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81 Cards in this Set
- Front
- Back
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three levels of communication |
1.intraperson 2.interperson 3.public communication |
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intraperson |
-self talk -self-verbalization -inner thought |
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interperson |
between 2 people or a small group |
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public communication |
interaction of one individual with large groups of people |
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goals for communication |
to have congruency between your intent and your message |
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if congruency exists than the |
sender will attach the same meaning to the message that the receiver does |
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two parts to face to face communication |
-verbal -non-verbal |
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verbal |
cognitive and affective message sent through words, bounce infection, rate of speech |
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nonverbal |
message conveyed by eye contact ad movement, facial expressions, body language, and territoriality |
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Whay are the characteristics of caring communication |
proving presence active listening |
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providing presence |
-eye contact -body language-calm, focussed -tone of voice-neutral -listening-active-responds to what is said -a positive, encouraging attitude |
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active listening |
-conveys full attention and interest -helps to crate a mutual relationship -basis of collaboration -essential for professionals -can be difficult at times0requires awareness |
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self awareness |
~when you want to change, there is a simple and easy way to start: change what you say to yourself. |
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how do you make self-talk more positive? |
listen to yourself talk ask: -what negative thought am I saying that are destructive? -what positive thoughts am I saying that are constructive? how is my self talk helping me? if not, what thoughts can you change? |
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why is listening so important? |
-convey interest, caring and respect -conveys understanding and support -ensures that we know what to do -elicits moe accurate information from clients about their well being and history -facilitates accurate assessment of clients needs and problems -demonstrates professional, ethical and legal responsibility |
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SOLER |
squarely face the client open posture lean toward the client eye contact relaxed |
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restating |
restating (echoing) one or two words of what the speaker has said |
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why do you want to restate? |
-the idea is to let speaker know you are hearing them and wanting them to continue -ut uses statement intonation -do not restate too much of what the person said -briefly restate one to three of the speaker's own words |
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paraphrasing |
restating the client's message in your own words to ensure you understand the whole message |
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why should we paraphrase |
-it also lets the speaker know you are hearing them and wanting them to continue -it sues statement intonation -respond briefly and succinctly to the whole content -seek to get the big idea; be short and succinct |
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purpose of paraphrasing |
-to let the speaker know you understood correctly -and to make sure you do |
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what is typical twelve |
mistakes generally made when it comes to communicating |
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typical twelve |
1.orderingm, directing, commanding 2.warning, admonishing, threatening 3. exhorting, moralizing, preaching 4.advising, giving solution or suggestions 5.lecturing, teaching, giving logical arguments 6.judging, criticizing, disagreeing, blaming 7.praising, agreeing 8.name-calling, ridiculing, shaming 9.interpreting, analyzing, diagnosing 10. reassuring, sympathizing, consoling, supporting 11. probing, questioning, interrogating 12. withdrawing distracting, humouring, diverting |
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pitfalls to avoid while listening |
-jumping in too soon -focusing away from speaker and back onto yourself -fidgeting and other distracting behaviours -using close-ended questions, -avoid why -giving advise -giving your own opinion |
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helping relationships |
- it is the nurse's responsibility to establish and maintain a professional relationship with clients
-nurses need to be direct and explicit with clients,potential clients and former clients about the nature of their relationship -difficulties arise when there is an attempt to have a professional and a personal relationship at the same time |
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nurse-client relationship is |
-professional and therapeutic -established to meet the needs of the cline, not ht nurse -a different kind of relationship that a friendship or a collegial relationship |
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yellow light |
-freq. thinking of the client when away from work -freq. panning other clients' care around the clients needs -feeling so strongly about the client's goals that the nurse does not hear staff's comments or client's/family's wishes |
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open ended questions |
broader, opens the door for further discussion -who, what , when, where and how -encourages the listener to expand -invites exploration -more effective when resolving conflict -allows the person to determine what their answer will be |
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closed ended questions |
-use closed questions when you want to focus the client on a specific piece of information; it is restrictive in nature -any question that can be answered with a yes or no |
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intuitive clarifying question |
seek to identify the underlying concern |
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factors contributing to dysfunctional group |
1.lack of norms developed by the groups 2.no clear purpose to group's meeting 3.no identified leader or commitment to shared leadership 4.unresolved personal conflicts 5.lack of confidentiality 6.inabilit to resolve conflicts assertively 7. not assertively addressing disruptive behaviours 8. lack of willingness to take risks |
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topic monitor |
keeps the group focused on its purpose for being together |
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time keeper |
-clarifies the time allotted to meetings -holds the group accountable for starting and ending on time -reminds the group about time used and time left -facilitates setting meetings dates and times |
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process monitor |
-lets members know their contribution are valued -make sure groups members understand what east others say -reflects observations of how the group is working -helps mediate and resolve conflicts -helps discuss how the group can improve |
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recorder |
recods idead summarizes ideas, opinions |
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all group members have two types of needs |
task needs maintenance needs |
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task needs |
actions that help the fours and its member's compete tasks, such as assignments, decisions and tasks |
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maintenance needs |
actions that help maintain the group |
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inclusion |
the need to belong |
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control |
the need for personal control |
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5 stages of group development |
1. forming 2.storming 3.norming 4.performing 5.adjourning |
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forming |
figuring out team goals -testing groups relationships -low productivity -beginning to get clean on what work is to be done -we want acceptance -we avoid conflict at this stage |
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storming |
decisions don't come easily within group. team members vie fro position as they attempt to establish themselves in relation to other team members. they wonder where they belong. cliques form and there may be power struggles. the team needs to be focused on its goals. compromises may be needed. |
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norming |
roles and responsibilities are clean and accepted. group agrees on big decisions commitment if high. the team may engage in fun and social activities. the team gets to the work. the team shares leadership and respects leaders |
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performing |
not all gourds reach there performing stage. members feel part of the group and take on teaks but are also comfortable with and trust other members. morale is high. team knows why it is doing what it is doing |
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adjourning |
group ends and members leave. the task may have been accomplished. time to celebrate the work done. some may feel loss at the ending |
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summarizing |
-uses at appropriate times to recheck accuracy -use to interrupt a long flow of speaking -and to then move client on by letting them know you've got the key points -to provide a concise review |
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caring: care giving |
-action taken with -fosters independence and growth -individual acts on own behalf -trust, respect -mutual problem solving -empowers others |
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care taking: taking care of |
-action taken for -forsters co-dependecne -doing for the other what they can do of themselves -lack of trust, respect -control for own personal needs -smothering |
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why use empathy |
-feelings are universal and seek expression -as helpers we need to know the difference between what we are feeling and what others are feeling -as helpers, empathy helps the client to make sense of their experience -the therapeutic value of empathy is to help the client feel congruent |
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what empathy is not |
sympathy feeling that you understand |
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what is empathy |
-includes an empathetic stance -occurs when the helper tentatively names the feeling and reflects it back and links it to a reason -empathy contains a feeling word -may involve here paraphrasing -expressed empathy is when we reflect back, using a feeling word to our client what we thing they may be feeling and link to a reason |
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empathy involves |
-unconditional acceptance of the individual -not offering judgements or an evaluation of feelings -demands good sense of identify, personal values and boundaries -active listening -intention of caring |
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assumed/ perceived empathy |
"i understand how you feel" |
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expressed empathy |
"you're annoyed because he is late again" |
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passive |
submitting to others in order to avoid conflict |
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passive/aggressive |
-combines elements of both the passive style and the aggressive style
-being aggressive in an indirect way -aggression is disguised so that we can avoid taking responsibility for it |
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assertive |
-not a strategy to get your own way -demonstrating that you are in control of your own behaviour |
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aggressive |
opposite of passive style trying to get others to submit to us; to win regardless of the cost to others |
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guidelines for giving feedback |
1.readiness of the receiver 2.descriptive, not interpretive 3.immediacy 4.appropriate times |
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refusing a request |
-you have the right to say no
-you have the right to offer no excuses or find solutions -acknowledge the other person's request -use the word "NO" in your response -make eye contact and start erect -take time to think about what you want -make sure you move your head from side to side |
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expressing disagreement |
-enables expression of different ideas, perspectives and points of view. -preserves respect among team members when difference arise - increases understating between team members through hearing individual perspective -may prevent errors and improve decision making -promotes learning |
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causes of conflict |
-role confusion -competition -barriers to communication -individuals must depend on others -to many rules/ not enough rules -unresolved prior conflicts |
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responses of conflicts |
1. lose-lose strategy 2. win-lose strategy/lose-lose strategy 3.lose-win strategy 4.partially win-win strategies 5.win-win strategies |
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lose-lose strategy |
-ignores the conflict but stress usually escalates -passive/uncooperative |
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win-lose |
-attempts to resolve conflict by controlling pr persuading others -aggressive and uncooperative |
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lost win |
attends to needs of others but ignores owns needs -passive and cooperatives |
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partially win-win strategy |
attends to each others needs but may sacrifice own needs to a certain degree, that is, both individuals may sacrifice personal opinions to reach solution that are not completely satisfactory for either side. |
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collaborative win-win strategy |
the most preferred conflict style because it recognized that conflict is inevitable and uses it to produce constructive outcomes. it takes time/energy to find solutions that are mutually satisfying. it can strengthen relationship |
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hands on person |
prefers hands on experience and activities -focus on tasks to be done -refrain from discussions -think in a logical and organized way - do things in an orderly way -have difficulty adjusting to change |
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thinker |
-enjoys listening to logical presentation of ideas -enjoys analyzing problems and finding systematic ways to solve problems -enjoy creating models based on theory and information -acts slowly in making decision |
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explorer |
-try things by trial and error -explore practical uses for ideas and theories -make decisions that provide quick solutions -decide quickly -take risks -enjoys change -rely more on people for information |
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free thinker |
based views and opinions on feelings enjoys tossing around ideas (brainstorming) approach and view problem and experiences from different perspectives rely on intuition, not logic, for making decisions dislike structure |
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SBAR |
situation background analysis/assessment recommendation |
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leadership styles |
democratic autocratic multicratic/participative laissez-faire |
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what is the difference between assimilation and multiculturalism |
multiculturalism- living together in society while maintaining cultural difference assimilation- everyone joins the same culture |
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Having Cultural Awareness: understaning the difference between cultures |
Is the beginning step towardsunderstanding that there is a difference? Many people undergo courses designedto desensitize them to formal ritual and practices rather than the emotional,social economic, and political context in which people exist. |
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who deicides that the service is culturally safe? |
is an outcome of nursing education that enables safe service to be defined by those by those who receive the service |
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how can a nurse gain the rapport of someone who, because of their difference? |
1.listen to your client 2.understand their perspective 3.establish rapport/ find common ground 4. explain your perpective |
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what does being marginalized from main stream society mean? |
because the seperation, people can't access help, support, healthcare |
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what three ideas to discuss in class |
-interpreter -using pictures to communicate -have a family member help with communication between the nurse and patient -be open to learn |
