3. Table of Content
What is
Communication
Professional
Writing Skills
Effective
Listening
Effective
Questioning
Scenarios Resources
Rev 1/2018 Nursing Readiness-Communication 3
4. Objectives
• Understand the two requirements of effective
communication
• Describe the communication paradigm
• Explain the elements of professional written
communication
• Discuss the needs for good listening skills for nurses
• List key listening skills
• Develop good questioning strategies
• Demonstrate good listening and questioning strategies
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9. Exercise What is in the bag? 2
Limited vocabulary
a)Big
b)Small
c)Black
d)White
e)One
f) Two
g)Many
h)Round
i) Square
j) Not
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10. Four Areas of Communication
As a College
Student
As a
Professional
As a Citizen
As a
friend/family
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12. Purpose and Audience
Purpose
•What is the goal of the
communication?
•The purpose will
influence all other
considerations
Audience
• Who is going to the
message?
• What is his or her
language skills?
• What is his or her
vocabulary level?
• What is his or her
general knowledge?
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13. Meaning and Structure
Meaning
• Looks at what is being
said
• Determines why it needs
to be said
• Asks if what is being said
is what is meant
• Drives the structure,
formality, vocabulary and
grammar
Structure
• How the information is put
together
• The layout of the
communication
• E-mail
• Documentation
• Research paper
• Conversation
• Meeting
• Teaching
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14. Formality
• Formality is how casual the writing is
• This is determined by the purpose and
the audience
• It is a matter of degree not yes or no.
Formal Informal
Buttock Rump Behind Caboose Ass
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15. Vocabulary
•It is through words that
ideas are expressed
•The more words one
has the better able to
express one’s ideas
•Not everyone has the
same vocabulary
Grammar
• The basic rules of
language
• Used to understand
vocabulary
• All languages have
grammar, including
computer languages
• A brigant was bending
toward the wind.
• Man the dog big the bit.
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16. Exercise Acceptable or Unacceptable
1. Samantha is a well groomed African
American woman.
2. Charles stinks from poor personal hygiene
because he is fat and cannot reach all
body areas.
3. Zanem, an effeminate male, cried when
given the flu shot.
4. Quill because she is heavily tattooed
requires extra caution with blood draws.
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18. Exercise Bad Medical Writing—Why?
“The greater pain
caused by larger-sized
tubes was the result of
increased pain during
the insertion of the tube
and pain while the tube
was in situ, with no pain
difference during tube
removal ”
•Is this clear writing.
•When is the pain?
•“Greater pain was
experienced with a
larger tube during
insertion, while in situ
and during removal.”
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19. Why Writing Matters
• Better Patient Care
• Clear Communication
• Expanded Career
Opportunities
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21. Professional Writing
Expectations
Types
• Emails
• Reports
• Physician orders
• Charting/Documentation
• Shift Summaries
• Care plans
• Case studies
Quality
• Full sentences
• Solid grammar
• Clear organization
• Formal style
• Be Precise
• Be Objective
• Remember the reader
• Accurate information
• Accurate use of medical terms
• Accurate spelling
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23. Definition
Email is the electronic
transmission of
messages through a
computer network
Not everything is
appropriate for emails
HIPPA requirements
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24. Basics of Good Communication
• Know your audience
• Write to that audience
• Emphasize clarity over
cleverness
• Emphasis content over
expansiveness
• Use standard fonts
• Keep bolds, underlines,
and italics to a minimum
• If using a priority system,
be honest.
• Avoid backgrounds or
stationary that detract
from the message
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25. Signature Block
• Sender’s information
• Include
• Name
• Job title
• email address
• Company, Department
• Separate from text by
two or three lines
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26. Before Sending
• Check spelling
• Check grammar
• Check for clarity
• Check Addressee's name
• Don’t send emails when
angry
• Remember telephones
still exist – Is email the
best way to respond?
• HIPPA and emails
• If patient initiates the
email
• If patient prior consents
to email
• If information emailed is
included in the consent
• Patient should be
advised about the risks in
emails
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27. Email and Security
• Emails and email
attachments are a
primary entry method for
computer viruses
• Viruses can spread
extremely fast
• Computer crime is the
growth sector of
organized crime
• Be skeptical
• Open an email from an
unknown sender with
caution
• Never open email
attachments from an
unknown sender
• Never give out
passwords, social
security numbers, bank
account numbers, etc.
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28. Email Security Terms
• Virus – A type of software that run
without your knowledge, replicates
itself and spreads to other
computers
• Trojan Horse– A type of virus that is
intended to do harm to the computer.
It is usually hidden inside something
attractive, such as a cartoon
• Worm – a type of virus that spreads by Email
• Zombie—Unauthorized use of a
computer by others for their personal
reasons
• Bot—A web site that automatically
transfers the user to another
undesired website
• Spam—Mass mailings to know email
users
• Phish—Requests for personal
information from what appears to be
a trusted organization; e.g. personal
bank
• Ransomware-is a type of malicious
software that threatens to publish
the victim's data or perpetually block
access to it unless a ransom is paid
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29. Security Measures
• Have a good anti-virus program
• Use a firewall
• Have good spyware and adware
filters
Update regularly
• Have a good spam filter
• Update programs frequently and
quickly
• Do not open emails with multiple
forwards
• Be cautious in downloading free or
shareware programs
• Be cautious in opening emails from
unknown senders
• Be wary of attachments
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30. Exercise Bad Medical Email—Why?
From: Mabel Lean, RN
To: Cmesoon@Hotmail.com
RE: Lab results
Dear Ms. Didledump,
Since your son is covered under your insurance. I
am notifying you about the lab results for him after
he went to the college health center.
He tested positive for gonorrhea and is being
treated.
I suggest you have a discussion with your son
about his sexual behavior.
Thanks
Nurse Lean
Rev 1/2018 Nursing Readiness-Communication 31
HIPPA violation
31. Exercise Bad Medical Email—Why?
From: doctorawesome@aol.com
To: orthorules@hotmail.com
Hey
THIS IS JOE FROM THE ER. GOT A PT
FOR U!! HAHA I KNO U ORTHO DOCS
LOVE A BROKE BONE, AND THIS ONE
HAS 2 LOL! TIB/FIB FRACS. 60 yo named
Ned Carson, fall dwn stairs
Later
Joe DR. JOE ACULA ER PHYSICIAN
“A flower cannot blossom without sunshine, and
man cannot live without love.” —Max Muller
Rev 1/2018 Nursing Readiness-Communication 32
• Too informal for the
workplace
• All caps
• Acronyms
33. Listening helps clients
• Feel cared about and
accepted
• Feel significant and
respected
• Feel heard and understood
• Feel connected with other
people
• Feel less isolated and
alone
• Establish a sense of trust
with helper(s)
• Make sense of their
current situations and/or
past experiences ask for
help
• Give feedback about their
care express emotions and
release tensions
• Participate in their care
planning
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34. Listening involves
• Providing time for the person to tell his/her story
offering a quiet and private space,
• free from distractions to listen to the person listening
• with the purpose of understanding the person’s
message giving full attention
• by focusing on what the person is saying tuning out
external distractions, such as background noises
tuning out internal distractions, such as thoughts
about what to say next.
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35. Listening to non-verbal
communication
• Eye contact such as staring,
avoiding eye contact
• Facial expressions such as
frowning, smiling, clenching or
‘biting’ lips, raising eyebrows
• Voice, such as tone, volume,
accent, inflection, pauses
• Body movement, such as
posture, gestures, fidgeting
• Physiological responses, such as
perspiring, breathing rapidly,
blushing
• Appearance, such as dress.
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36. Five Listening Skills
• Building rapport
Attending Behavior
• Open questions
• What, Why, HowQuestioning
• Identifying mixed messages
Confrontation
• Finding broader aspects and possible solutions
Focusing
• Deeper meaning or thoughts
Reflection
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37. Attending Behavior
Building rapport
•Be at eye level
•Use person’s name
•Smile
•Encourage talking
about self and
concerns
Skills that demonstrate listening
• Reflecting
• Acknowledging
• Summarizing
• Empathizing
• Making educated
guesses
• Paraphrasing
• Checking
Rev 1/2018 Nursing Readiness-Communication 38
38. Exercise Attending Behavior
• You are meeting for
the first time Louisa
Gomez, a 24 year old
woman who has just
given birth to twin boys
• How would you
approach her?
•Identify self
•Identify reason for
meeting Louisa
•Ask how she is feeling
•Discuss the babies
•Answer questions
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40. Questioning
Building understanding
• Ask open ended questions
• Why
• What
• Where
• Ask closed questions
• Yes/no
• Ask for clarifications
• Restate answers for
accuracy
Bad Questioning
•Do not bombard
•Do not ask multiple
questions
•Do not make questions
as statements
•Understand cultural
differences
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41. Skills that assist with information
giving
• Checking what information the person knows already.
• Giving small amounts of information at a time, using clear terms and avoiding
jargon.
• Avoiding detail unless it is requested – do not assume people want to know.
• Checking understanding using an open question. For example: ‘I’ve gone
through some difficult information, what sense have you made of it?’
• Pausing and waiting for a response to what you have said before moving on.
• Checking, with sensitivity, the effect of the information you have given on the
patient or caregiver.
• For example: ‘There has been a lot of information to take in today, how are you
feeling?’
Rev 1/2018 Nursing Readiness-Communication 42
42. Exercise Questioning
• Gabriel Popowloski, age 57, is ready for
discharge after coronary bypass.
• What questions might you ask?
• How does he feel?
• Does he have transportation?
• post-operative home care
• Do you have a list of post-operative
resources to home
• Home health
• Therapy
• Do you understand your medications
• Do you understand your wound care
• Do you understand your critical issues he
should seek immediate help
• How much you and the hospital appreciate
by his trust in them
Rev 1/2018 Nursing Readiness-Communication 43
43. Confrontation
Helping bring awareness to the patient over something they do not
accept or are overlooking
• Thoughts and feelings
• Thoughts and actions
• Feelings and actions or
• A combination of
thoughts, feelings and
actions
• Good confrontation is
gentle
• Acknowledge feelings
• Reduces defensiveness
• Pay attention to non-
verbal cues
• Offer alternative views
and options
Rev 1/2018 Nursing Readiness-Communication 44
44. Focusing
Keeping the conversation flowing in a certain direction
•Helping understand condition and treatment
•Helping understand why
•Helping see a broader picture
Rev 1/2018 Nursing Readiness-Communication 46
45. Skills that assist in keeping the
focus on the patient
• Looking and listening for cues.
• Asking open questions.
• For example: ‘How are you?’
• Asking open directive questions.
• For example: ‘How are you since I
last saw you?’
• Asking open questions about
feelings.
• Exploring cues.
• For example: ‘You said you are
not with it, can you tell me more
about that?’
• Using pauses and silence.
• Using minimal prompts.
• Screening.
• For example: asking the question
‘Is there something else?’ before
continuing with the discussion.
• Clarifying.
• For example: asking the question
‘You said you are not with it, from
what you say, it sounds like it is
hard to concentrate?’
Rev 1/2018 Nursing Readiness-Communication 47
46. Scenario Focusing
• Heather Broadsande, age 16, is pregnant and is worried about her future: school, friends,
church, and keeping the baby.
• She is having a difficult time focusing on the prenatal care.
• What do you do?
a) Validate her worries
b) Help her put priorities to these worries
a) Baby’s health
b) Mother’s health
c) Go over each care issue
d) Have her repeat the care issue
e) Explain why it is important
f) Have her repeat the importance
g) Be patient and redirect
Rev 1/2018 Nursing Readiness-Communication 48
47. Influencing
Changing the way a person thinks or reacts
•Everyone experiences and reacts to things
differently
•Helps redirect thinking toward condition
•Reframe
Rev 1/2018 Nursing Readiness-Communication 49
48. Giving Information
Giving Information
• Provide data or facts
relevant to the patient’s
needs.
• Ensure that the patient
is receptive to the
information.
• Be direct, clear,
specific, concise and
concrete.
• Break the information
into units that the
patient can utilize.
After giving
information
• Check that the
patient has attended
to the data and facts
provided.
• Have the patient
repeat back.
• Evaluate for
distortions and use
other interviewing
skills to correct them.
Use information
giving
• To provide
instructions or
directions.
• To present
feedback.
• To provide
alternative
perspectives.
• To direct patients
to other resources.
Rev 1/2018 Nursing Readiness-Communication 50
49. Scenario Influencing
• Matt Shorenstein, age 45, is a noncompliant diabetic.
• This is his third hospital stay this year for complications
from his diabetes.
• How do you influence him to be compliant?
a) Try to discover why he is noncompliant
b) Factually state the risks of his noncompliance
c) Have him restate the risk
d) Ask if he is willing to live with the risk
e) Tell him he is an adult and it is his choice
Rev 1/2018 Nursing Readiness-Communication 51
50. Giving Bad Information
• Establish an appropriate setting.
• Check the patient's perception of the situation prompting
the news regarding the illness or test results.
• Determine the amount of information known or how much
information is desired.
• Know the medical facts and their implication before
initiating the conversation.
• Explore the emotions raised during the interview.
• Respond with empathy.
• Establish a strategy for support
Rev 1/2018 Nursing Readiness-Communication 52
51. Scenario Bad News
• Hudsen Rivera, 18, was in a serious car accident and
lost his left leg. He has a football scholarship.
• What do you say?
a) Ask what he remembers about the accident
b) State the results clearly
c) Allow time to process
d) Be prepared to answer unanswerable questions
e) Be patient
f) Offer professional resources
Rev 1/2018 Nursing Readiness-Communication 53
52. SOLAR Position
• S—sitting facing the client
squarely, at an angle
• O—open adopting an open
posture, arms and legs
uncrossed
• L—leaning (at times)
towards the person
• E—eye contact, without
staring
• R—relaxed posture
Rev 1/2018 Nursing Readiness-Communication 54
53. Barriers to Effective
Communication
Patient
• Environment – noise, lack of privacy,
no control over who is present or not
present (staff or relatives).
• Fear and anxiety – related to being
judged, being weak, or breaking
down and crying.
• Other barriers – difficulty explaining
feelings (no emotional language to
explain feelings), being strong for
someone else, or communication
cues being blocked by healthcare
professionals.
Healthcare professional barriers
• Environment – high workload, lack of time,
lack of support, staff conflict, lack of
privacy or lack of referral pathway.
• Fear and anxiety – related to making the
patient more distressed by talking and/or
asking difficult questions.
• Other barriers – not having the skills or
strategies to cope with difficult reactions,
questions and/or emotions. Thinking ‘it is
not my role’, and ‘the patient is bound to
be upset’.
(Wilkinson 1991, Booth et al 1996, Heaven and Maguire 1998, Maguire 1999)
Rev 1/2018 Nursing Readiness-Communication 55
55. Role Play
Your task is to document the
cause of injury
•Hugh Grant
Rev 1/2018 Nursing Readiness-Communication 57
56. Role Play
Your task is to obtain a social
history.
•Clarence Stelton.
Rev 1/2018 Nursing Readiness-Communication 58
57. Role Play
Your task is to find out why she is
upset
•Marybeth Creamsworth
Rev 1/2018 Nursing Readiness-Communication 59
58. Summary
• Effective communication is essential to quality
patient care
• Nurse need to effectively communicate in writing
• Nurses need to listen carefully and ask critical
questions
Rev 1/2018 Nursing Readiness-Communication 60
60. Resources 1
• Australian Institute of Professional Counsellors. (2017). Five
Counselling Microskills. Retrieved July 13, 2017, from
http://www.aipc.net.au/articles/five-counselling-microskills/
• Bramhall, E. (2014, September 1). Effective communication skills in
nursing practice. Retrieved from
http://journals.rcni.com/doi/pdfplus/10.7748/ns.29.14.53.e9355
• Case Tompkins, J., Tompkins, E., & Angeli, E. (2017). Purdue OWL
Writing as a professional nurse. Retrieved July 12, 2017, from
https://owl.english.purdue.edu/owl/owlprint/922/
• Counselling Academy. (2010). Counselling micro skills. Retrieved from
https://www.aipc.net.au/student_bonuses/Counselling%20Micro%20Skil
ls.pdf
Rev 1/2018 Nursing Readiness-Communication 62
61. Resource 2
• Kourkouta, L., & Papathanasiou, I. V. (2014). Communication in nursing
practice. Mater Sociomed, 26(1), 85-87. doi:10.5455/msm.2014.26.65-
67
• Mikanowicz, C., & Gmeiner, A. (2017). Communication strategies.
Retrieved from https://www.nursece.com/courses/48
• Morrissey, J. (2011). Core communication skills in mental health
nursing. In Communication skills for mental health nurses (pp. 1-16).
Retrieved from
https://www.colleaga.org/sites/default/files/attachments/core%20commu
nication%20skills.pdf
• Rosenzweig, M. Q. (2012). Breaking bad news. The Nurse
Practitioner, 37(2), 1-4. doi:10.1097/01.npr.0000408626.24599.9e
Rev 1/2018 Nursing Readiness-Communication 63
62. Resource 3
• Sacramento State College. (n.d.). Helpful guide for writing In nursing. Retrieved July 12,
2017, from http://online.annamaria.edu/rn-bsn/resource/why-nurses-need-good-writing-
skills
• Stanford School of Medicine. (2017). Palliative care: Examples of common clinical
situations that are emotionally charged:. Retrieved from
https://palliative.stanford.edu/communication-breaking-bad-news/examples-of-common-
clinical-situations-that-are-emotionally-charged/
• Taylor, D. B. (2013). Writing skills for nursing and midwifery students. Retrieved from
https://books.google.com/books?hl=en&lr=&id=ACkA3W5y4SEC&oi=fnd&pg=PP1&dq=W
riting+Skills+for+Nursing+and+Midwifery+Students&ots=SUx5NaFxYM&sig=zlVsvQgel3xi
Ro82Tub2q6JibZI#v=onepage&q=Writing%20Skills%20for%20Nursing%20and%20Midwi
fery%20Students&f=false
• Vertino, K. A. (2014). Effective interpersonal communication: A practical guide to improve
your life. Online Journal of Issues in Nursing, 18. doi:10.3912/OJIN.Vol19No03Man01
Rev 1/2018 Nursing Readiness-Communication 64