Interpersonal Communication

Interpersonal Communication
4 Interpersonal Communication

Learning Outcomes 4.1 Identify elements and types of communication. 4.2 Relate communication to human behavior and needs. 4.3 Categorize positive and negative communication.

Learning Outcomes (cont.)
4.5 Carry out therapeutic communication skills. 4.6 Use effective communication strategies with patients in special circumstances. 4.7 Carry out positive communication with coworkers and management.

Introduction Medical assistants must Recognize human behaviors
Communicate effectively Professionally Diplomatically Recognize obstacles that affect communication It is important for you to be able to recognize human behaviors and communicate effectively and therapeutically to be successful as a nursing assistant. Communication must be conducted with professionalism and diplomacy regardless of a patient’s culture, socioeconomic background, education level, age, and lifestyle. You set the tone for the communication circle and, therefore, must be aware of obstacles affecting communication. Developing strong communication skills are as important as mastering administrative and clinical skills.

Elements of Communication
Communication circle Message Source Receiver Learning Outcome: 4.1 Identify elements and types of communication. When interacting with patients and families, the medical assistant will be responsible for giving information, making sure the patient understands the information, and receiving information from the patient. This giving and receiving information is the communication circle. Message – verbal, written, non verbal Source – sends the message Receiver – receives the message Giving and receiving information continues within the communication circle until the exchange is finished.

Elements of Communication (cont.)
Feedback Verbal or nonverbal Verification of understanding Noise Sounds Physical or emotional discomforts Learning Outcome: 4.1 Identify elements and types of communication. Feedback Verbal or nonverbal evidence of understanding of the message Good communication requires feedback at every step Always look for feedback when communicating information to, or asking a question of, a patient Noise Anything that changes the message or interferes with the communication process Examples: Sounds Room temperature or other types of physical or emotional discomfort Noise can affect you as the source or the patient as the receiver

Apply Your Knowledge Good!
What are the elements of the communication circle and what can cause interference in the process? ANSWER: The elements are: message, source, and receiver. Noise can interfere with the communication circle. Learning Outcome: 4.1 Identify elements and types of communication. Good!

Human Behavior and Needs
Different personality types – require different communication styles Humanistic role in the healthcare process Attention respect Learning Outcome: 4.2 Relate communication to human behavior and needs. When you understand why a person is behaving in a certain way, you can adjust your communication style to adapt to that person. Many patients feel that healthcare is becoming impersonal, and consequently may become difficult. Every time you communicate with patients, you can counteract this perception by playing a humanistic role in the healthcare process. Being humanistic means that you work to help patients feel attended to and respected as individuals. Understanding why a person behaves in a particular way will help you adjust your communication style. To humanize and improve communication, you should have an understanding of the developmental stages of the life cycle and Maslow’s Hierarchy of Human Needs.

Developmental Stages of the Life Cycle
Infant 0 to 1 year old Trust vs. mistrust Toddler 2 to 3 years old Autonomy vs. shame and doubt Preschooler 3 to 6 years old Initiative vs. guilt Learning Outcome: 4.2 Relate communication to human behavior and needs. For the developmental stages of the life cycle refer to Figure 4-2 Lifespan Development

Developmental Stages of the Life Cycle (cont.)
School age 7 to 12 year old Industry vs. inferiority Adolescence 12 to18 years old Ego identity vs. role confusion Learning Outcome: 4.2 Relate communication to human behavior and needs. For the developmental stages of the life cycle refer to Figure 4-2 Lifespan Development

Developmental Stages of the Life Cycle (cont.)
Young adult 20s Intimacy vs. isolation Middle adult Late 20s – 50s Generativity vs. stagnation Old Adult 60s and older Integrity vs. despair Learning Outcome: 4.2 Relate communication to human behavior and needs. For the developmental stages of the life cycle refer to Figure 4-2 Lifespan Development

Maslow’s Hierarchy of Human Needs
Self- actualization Esteem Learning Outcome: 4.2 Relate communication to human behavior and needs. Abraham Maslow developed a model of human behavior known as a hierarchy, or classification, of needs. Humans are motivated by unsatisfied needs Lower needs need to be satisfied before higher needs can be met People (humans) Are basically trustworthy, self-protecting, and self-governing Tend toward growth and love Are not violent by nature Physiological needs: Breathing, food, water, sex, sleep, homeostasis, excretion Safety needs: Stability, consistency, security, shelter, employment, safe environment Love/Belonging needs: Friendship, family, sexual intimacy, acceptance by others Esteem needs: Worthiness to society, confidence, competence recognition, respect by others Self-actualization: Morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts Love/Belonging Safety Physiological

Maslow’s Hierarchy (cont.)
Deficiency (basic) needs Physiological Safety Love/belonging Esteem Self-actualization Learning Outcome: 4.2 Relate communication to human behavior and needs. Deficiency needs are needs that must be satisfied before one can act unselfishly. Physiological needs Very basic needs: air, water, food, sleep, and sex Satisfying these establishes homeostasis Safety needs We desire for establishing stability and consistency These needs are security, shelter, and existing in a safe environment Love/belonging needs Humans desire to belong to groups (pack animals) Needs: feel loved and accepted by other Esteem needs We need to feel we are important and valuable to society Types of self esteem That which results from mastery of a task That which results from attention and recognition from others Self-actualization Finding self-fulfillment and realizing one’s own potential Comfortable with who you are and know your strengths and weaknesses

Human Behavior and Needs
Considering patient’s needs Determine area of deficiency Adjust communication style Learning Outcome: 4.2 Relate communication to human behavior and needs. Remember the hierarchy of needs when interacting with a patient. Observe what need the patient is deficient in and adjust communication style to effectively communicate with that patient.

Apply Your Knowledge Good Answer!
You can communicate with all people in the same way. Is this statement true or false, and why? ANSWER: The statement is false. Not all people are at the same place on Maslow’s hierarchy of human needs. To communicate effectively with a person, you need to understand what he or she is deficient in. For example, you would use different communication styles when talking to a homeless person who may have psychological and safety needs than when talking to an elderly person who is lonely and depressed due to the recent loss of his or her spouse. Learning Outcome: 4.2 Relate communication to human behavior and needs. Good Answer!

Types of Communication
Positive or negative Verbal or non-verbal Written Learning Outcome: 4.3 Categorize positive and negative communication.

Positive Verbal Communication
Communication promotes the patient’s comfort and well-being Sets the stage Examples Learning Outcome: 4.3 Categorize positive and negative communication. It is your responsibility to set the stage for positive communication. Treating patients rudely is unacceptable. Examples of positive verbal communication Being friendly, warm, and attentive Verbalizing concern for patients Encouraging patients to ask questions Asking patients to repeat your instructions to be sure they understand Looking directly at patients when you speak to them Smiling naturally (not forced) Speaking slowly and clearly; pronounce words correctly Listening carefully

Negative Verbal Communication
Curb negative communication habits Pay attention to others in service-oriented workplaces Learning Outcome: 4.3 Categorize positive and negative communication. You may not realize your communication style has a negative impact on others. Ask for feedback to help curb negative communication habits. Examples of negative communication: Mumbling Speaking brusquely Avoiding eye contact Interrupting patients as they speak Rushing through explanations or instructions Treating the patient impersonally Making patients feel they are taking up too much time Forgetting common courtesies Showing boredom The next time you make contact with persons in another service-oriented workplace, such as a restaurant, pay attention to how they communicate and what makes their style positive or negative. Communication skills can always be improved upon.

Nonverbal Communication
Body language Facial expression Eye contact Posture Learning Outcome: 4.3 Categorize positive and negative communication. Nonverbal communication is also known as body language. Facial expression Most expressive part of the body Serve as a form of feedback Eye contact Important to positive communication Look directly at the person when speaking to them Posture Open Arms comfortably at your sides or in your lap, facing the other person and leaning forward in your chair Demonstrates receptiveness, friendliness and interest Positive effect on communication Closed Arms are rigid or folded across chest, leaning back in your chair, turning away to avoid eye contact, slouching Conveys anger Negative effect on communication

Nonverbal Communication (cont.)
Touch Personal space Learning Outcome: 4.3 Categorize positive and negative communication. Touch Powerful form of nonverbal communication Perception of touch may be affected by family background, culture, age, and gender A touch on the shoulder, forearm, or back of the hand is acceptable Personal space An area that surrounds an individual Show respect for a person’s feelings of privacy by not intruding on personal space Social situations: usually 4 to 12 feet Personal conversation: 1.5 to 4 feet Observe patients carefully for signs you may be invading their space Leaning away Folding their arms in front Turning their head away

Apply Your Knowledge YEA! Mr. Garcia comes to the desk to check in and asks if he will be seen on time. The receptionist continues with her paperwork, points to the sign-in sheet, and tells Mr. Garcia: “Just sign in. The doctor will be with you when he can.” Explain why this is an example of negative communication. ANSWER: This is an example of negative communication because the receptionist: Did not stop what he or she was doing – was not friendly or attentive Did not greet Mr. Garcia or make eye contact with him Did not give a satisfactory answer to Mr. Garcia’s question Did not make sure Mr. Garcia understood when he would be seen Learning Outcome: 4.3 Categorize positive and negative communication.

Improving Your Communication Skills
Listening skills Interpersonal skills Assertiveness skills Learning Outcome: 4.4 Model ways to improve listening, interpersonal skills, and assertiveness skills. You should continuously work on improving your communication skills. These are the skills involved in daily communication.

Listening Skills Passive listening Active listening
Learning Outcome: 4.4 Model ways to improve listening, interpersonal skills, and assertiveness skills. Listening Both hearing and interpreting a message Also includes watching for nonverbal cues Passive listening Hearing what someone has to say without the need for a reply Communication is one way Active listening Two-way communication that involves responses and feedback You are actively involved in the process Essential skill in a medical office

Improve Listening Skills
Prepare to listen Relax and listen attentively Maintain eye contact Maintain personal space Think before you respond Provide feedback Learning Outcome: 4.4 Model ways to improve listening, interpersonal skills, and assertiveness skills.

Interpersonal Skills Warmth and friendliness Empathy Respect
Learning Outcome: 4.4 Model ways to improve listening, interpersonal skills, and assertiveness skills. Interpersonal skills are used during interactions with others. Warmth and friendliness You should maintain a professional approach Pleasant greeting and a smile Be sincere Empathy: The process of identifying with someone else’s feelings. Sensitivity to another’s feelings and problems Respect Using title of courtesy Acknowledging a patient’s wishes without passing judgment

Interpersonal Skills (cont.)
Genuineness Openness Consideration and sensitivity Learning Outcome: 4.4 Model ways to improve listening, interpersonal skills, and assertiveness skills. Genuineness Do not appear to be just going through the motions Care for each patient; give them the attention they deserve Encourage the patient to trust you and what you say Openness Willing to listen and consider another's viewpoints and concerns Being receptive to another’s needs Accepting without bias Consideration and sensitivity Be thoughtful and kind in your actions Be sensitive to their concerns, fears, and needs

Assertiveness Skills (cont.)
Open Honest Direct Aggressive Bossy Quarrelsome Manipulative Learning Outcome: 4.4 Model ways to improve listening, interpersonal skills, and assertiveness skills. Assertiveness Being firm and standing by principles while still showing respect for others Trusting your instincts, feelings, and opinions and acting on them Being open, honest, and direct Being aware of body language and posture Developing these skills increases your sense of self-worth and confidence and helps you prevent or resolve conflicts peacefully Aggressiveness Trying to impose your position on others or trying to manipulate them Being bossy and quarrelsome Does not consider others’ feeling, needs, thoughts, ideas, and opinions Refer to Table 4-1 Comparison of Nonassertive, Assertive, Aggressive, and Nonassertive-Aggressive Behavior

Apply Your Knowledge Good Answer!
What is the difference between being aggressive and being assertive? ANSWER: Assertiveness means standing by your principles while showing respect for others. You trust your instincts, feelings, and opinions and act on them. An aggressive person tries to impose his or her own position on others or tries to manipulate them. He or she is bossy, may be quarrelsome, and does not consider another’s feelings, needs, thoughts, ideas, or opinions. Learning Outcome: Model ways to improve listening, interpersonal skills, and assertiveness skills. Good Answer!

Therapeutic Communication Skills
Being silent Accepting Giving recognition Offering self Giving a broad opening Learning Outcome: 4.5 Carry out therapeutic communication skills. Therapeutic communication is the ability to communicate with patients in terms they can understand as well as communication with other team member using the appropriate technical terms. Being silent – allows the patient time to think without pressure Accepting An indication of reception You heard the patient and follow the patient’s thought pattern Indicators include nodding, saying “yes” or like phrases, and body language Giving recognition Shows patients you are aware of them Done by using their name in a greeting or noticing positive changes Recognizing the patient as a person Offering self – making yourself available to the needs of the patient Giving a broad opening Allowing the patient to take the initiative in introducing a topic Asking open-ended questions

Therapeutic Communication (cont.)
Offering general leads Making observations Encouraging communication Mirroring Reflecting Learning Outcome: 4.5 Carry out therapeutic communication skills. Offering general leads – give the patient encouragement to continue Making observations Tell the patient your perceptions This encourages the patient to notice what is happening to them so they can describe it Encouraging communication Ask the patient to verbalize what they perceive Try to see things as they seem to the patient Mirroring Restate what the patients said This demonstrates you understood them Reflecting Encourage patients to think through and answer their own question This helps patients feel that their opinions are of value

Therapeutic Communication (cont.)
Focusing Exploring Clarifying Summarizing Learning Outcome: 4.5 Carry out therapeutic communication skills. Focusing - encourages the patient to stay on topic Exploring Try to get as much detail as possible about the patient’s complaint Avoid probing if the patient does not wish to discuss something Clarifying – asking patients to explain something more clearly Summarizing Involves organizing and summing up the important points of the discussion Provides an awareness of the progress towards greater understanding

Ineffective Therapeutic Communication
Reassuring Giving approval Disapproving Agreeing/disagreeing Advising Learning Outcome: 4.5 Carry out therapeutic communication skills. Reassuring Indicates to the patient there is no need to worry Devalues the patient’s feelings and gives false hope Communication error – lack of understanding and empathy Giving approval – may lead the patient to strive for praise rather than progress Agreeing/disagreeing Agreeing with patients – gives them the perception that they are right Disagreeing with them – you become the opposition instead of caregiver Advising – telling the patient what to do places you outside your scope of practice

Ineffective Therapeutic Communication
Probing Defending Requesting an explanation Minimizing feelings Making stereotyped comments Learning Outcome: 4.5 Carry out therapeutic communication skills. Probing - discussing a topic a patient doesn’t want to talk about Defending – becoming defensive Requesting an explanation – asking the patient do give reasons for their behavior Minimizing feelings Do not make light of a patient’s discomfort Perceive what is taking place from the patient’s viewpoint Making stereotyped comments Using meaningless “clichés Used to make a comment instead of a reasonable or thoughtful explanation

Defense Mechanisms Adaptive Nonadaptive
Learning Outcome: 4.5 Carry out therapeutic communication skills. Defense mechanisms coping strategies Used to protect from anxiety, guilt, and shame Types of defense mechanisms: Adaptive – have the ability to change or adjust Nonadaptive – unable to change or adjust

Defense Mechanisms (cont.)
Compensation Denial Displacement Dissociation Identification Introjection Projection Rationalization Regression Repression Substitution Learning Outcome: 4.5 Carry out therapeutic communication skills. Compensation – overemphasizing a trait to make up for a perceived or actual failing Denial – unconscious attempt to reject the unacceptable Displacement – unconscious transfer of unacceptable thoughts, feeling, or desires to a more acceptable substitute Dissociation – disconnecting emotional significance from specific ideas or events Identification – mimicking the behavior of another to cope with feelings of inadequacy Introjection – adopting unacceptable thoughts or feelings of others Projection – projecting your own feelings onto another person Rationalization – justification of unacceptable behavior, thoughts, and feelings Regression – unconsciously returning to more infantile behaviors or thoughts Repression – putting unpleasant thought, feelings, or events out of your mind Substitution – unconsciously replacing an unreachable or unacceptable goal with another, more acceptable one

Apply Your Knowledge Right!
Check those of the following that are therapeutic? ANSWER: Reassuring Offering self Mirroring Being silent Giving approval Accepting Probing Defending Making Observations Giving a broad opening Disapproving      Learning Outcome: 4.5 Carry out therapeutic communication skills.  Right!

Communicating in Special Circumstances
Some special circumstances inhibit communication Heightened emotions Cultural differences Impairment or disability Terminal illnesses Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. With good interpersonal skill, you will not have difficulty communicating with most patients. You may encounter patients with special needs or in special circumstance that can inhibit communication.

The Anxious Patient May not listen well or pay attention to what you are saying Observe for signs Acknowledge Identify source Use communication skills Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Patient’s are often anxious in a healthcare setting. Reason’s may be as simple as the “white-coat syndrome” to fear of receiving bad news. Anxiety interferes with the communication process. Patients may not be able to verbalize feelings of fear and anxiety. It is therefore important to watch for signs: Tense appearance Increased blood pressure and breathing Sweaty palms Reported problems with sleep or appetite Irritability and agitation Refer to Procedure 4-1 Communicating with the Anxious Patient Refer to Connect for a video about Communicating with the Anxious Patient

The Angry Patient Reasons for anger Do not take personally
Goal ~ help refocus to solve problem Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Anger can occur for many reasons. Mask for fear about illness or surgical outcome Feeling of being treated unfairly or without compassion Reaction to frustration, rejection, disappointment Loss of control or self-esteem Invasion of privacy Anger may be targeted towards you just because you happen to be there at the time. Do not take it personally. Goal: Help patient refocus emotional energy toward solving the problem. Refer to Procedure 4-2 Communicating with the Angry Patient

Patients of Other Cultures
Unique beliefs, attitudes, values, use of language and world views Avoid stereotyping Avoid generalization Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Each culture and ethnic group has its own behaviors, traditions, and values Strive to understand and not view differences as communication barriers. It’s important for medical staff to understand differences among patient cultures. Avoid stereotyping – unfairly applying negative statements about specific traits of a group to an entire population Avoid generalization – applying common trends within a group to an individual without determining if it actually applies to the individual Beliefs of other cultures are neither superior nor inferior to your own; they are only different.

Cultural differences Language barriers Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Cultural differences Beliefs about causes of illness Symptoms and what they mean Use of healers Treatment expectations Language barriers Use family member, if available Healthcare providers who receive federal funds (Medicare) must make interpretive services available to patients with limited English. If your practice has a large number of non-English speakers, have forms translated Refer to Procedure 4-1 Communicating with the Assistance of an Interpreter

Limited reading skills Cultural competence Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Limited reading skills Review information with them Check readability level of materials – 4th to 8th grade Cultural competence Your ability to respond to the cultural and language need of patients Learn a few phrases of greeting – conveys respect Use an interpreter when needed – look at the patient not the interpreter Be aware of nonverbal communication Always give the reason Make sure the patient understands

The Patient Who is Mentally or Emotionally Disturbed
Determine what level of communication the patient can understand Suggestions Remain calm if the patient becomes agitated or confused Avoid raising your voice Avoid appearing impatient Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. If you do not understand what the patient said, ask him to repeat what he said.

Terminally Ill Patients
Respect rights Treat with dignity Kübler-Ross’s Stages of Dying Denial Anger Bargaining Depression Acceptance Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Often terminally ill patients are under extreme stress. Respect the rights of terminal patients; treat with dignity. Communicate with family; offer support and empathy. Provide information on hospice: an area of care that works with terminally ill patients and their families. Kübler-Ross’s Stages of Dying (or Stages of Grief) Describes the behavior patients will experience on learning of their condition. Widely used with terminally ill patients Denial – temporary; direct denial or periods of disbelief Anger – become difficult patients; may display temper tantrums or fits of rage Bargaining – attempt to make deals; become more cooperative Depression - withdraw; become lethargic; crying; body begins to deteriorate Acceptance – begin to make arrangements for funeral; family needs the most support at this time

Patient’s Families and Friends
Acknowledge family members and friends Keep them informed about patient’s progress Remember to protect patient confidentiality Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Families and friends can provide important emotional support to the patient, however, ask if they want the family member or friend to accompany them into the examination room. Ask the patient what information can be given family and friends.

The Patient With AIDS or the Patient Who is HIV-Positive
Stigma of disease Have accurate information about the disease and the risks involved Provide human contact and treat with dignity Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Patients may face social stigma or blame themselves and often feel guilty, angry and depressed. To communicate effectively, you must have accurate information about the disease and risks involved to answer questions. If you do not know an answer; find someone who does. HIV is not transmitted through casual or common physical contact, such as shaking hands. It is transmitted only through bodily fluids. Patients must know you are not afraid to be near them, to touch them, or talk to them.

Apply Your Knowledge Right!
What can you do to better communicate with the anxious patient? ANSWER: Identify signs of anxiety, acknowledge the patient’s anxiety, identify possible sources of the anxiety, ease any physical discomfort, and create a climate of acceptance and trust. Use appropriate communication skills: do not belittle the patient’s thoughts and feelings, be empathetic to the patient’s concerns. Help the patient recognize and cope with the anxiety. Learning Outcome: 4.6 Use effective communication strategies with patients in special circumstances. Refer to Table 4-1 Communicating with the Anxious Patient Right!

Communicating with Coworkers
Positive communication Develop rapport Rules for the medical office Use proper channels Have a proper attitude Plan an appropriate time for communication Learning Outcome: 4.7 Carry out positive communication with coworkers and management. Communication with coworkers influences the development of a positive or negative work climate and team approach to patient care as well as affecting your communication with patients. You will use the same skills and qualities with coworkers that you used to communicate with patients. Skills such as respect and empathy; being caring, thoughtful, and genuine; and using active listening will help you develop rapport with coworkers. Rapport: A harmonious, positive relationship Rules for communication in the medical office Use proper channels – avoids straining relationships Have the proper attitude – stay positive; use a friendly approach Plan an appropriate time for communication Be sensitive to the timing of your conversations, the manner in which you state your ideas and thoughts, and your coworker’s feelings.

Communicating with Management
Keep supervisor informed Ask questions Minimize interruptions Show initiative Learning Outcome: 4.7 Carry out positive communication with coworkers and management. Positive or negative communication can also affect your relationships with you supervisor or manager. Keep your supervisor informed. Ask questions – it’s better to ask than make a mistake and annoy someone. Minimize interruptions – make sure your supervisor has time to talk. Show initiative – develop a written plan to improve office efficiency or patient satisfaction and show to your supervisor

Dealing With Conflict Do not feed into negative attitudes
Be personable and supportive of coworkers Do not judge or stereotype others Do not gossip Do not jump to conclusions Learning Outcome: 4.7 Carry out positive communication with coworkers and management. Causes of conflict or friction: Opposition of opinions or ideas Differences in personalities Misunderstandings Prejudices and lack of respect or trust Conflict is counterproductive.

Setting Boundaries in the Healthcare Environment
Boundaries may be physical or psychological Limits undesirable behavior Action will depend upon who the aggressor is Learning Outcome: 4.7 Carry out positive communication with coworkers and management. It is important to maintain professional behavior. Setting boundaries limits undesirable behavior. If someone acts inappropriately towards you, take immediate action. Be tactful, assertive, and diplomatic but let the aggressor know his actions and/or language are inappropriate and you will not accept such behavior. If this does not stop the behavior, report it to your immediate supervisor. If your supervisor is the aggressor, follow policy and procedure.

Apply Your Knowledge Bravo!
What strategies can you use to avoid conflict in the workplace? ANSWER: You can use the following strategies to avoid conflict in the workplace: Do not “feed into” others’ negative attitudes Be personable and supportive Refrain from passing judgments Do not gossip Do not jump to conclusions Learning Outcome: 4.7 Carry out positive communication with coworkers and management. Bravo!

In Summary 4.1 The communication circle involves a message being sent, a source, and a receiver that responds. Feedback is the response to a message, and noise is anything that may interfere with or change the message.

In Summary 4.2 Understanding human behavior and needs, and their correlation with professional relationships, is necessary to practicing as a medical assistant. Understanding the various stages of human life assists you in your communication skills with patients.

In Summary (cont.) 4.3 Communication that promotes comfort and well-being is considered positive communication. Negative communication can be a turn-off. Lack of eye contact with patients, except in specific cultures, or speaking sharply to a patient is considered negative communication.

In Summary (cont.) 4.4 Listening and other interpersonal skills can be improved by becoming more involved in the communication process by offering feedback or asking questions of the patient. Understand that assertive medical assistants trust their instincts. They respect their self- worth, while still making the patient feel comfortable and important. Aggressive medical assistants try to impose their positions through manipulation techniques.

In Summary 4.5 Therapeutic communication is the ability to communicate with patients in terms that they can understand and, at the same time, feel at ease and comfortable in what you are saying. Positive therapeutic skills can enhance communication. Be aware of negative therapeutic skills that can disrupt the communication. Recognize defense mechanisms in patients and note whether the patient is using them to cope or is not able to cope.

In Summary 4.6 Learning about the special needs of patients and polishing your communication skills will help you become an effective communicator. This will assist you with handling diversity in the workplace, handling anxious and annoyed patients, and in dealing with patients who may have language barriers.

In Summary 4.7 The quality of communication you have with your coworkers and your supervisor greatly influences the development of a positive or negative work climate. Use proper channels of communication. Be open-minded. Keep supervisors informed of office problems as they arise and show initiative in your work habits.

End of Chapter 4 Often during life-altering experiences, patients and their loved ones need a shoulder to cry on or someone to comfort them. It is important for them to know support is there. —Lindsey D. Fisher (The Healers Art)

Interpersonal Communication

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