1. Communications in Healthcare Settings Healthcare Care Curriculum

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3. Communications in Healthcare Settings Module Description 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.

4. Module Outline and Instructor Resources 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 are identified/described. Choose the learning activities that best meet your classroom needs.

5. Module Outline and Instructor Resources 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.

6. Communications in Healthcare Module Competencies 1.Describe the components of verbal and nonverbal communication and situations in which these skills can be effectively used. 2.Explain how active listening can improve client/individual and team communication. 3.Use a variety of communication techniques to achieve effective interpersonal and team communications. 4.Describe communication skills that are important when managing conflict. (see next slide)

7. Communications in Healthcare Module Competencies, cont 5.Explain the components of accurate and appropriate documentation and reporting, including common medical abbreviations. 6.Explain the roles and responsibilities of team members. 7.Describe the use of information technology in healthcare settings. 8.Using a problem solving process applied to healthcare situations, describe how healthcare workers can effectively communicate with their clients/individuals and team members.

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9. Module Competency #1 Describe the components of verbal and nonverbal communication and situations in which these skills can be effectively used.

10. Module Competency #1: Describe the components of verbal and nonverbal communication and situations in which these skills can be effectively used. Three units and learning activities round out the learning for this first competency: A. Name two types of communication and give examples of each. B.Describe the components of communication. C.List examples of barriers to effective communication.

11. Communication Quotes to Ponder Hubert H. Humphrey: “The right to be heard does not automatically include the right to be taken seriously.” Ernest Hemingway: “When people talk, listen completely. Most people never listen.” Franklin Delano Roosevelt: “Be sincere; be brief; be seated.”

12. Module Competency #1: Communication Unit #1A: Types and Examples Recommended Content Two types of communication are addressed at the beginning of this module. 1.Verbal communication 2.Non-verbal communication (see next slide)

13. Module Competency #1: Communication Unit #1A: Types and Examples Verbal Communication Verbal communication is when we send our message by speaking or writing to a receiver (person). It is primarily oral communication, often supported with visual aids. Words and feelings can be conveyed Can be face-to-face, telephone or written Key components are sound, words, speaking, language, pace and intonation, simplicity, clarity and brevity, timing and relevance, adaptability, credibility, and humor (Berman et al., p. 461) (see next slide)

14. Module Competency #1: Communication Unit #1A: Types and Examples Non-Verbal Communication Defined as “a process of communication through sending wordless messages” or “body language” Communicating through the use of gestures, body movements, facial expressions, posture, gait, use of touch and physical appearance including adornments, hairstyles, tattoos, body piercing, clothing May have to ask sender for correct message being sent. (Berman et al, p. 462)(see next slide)

15. Module Competency #1: Communication Unit #1A: Types and Examples Non-Verbal Communication includes: Facial Expressions Eye Movements Placement and Movements of Hands, Arms, Head, and Legs Body Posture and Orientation Variation in Voice Characteristics Speaking Rate and Pause Duration Pitch or Frequency Intensity and Loudness (University of Mississippi Business Faculty, 2004) (see next slide)

16. Module Competency #1: Communication Unit #1A: Types and Examples Nonverbal communication tells more about what the person is feeling than what he/she has actually said (occurs less consciously than verbal) Nonverbal communication: Expresses emotions Expresses interpersonal attitudes Accompanies speech in managing the cues of interaction between speakers and listeners Self-presents one’s personality Nonverbal communications are used in rituals, i.e. greetings: hand-shake, waving good-bye (Berman et al., p. 463)

17. Module Competency #1: Communication Unit #1B: Components of Communication Recommended Content Present the 4 components of communication to the students. 1.Sender 2.Message 3.Receiver 4.Feedback (Response) These components are responsible for providing effective communication. Effective communication takes thought Individuals have to go beyond knowing the information that they want to express Steps need be taken to best present information in a clear and concise manner Built on a trusting relationship with another (patient and support person) Necessary for establishment of healthcare worker and client relationship (Berman et al., p. 460)

18. Module Competency #1: Communication Unit #1B: Components of Communication All 4 steps are required for effective communication and must be done in the proper order. These steps will be introduced on the following slides. (see next slide)

19. Module Competency #1: Communication Unit #1B: Components of Communication The Sender - Person or group who wishes to convey a message to another Characteristics of the sender: Speaking clearly Organizing thoughts Proper grammar Eye contact Accurate information (Berman et al., p. 461) (see next slide)

20. Module Competency #1: Communication Unit #1B: Components of Communication The Message Most important element in communication process. The message can be delivered in many forms, i.e. written form, spoken word, gestures, or even body art (tattoos and piercings) The message isn't necessarily what the sender intends it to be. Rather, the message is what the receiver perceives the message to be. (Berman et al., p. 461) (see next slide)

21. Module Competency #1: Communication Unit #1B: Components of Communication The Receiver The listener (One who listens, observes and attends) Who is receiving the message? Who is your audience? As the healthcare provider, your patient and their family are the receivers. “Often times the receiver is sitting across the table from the sender, however now that technology has taken us to new places, the receiver can be across an ocean.” (Berman et al., 2008, p. 461)

22. Module Competency #1: Communication Unit #1B: Components of Communication The Feedback The receiver returns a message to the sender. Can be verbal, nonverbal, written (emails) Critical to effective communication Summarizes the message Allows evaluation of the message and allows sender to correct or reword the message or sender knows message was interpreted accurately as sender intended (Berman et al., p, 461)

23. Module Competency #1: Communication Unit #1B: Components of Communication In addition to components of communication, the following list of effective communication techniques is vital to good communication. This list of techniques includes simple techniques, as well as those that may take a lifetime to master: Reduce background noise Listen attentively Pace speech Allow time for response Maintain eye contact Speak clearly and loudly Show interest in what is being said

24. Module Competency #1: Communication Unit #1C: Barriers to Communication Recommended Content It is critical to send clear messages when communicating to those around us. Our messages convey feelings, thoughts, ideas, and emotions. Barriers to communication prevent proper, healthy communication from occurring. (Berman et al., p. 465) (see next slide)

25. Module Competency #1: Communication Unit #1C: Barriers to Communication The curriculum for this module identifies several common barriers to communication: Hearing loss Vision loss Belittling a person Speaking a different language than the receiver Negative attitudes Defensiveness Prejudice or judgmental attitude (see next slide)

26. Module Competency #1: Communication Unit #1C: Barriers to Communication Dominating the conversation Appearing too busy or in a hurry Giving false or inappropriate reassurance Too much background noise or inappropriate environment Constant cell phone usage Inappropriate usage of texting The following slide offers communication styles that put up barriers to communication.

27. Module Competency #1: Communication Unit #1C: Barriers to Communication StyleExamples Threatening, Warning“You better clean up your room or else you won’t be able to use the computer.” Preaching“You should be ashamed of yourself for the way that you incorrectly transferred that patient…..You ought to…..” Ordering“You must….You will…You have to…..” Lecturing“You always…..You never….”

28. Module Competency #1: Components of Verbal and Nonverbal Communication AssignmentResourcesNotes CHC Competency #1: Barriers to Communication Assignment on website Students reflect on a time when they were communicating with another person and 1 or 2 barriers of communication were used. CHC Competency #1: “I Have A Dream” Assignment on website Students view Dr. Martin Luther King, Jr.’s speech and reflect on communication styles. Recommended Learning Activities

29. Module Competency #2 Explain how active listening can improve client/individual and team communication.

30. Module Competency #2: Explain how active listening can improve client/individual and team communication. This competency consists of two units and related learning activities. A. List basic listening skills B. Describe active listening skills

31. Module Competency #2: Active Listening Unit #2A: Basic Listening Skills Recommended Content The basic listening skills for effective communication are: Clear your mind of distractions Face the speaker Maintain good eye contact Do not cross arms Lean toward the speaker Do not interrupt the speaker Give the speaker your full attention (see next slide)

32. Module Competency #2: Active Listening Unit #2A: Basic Listening Skills Here are a few additional tips for being a good listener. Let the speaker finish before you begin to talk. Speakers appreciate finishing their thought without being interrupted. Let yourself finish listening before you begin to speak! You can't really listen if you are busy thinking about what you want say next. (see next slide)

33. Module Competency #2: Active Listening Unit #2A: Basic Listening Skills Listen for main ideas The main ideas are the most important points the speaker wants to get across. Main ideas may be mentioned at the start or end of a talk, and repeated a number of times. Ask questions If you are not sure you understand what the speaker has said, just ask. It is a good idea to repeat in your own words what the speaker said, to be sure your understanding is correct. (see next slide)

34. Module Competency #2: Active Listening Unit #2B: Active Listening Skills Recommended Content Active listening is a skill of being mindful during the conversation and understanding your role/biases as you hear the message. It is a skill that must be practiced to accomplish. Active listening skills include: Paying attention to the verbal and non-verbal messages Focusing on the client’s needs, not your own Being aware of your own biases Conveying an attitude of caring and respect for the client

35. Verbal Communication: Listening (Gerzon, n.d.) Effective Active Listening Visualize Encourage Client to Talk Make No Assumptions Paraphrase and Repeat Monitor Non-Verbal Pay Attention

36. Module Competency #2: Active Listening Unit #2B: Active Listening Skills Culprits of non-active listening can include: Finishing others’ thoughts Tolerating or creating distractions Faking paying attention Creating early assumptions without keeping an open mind Calling the subject uninteresting Criticizing the speaker or the topic being discussed

37. Module Competency #2: Active Listening Skills AssignmentResourcesNotes CHC Competency #2: Active Listening Worksheet on website Students watch YouTube video, “Effective Listening Skills”, then answer questions on a worksheet Recommended learning Activities

38. Module Competency #3 Use a variety of communication techniques to achieve effective interpersonal and team communications.

39. Module Competency #3: 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: A.Select effective verbal communication techniques. B.Recognize effective non-verbal communication skills and skills to promote communication with client/individuals who have difficulty hearing, seeing, speaking or have language barriers. C.List basic telephone skills. D.Demonstrate telephone message-taking skills.

40. Module Competency #3: Communication Techniques Unit #3A: Verbal Communication 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 (http://www.ethnologue.com thnologue.com, n.d.) (see next slide)

41. Module Competency #3: Communication Techniques Unit #3A: Verbal Communication 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

42. Module Competency #3: Communication Techniques Unit #3B: Non-Verbal Communication 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 (see next slide)

43. Module Competency #3: Communication Techniques Unit #3B: Non-Verbal Communication 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 (see next slide)

44. Module Competency #3: Communication Techniques Unit #3B: Non-Verbal Communication Valuable non-verbal communication, 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

45. Module Competency #3: Communication Techniques Unit #3C: Telephone Usage 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. (see next slide)

46. Module Competency #3: Communication Techniques Unit #3C: Telephone Usage 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. (see next slide)

47. Module Competency #3: Communication Techniques Unit #3C: Telephone Message Skills 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

48. Module Competency #3: Team Communication AssignmentResourcesNotes CHC Competency #3: Communications and the Team Assignment on website Students answer questions on effective team communication Recommended Learning Activities

49. Communication: Learning Activity If you are looking for an interactive learning activity, this might be something your students will enjoy! Interactive Simulation for using Therapeutic Communication Interactive Simulation for using Therapeutic Communication

50. Module Competency #4 Describe communication skills that are important when managing conflict.

51. Module Competency #4: Describe communication skills that are important when managing conflict. Four units and learning activities round out the learning for this fourth competency: A.Define conflict B.List the causes of conflict C.List groups in which conflict occurs D.List communication skills that are important when managing conflict.

52. Module Competency #4: Managing Conflict Units #4A and 4B: Conflict and Causes Both Unit #4A (Define conflict) and Unit #4B (List causes of conflict) will be discussed as one unit since they relate well to each other and will make it easier for students.

53. Module Competency #4: Managing Conflict Units #4A and 4B: Conflict and Causes “…Peace is not the absence of conflict but the presence of creative alternatives for 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 in all these troubles” V. Satir

54. Module Competency #4: Managing Conflict Units #4A and 4B: Conflict and Causes 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. (Marquis and Huston, p. 487) (see next slide)

55. Module Competency #4: Managing Conflict Units #4A and 4B: Conflict and Causes Discuss the difference between disagreement and conflict: Disagreement is like a “mini” conflict and 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 (Carroll, p. 126) (see next slide)

56. Module Competency #4: Managing Conflict Units #4A and 4B: Conflict and Causes 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.

57. Module Competency #4: Managing Conflict Units #4A and 4B: Conflict and Causes 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 (Team Building Inc.) (see next slide)

58. Module Competency #4: Managing Conflict Units #4A and 4B: Conflict and Causes 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 employees can realistically do (staff shortages) (see next slide)

59. Module Competency #4: Managing Conflict Units #4A and 4B: Conflict and Causes 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 workspace (Whitehead, Weiss, and Tappen, p. 100)

60. Module Competency #4: Managing Conflict Unit #4C: Groups in Conflict 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

61. Module Competency #4: Managing Conflict Unit #4D: Communicating in Conflict 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. (see next slide)

62. Module Competency #4: Managing Conflict Unit #4D: Communicating in Conflict 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. (see next slide)

63. Module Competency #4: Managing Conflict Unit #4D: Communicating in Conflict 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 identify all possible consequences. Reach an agreement about how the conflict is to end and identify how to avoid a recurrence. Evaluate the solution.

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

65. Module Competency #5 Explain the components of accurate and appropriate documentation and reporting, including common medical abbreviations.

66. Module Competency #5: Explain the components of accurate and appropriate documentation and reporting including common medical abbreviations. This module competency consists of seven units with corresponding learning activities. A.Describe the components of accurate documentation, including common medical abbreviations. B.Describe the components of accurate and appropriate reporting. C.Recognize and report abnormal physical changes to supervisor or appropriate person. (see next slide)

67. Module Competency #5: Explain the components of accurate and appropriate documentation and reporting including common medical abbreviations. D.Recognize and report objective information (signs) to supervisor or appropriate person. E.Recognize and report what the resident may tell you (subjective information or symptoms). F.Identify common roots, prefixes, and suffixes to communicate information. G.Identify medical abbreviations to communicate information.

68. Module Competency #5: Documentation and Reporting At this point, both Unit #5A: (Describe the components of accurate and appropriate documentation including common medical abbreviations) and Unit #5B: (Describe the components of accurate and appropriate reporting) will be discussed as one unit.

69. Module Competency #5: Documentation and Reporting Units #5A and 5B: Accuracy and Appropriate Documentation Recommended Content To begin this competency, it is important that students understand the definitions of report, record and chart. Report: An oral, written or computer-based communication intended to convey information to others Record: Written or computer-based collection of data (Ramont and Niedringhaus, p. 85) (see next slide)

70. Module Competency #5: Documentation and Reporting Units #5A and 5B: Accuracy and Appropriate Documentation Medical or Clinical Record: Collection of all documents that are filed together to form a complete chronological health history of a particular patient (Juliar) Formal, legal document that provides evidence of the client’s care Charting/Recording/Documenting: Process of making an entry into the client’s clinical record (Ramont and Niedringhaus, p. 85)

71. Module Competency #5: Documentation and Reporting Units #5A and 5B: Accuracy and Appropriate Documentation The curriculum lists the components of documentation as: Accuracy Verify client’s name and identification information Make accurate notations—ones that consist of facts or observations, rather than opinions or interpretations Legibility Make all entries legible and easy to read, to prevent interpretation errors (Ramont and Niedringhaus, p. 86) (see next slide)

72. Module Competency #5: Documentation and Reporting Units #5A and 5B: Accuracy and Appropriate Documentation Date Document date and time with each entry Record time using either convention time denoting AM or PM, or using 24-hour clock (military time) Full Signature and Title Sign entries made in notes at the time you make the entry Use name and title in the signature-Example: J. Green, CNA would be correct, depending on facility policy (Ramont and Niedringhaus, p. 85) (see next slide)

73. Module Competency #5: Documentation and Reporting Units #5A and 5B: Accuracy and Appropriate Documentation Correct Spelling Use correct spelling to ensure accuracy in documentation State the Facts, not Opinions Describe what you see and hear, not what you think or interpret for client actions Quote client directly in client’s exact words when documenting client’s concerns (Ramont and Niedringhaus, p. 85)

74. Module Competency #5: Documentation and Reporting Units #5A and 5B: Accuracy and Appropriate Documentation The components of reporting are: Only facts are reported, not opinions Be clear and specific in reporting Follow chain of command if any issues arise Use proper reporting etiquette such as appropriateness and completeness, conciseness, proper terminology and correct spelling

75. Module Competency #5: Documentation and Reporting Unit #5C and 5D: Abnormal Physical Changes and Objective Information At this point, both Unit #5C (Recognize and report abnormal physical changes to supervisor or appropriate person) and Unit #5D: (Recognize and report objective information to supervisor or appropriate person) will be discussed as one unit.

76. Module Competency #5: Documentation and Reporting Unit #5C & 5D: Abnormal Physical Changes and Objective Information Recommended Content The following list of abnormal physical changes should be reported to the appropriate person. Shortness of breathe Rapid Respirations Excessive sweating Swelling of arms and legs Vomiting CyanosisFeverCoughBlood in stool Watery or hard stool Excessive drowsiness Blood in urine Strong urine odor Persistent skin redness Increased confusion or memory loss

77. Module Competency #5: Documentation and Reporting Unit #5E: Subjective Information It is also critical for the healthcare provider to report subjective information or symptoms a patient might share such as those listed below. Chest painAbdominal painPain upon movement Nausea Difficulty or painful urination Change in appetite Trouble swallowing or chewing Change of mood

78. Module Competency #5: Documentation and Reporting Unit #5F and 5G: Word Parts and Abbreviations At this point, both Unit #5F (Identify common roots, prefixes and suffixes to communicate information) and Unit #5G: (Identify medical abbreviations to communicate information) will be discussed as one unit.

79. Module Competency #5: Documentation and Reporting Unit #5F and 5G: Word Parts and Abbreviations Recommended Content At this point in the documentation and reporting competency, students are asked to identify common roots, prefixes, and suffixes in order to communicate information effectively. Students are also introduced to medical abbreviations. (see next slide)

80. Module Competency #5: Documentation and Reporting Unit #5F and 5G: Word Parts and Abbreviations Included in medical terminology are: Roots Prefixes Suffixes Abbreviations The usage of medical terminology includes: Using only approved terms for appropriate healthcare area Knowing that each area has specific terms Being aware that medical terms may not be understood by care recipients

81. Module Competency #5: Documentation and Reporting Unit #5F and 5G: Word Parts and Abbreviations Common Abbreviations ROM—range of motion PRN—as needed STAT—immediately NPO—nothing per mouth (nothing to eat or drink) O2—oxygen NKA—no known allergies CPR—cardiopulmonary resuscitation DNR—do not resuscitate

82. Module Competency #5: Documentation and Reporting Unit #5F and 5G: Word Parts and Abbreviations The Joint Commission has identified abbreviations that should not be used by healthcare providers. View the following URL for the official “Do Not Use List” http://www.jointcommission.org/assets/1/18/d nu_list.pdf

83. Module Competency #5: Accurate and Appropriate Documentation AssignmentResourcesNotes CHC Competency #5: Documentation Activity Assignment on website Short scenario on the importance of accurate documentation in healthcare Recommended Learning Activities

84. Module Competency #6 Explain the roles and responsibilities of team members.

85. Module Competency #6: Explain the roles and responsibilities of team members. Embedded in this competency are five units and their learning activities. A.Recognize characteristics of effective teams. B.Discuss methods for building positive team relationships. C.Describe attributes and attitudes of an effective leader. D.Describe the roles workers have in healthcare teams across a variety of healthcare settings. E.Examine the impact healthcare teamwork and partnerships have in meeting client healthcare needs.

86. Module Competency #6: Teams Unit #6A: Characteristics of Effective Teams Recommended Content In order to address the characteristics and effectiveness of a team, here is one definition of a team: "A team is a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they are mutually accountable." (Katzenbach and Smith,) (see next slide)

87. Module Competency #6: Teams Unit #6A: Characteristics of Effective Teams The curriculum lists the characteristics of effective team as the following: Respectful Purpose driven Patient/resident/client centered Open-minded Displays patience Inclusive (see next slide)

88. Module Competency #6: Teams Unit #6A: Characteristics of Effective Teams Other characteristics of a good team include: Everyone participates actively and positively in meetings and projects. Team goals are understood by everyone. Members are carefully listened to and receive thoughtful feedback. Everyone takes initiative to get things done. Each teammate trusts the judgment of the others. The team is willing to take risks (Mind Tools) (see next slide)

89. Module Competency #6: Teams Unit #6B: Team Relationships The following is a list of characteristics in building positive team relationships. Provide positive feedback to the team members. Listen to all suggestions with an open mind. Recognize contributions of team members and that all contributions are valid. (see next slide)

90. Module Competency #6: Teams Unit #6B: Team Relationships Discuss rather than dictate the options presented by the various team members Bring client/family in where and when needed and listen closely to their needs. Tip on presenting the material Students struggle quite often being a part of a team. They want to do it on their own. They don’t want their grade dependent on someone else. It is tough at times to provide the encouragement that they need to be a successful part of the team.

91. Module Competency #6: Teams Unit #6C: Effective Leaders The characteristics of an effective leader are numerous and they are not achieved very easily. Patience Displayed EncouragingRespectful KindAssertive, not aggressive Knowledgeable OrganizedRespects confidentiality Understanding

92. Module Competency #6: Teams Unit #6D: Team Roles Basic role is dependent upon the focus of the team All teams share a similar goal: to better the care/situation of a client The job description of the team member will also determine the role played by each member, when an action is determined, etc.

93. Module Competency #6: Teams Unit #6E: Impact of Teamwork Impact of team, on meeting needs of client, include: Care will be consistent Positive attitude of care giver Client feels included in cares Family feels included in cares Confidence of client, family and caregiver increases Care giver feels valued Quality of care improves

94. Module Competency #6: Roles and Responsibilities of Team Members AssignmentResourcesNotes CHC Competency #6: Communications and the Team Activity Assignment on website Students answer questions on effective team communication Recommended Learning Activities

95. Module Competency #7 Describe the use of information technology in healthcare settings.

96. Module Competency #7: Describe the use of information technology in healthcare settings. Five units and their learning activities round out this module competency. They are: A.Identify a variety of electronic communication devices used in healthcare facilities. B.Identify different types and content of health records (patient, pharmacy, and laboratory). C.Describe the importance of policies and procedures related to electronic communication required by national, state, local and organizational levels. D.Explain procedures for accurate documentation and use of electronic and print health records. E.Discuss validity of web based resources.

97. Module Competency #7: Information Technology Unit #7A: Identification of Electronic Devices Recommended Content When it comes to electronic devices, student are often more knowledgeable in this area than their instructors. A variety of electronic devices are used in health care such as: Fax machineComputer TelephonePager iPodiPad Distance diagnosing/assessment tools

98. Module Competency #7: Information Technology Unit #7B: Health Records Recommended Content There are many parts to the content of a health record and it is critical to keep a patient’s health record up to date. It’s recommended that patients review their record at every appointment. (see next slide)

99. Module Competency #7: Information Technology Unit #7B: Health Records The contents of a patient’s health record include: Patient’s full name Patient’s personal home address Telephone numbers Insurance information Financial information History of health issues Medications Symptoms of illnesses presented Diagnosis Diagnostic test results

100. Module Competency #7: Information Technology Unit #7C: Policies and Procedures Recommended Content When addressing the issue of policies and procedures regarding electronic devices, the important things to be aware of are: The policies and procedures must indicate personnel responsibility for usage of data The importance of confidentiality Proper usage of the devices Maintenance of the devices

101. Module Competency #7: Information Technology Unit #7D: Accurate Documentation Recommended Content Briefly, the procedures for accurate documentation and use of electronic and printed health records are: Records are a legal document The data is permissible in court, and Printed documents must be destroyed properly through shredding

102. Module Competency #7: Information Technology Unit #7E: Web Based Resources Recommended Content The web is full of information, but not all of the information is valid or reliable. When using web-based resources, it is important to recommend credible sites, such as governmental sites, nationally recognized foundations, and major medical institutions. Never place any personal information on non- secured web sites.

103. Module Competency #8 Using a problem solving process applied to healthcare situations, describe how healthcare workers can effectively communicate with their clients/individuals and team members.

104. Module Competency #8: Using a problem solving process applied to healthcare situations, describe how healthcare workers can effectively communicate with their clients/individuals and team members. There are two units in this module competency with accompanying learning activities. A.Describe the steps in problem solving and solution identification utilizing a team approach. B.Describe the workplace situations in which problem- solving process are utilized.

105. Module Competency #8: Team Members Units #8A and 8B: Problem Solving At this point, both Unit #8A (Describe the steps in problem identification and solution utilizing a team approach) and Unit #8B: (Describe workplace situations in which problem-solving processes are utilized) will be discussed as one unit. (see next slide)

106. Module Competency #8: Team Members Units #8A and 8B: Problem Solving Recommended Content 1.Identify the problem 2.Analyze the problem 3.Generate and analyze solutions – brainstorm for possible solutions, evaluate the best solution 4.Implement the best solution 5.Evaluate the solution’s effect, plan the next steps

107. Module Competency #8: Problem Solving Process AssignmentResourcesNotes CHC Competency #8: Scenarios of Effective Communication Assignment on website Scenarios given that demonstrate barriers to communication and effective communication Recommended Learning Activities

108. This completes the curriculum for Communications in Healthcare Settings. (see next slide)

109. What to do now? You’ve now been introduced to Communications in Healthcare Settings. Key points were presented and are found on the instructor resource outline with several learning activities to use. You received tips on teaching the material, along with areas to be sensitive with students. Now, click on the “Assessments” tab and complete the Communications in Healthcare Self Assessment. You are invited to go to the website to preview additional learning activities, PowerPoints, assessments, etc. You are encouraged to use the instructor learning resource module outline to make notes on which online resources would benefit you and your teaching style.

110. Accessing HealthForce Minnesota To access the HCCC curriculum go to: 1.www.healthforceminnesota.org/resourceswww.healthforceminnesota.org/resources 2.Click on HCCC 3.Click on Curriculum A.Username: HCCC B.Password: HCCC 4.Select desired module to view

111. “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 by the Health Professions Pathways (H2P) Consortium, a Department of Labor, TAACCCT funded project is licensed under a Creative Commons Attribution 3.0 Unported License.Creative Commons Attribution 3.0 Unported License This power point created by: Dede Carr, BS, CDA, LDA Pat Reinhart, RN

112. References 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/nonverbal tips.htm 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

113. References 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. 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

114. You have completed Heath Care Core Curriculum Communications in Healthcare Settings. Congratulations!!! Complete the “Self Assessment” found under “Assessments”.