –Appropriate and Inappropriate sharing

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Communications: Electronic When interacting with others using or text messaging –Language should be clear and concise –Focus on the task or problem –Avoid jokes or sharing personal information –Always use a greeting using the persons title, Dr. Mr. Ms. –With always end with your business card

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Communications: Phone As with face-to-face and communications you should –Keep your language clear, concise and focused on the task –Maintain a professional tone of voice –Avoid making jokes, using humor to make a point, or sharing personal information –When leaving a message, provide your full contact information

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Disability Etiquette The purpose of disability etiquette is to provide guidelines for effective professional communication with everyone in your workplace, regardless of differences.

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Disability Etiquette When interacting with people with physical differences –After an initial greeting, sit down so that a person using a wheelchair won’t have to crane their neck to make eye contact with you –Shake whatever a person offers – a hand, prosthesis or elbow –Don’t assume they need your help, offer assistance first

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Disability Etiquette When interacting with hearing and speech impaired people –When speaking to someone with a hearing impairment, keep your face out of the shadows and hands away from your mouth –If you are speaking with someone using an interpreter, look at and talk to the person, not the interpreter –When speaking to someone with speech difficulty, talk normally, don’t pretend to understand when you don’t. If necessary, ask the person to repeat

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Summary Professional communication skills enable you to be an effective member of the healthcare team

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Summary Professional communication skills enable you to be an effective member of the healthcare team Ineffective communication prevents you from being seen as a competent professional

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Summary Professional communication skills enable you to be an effective member of the healthcare team Ineffective communication prevents you from being seen as a competent professional Understanding other professional roles is important for effective communication

Component 16 /Unit 3Health IT Workforce Curriculum Version 1/Fall Summary Professional communication skills enable you to be an effective member of the healthcare team Ineffective communication prevents you from being seen as a competent professional Understanding other professional roles is important for effective communication Disability etiquette is an important contributor to effective communication