Communication In Nursing Communication

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Introduction:
In any clinical setting, medical professionals work together as a team to collaborate, delegate and consult. In order for this team effort to be effective, good communication skills must exist between medical professionals. Many times, messages can be altered and interpreted differently; if the conditions for transmission barriers develop. External barriers and internal barriers, such as confusion and mental status can hinder effective communication. Communication can be both verbal and non verbal, and it is important to understand that different cultures may communicate differently from others; example Thailand, “which depend entirely on non verbal communication.” (Tucker 2016). In such places, miscommunication is likely to
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In this type of communication, it is important that nurses listen, process data (including objective and subjective data), organize (or decode message) and provide response (Hickson 2015). Three main uses of communication tools are to encourage positive interactions, support and promote openness (Hickson 2015). Encouraging positive interactions allows the nurse to listen to the patient feelings, so in turn the nurse can empathize and facilitate coping (Hickson 2015). With support, a nurse can build nurse-patient relationship, leading to teaching and encouragement (Hickson 2015).
Some of the therapeutic technique used in communication is silence and listening. Silence give patient time to think and formulate responses. According to Taylor (2011), silence is a way of allowing time to reflect (p. 454). Listening makes the patient feel support and it promotes openness. Additionally, using open and close ended questions encourage patient to talk; and touch, encourages positive interactions by stimulating a feeling of warmth and trust, eliminating frustrations and builds support in the process. Other skills include restating and reflecting.
The following case study analyzes the importance of these
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As I approach my patient’s bedside, I identified safety and environmental risk to the patient; by doing this, I implemented Nightingale’s theory of environment need. As I continued to use Peplau’s theory, started the nurse-client relationship by introducing myself, and then I explaining what I was going to do. By doing this, I met the patient’s psychological need and assessed her level of consciousness. Although I was nervous about meeting the patient, I embraced it and took into consideration my patients psychological need, and I maintained patient’s privacy by pulling across the curtains. Prior to the assessment, I communicated to the patient and asked if she was comfortable and feeling any pain. Doing this, I implemented Leininger’s theory. I assessed her physiological need and took into consideration how physically active she was to be assessed. Performing this routine, I had utilized Nightingale’s theory of environmental need and therapeutic communication. During the interviewing process, I used Hilegard’s theory of nurse-patient relationship. I started building interpersonal skills, and at the same time, performed Levine’s theory that the patient is the center of nursing

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