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Related Concept Videos

Therapeutic Communication01:30

Therapeutic Communication

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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...
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Communication01:28

Communication

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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.
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Communication01:03

Communication

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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.
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Barriers to Effective Communication II01:21

Barriers to Effective Communication II

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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...
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Role of Communication in the Nursing Process I: Assessment and Diagnosis01:25

Role of Communication in the Nursing Process I: Assessment and Diagnosis

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The nursing process uses scientific reasoning, problem-solving, and critical thinking to guide nurses in providing patients with appropriate care. This process is a systematic approach to recognize, avoid, and treat current or potential health issues while promoting the patient's well-being.
The nursing process considers the patient's emotional and physical well-being. The process can be repeated or stopped at any point if judged essential. Assessment is the first step in the nursing...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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

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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...
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Setup and Execution Of the Blindfolded Code Training Exercise
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A resource for teaching emergency care communication.

Susy Macqueen1, Robyn Woodward-Kron1, Eleanor Flynn1

  • 1University of Melbourne, Melbourne, Australia.

The Clinical Teacher
|July 18, 2015
PubMed
Summary

This study introduces the Communication for Health in Emergency Contexts (CHEC) online resource to improve medical students' awareness and skills in emergency department (ED) communication, addressing common errors and complaints.

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Area of Science:

  • Medical Education
  • Health Communication
  • Emergency Medicine

Background:

  • Communication breakdowns in emergency departments (EDs) are a significant source of patient complaints and medical errors.
  • Current medical student training often overemphasizes individual patient interactions, neglecting the complexities of ED communication.
  • Interprofessional communication challenges in high-stress ED environments require targeted educational interventions.

Purpose of the Study:

  • To develop and implement an evidence-informed online resource, Communication for Health in Emergency Contexts (CHEC), for medical students.
  • To enhance awareness of ED communication challenges and provide practical strategies for medical students.
  • To address the need for improved communication skills training in emergency medicine.

Main Methods:

  • Developed the CHEC online resource based on research from five Australian emergency departments (2006-2009).
  • Incorporated authentic communication data to create realistic ED scenarios and teaching vignettes.
  • Conducted a nationwide curriculum scoping phase involving interviews with students and educators to identify communication needs.

Main Results:

  • The CHEC resource offers real-life ED scenarios and interprofessional communication insights from medical and nursing staff.
  • Student evaluations indicate the resource is useful and has been successfully integrated into medical and junior doctor training.
  • The online format effectively enhances educators' capacity to teach communication in high-stress settings.

Conclusions:

  • The CHEC resource effectively raises medical students' awareness of critical communication needs in emergency settings.
  • It provides a valuable tool for training in communication, quality, and safety within emergency medicine.
  • The web-based format facilitates the integration of essential communication skills training into busy clinical education.