Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Communication01:28

Communication

14.3K
Sharing information, concepts, and emotions to foster mutual understanding is communication. The sender, recipient, and transaction must be considered in this manner. The sender is the person who shares the message, the recipient is the person who receives and understands the message, and the transaction is the method used to deliver the message and the variables that affect the communication's context and surroundings. The nurse-client connection is built on therapeutic communication.
14.3K
Communication01:03

Communication

9.1K
Communication between two animals occurs when one animal transmits an information signal that causes a change in the animal that receives the information. Organisms communicate with one another in a host of different ways. Signals can be auditory, chemical, visual, tactile, or a combination of these. Communication is a critical behavioral adaptation that promotes survival, growth, and reproduction.
9.1K
Therapeutic Communication01:30

Therapeutic Communication

11.1K
Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
11.1K
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

13.6K
Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
13.6K
Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

9.4K
The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
9.4K
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

5.8K
The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
5.8K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

What It Takes to Manage Change: A Qualitative Study of Healthcare Managers' Role Perceptions in Supporting and Sustaining TeamSTEPPS Implementation.

Journal of healthcare leadership·2026
Same author

Script or style? Analysis of the relationship between teaching scripts and supervision style.

PloS one·2026
Same author

OneProt: Towards multi-modal protein foundation models via latent space alignment of sequence, structure, binding sites and text encoders.

PLoS computational biology·2025
Same author

Implementing collaborative practices in healthcare settings using champions: a scoping review.

Implementation science : IS·2025
Same author

Cognitive and behavioural empathy: are 4th and 6th medical students different?

BMC medical education·2025
Same author

Revision of a nationwide competency framework for undergraduate medical education in Switzerland: PROFILES 2.

Swiss medical weekly·2025

Related Experiment Video

Updated: Apr 17, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

18.1K

Teaching communication skills: beyond wishful thinking.

Noelle Junod Perron1, Johanna Sommer2, Martine Louis-Simonet3

  • 1Division of Primary Care, Department of community care, primary care and emergency, Geneva University Hospitals, Switzerland, and Unit of Development and Research in Medical Education, University of Geneva Faculty of Medicine, Switzerland.

Swiss Medical Weekly
|February 10, 2015
PubMed
Summary

Effective clinical communication skills require ongoing practice. This review identifies barriers to communication training in medical settings and proposes strategies to enhance skill development and retention for healthcare professionals.

More Related Videos

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

10.1K
Assessment and Communication for People with Disorders of Consciousness
07:37

Assessment and Communication for People with Disorders of Consciousness

Published on: August 1, 2017

9.7K

Related Experiment Videos

Last Updated: Apr 17, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

18.1K
Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

10.1K
Assessment and Communication for People with Disorders of Consciousness
07:37

Assessment and Communication for People with Disorders of Consciousness

Published on: August 1, 2017

9.7K

Area of Science:

  • Medical Education
  • Healthcare Communication
  • Professional Development

Background:

  • Communication skills are crucial in healthcare but often decline without consistent practice.
  • Clinical settings are ideal for communication training, yet it's frequently limited to pre-clinical years.

Purpose of the Study:

  • To review barriers hindering communication skills training in clinical practice.
  • To propose strategies for enhancing the teaching and learning of these skills.

Main Methods:

  • Literature review of barriers and successful interventions in clinical communication training.
  • Analysis of factors affecting student, junior doctor, and supervisor engagement.

Main Results:

  • Barriers include negative attitudes, insufficient structured training, poor role modeling, and organizational constraints (time, priorities, support, incentives).
  • Few studies report successful educational interventions due to assessment challenges.
  • Optimizing learning requires environmental changes, broader training scope, and tailored, regular sessions.

Conclusions:

  • Enhancing clinical communication skills necessitates a supportive work environment that values and rewards these abilities.
  • Training should be integrated across all medical fields and adapted to trainee needs.
  • Systemic changes are essential to foster continuous skill development in healthcare professionals.