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Related Concept Videos

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:
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Therapeutic Communication01:30

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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.
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Patient-centered Care01:13

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
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Role of Communication in the Nursing Process II: Planning and Implementation01:25

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Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
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Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

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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.
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Promoting Value Through Patient-Centered Communication: A Multisite Validity Study of Third-Year Medical Students.

Neena Natt1, Michael Dekhtyar2, Yoon Soo Park3

  • 1N. Natt is associate professor of medicine, Mayo Clinic, Rochester, Minnesota.

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|May 28, 2020
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Summary
This summary is machine-generated.

This study validates a communication scenario for assessing medical students' high-value care skills. Student scores were impacted by objective structured clinical examination (OSCE) design, not curriculum time, suggesting a disconnect in learning.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Communication Skills Assessment

Background:

  • Assessing medical students' ability to promote value in clinical encounters is crucial.
  • Patient-centered communication is key to avoiding unnecessary tests and optimizing healthcare value.
  • Standardized patient scenarios offer a controlled method for evaluating these skills.

Purpose of the Study:

  • To establish validity evidence for a standardized patient scenario assessing medical students' value-promotion and patient-centered communication skills.
  • To investigate how objective structured clinical examination (OSCE) implementation and curriculum factors influence student performance scores.

Main Methods:

  • A standardized patient scenario was administered to 516 third-year medical students across 5 U.S. medical schools (2014-2017).
  • Performance was evaluated using an 11-item checklist by centralized raters.
  • Validity evidence was gathered through various statistical measures, including interrater reliability and generalizability coefficients.

Main Results:

  • The mean checklist score was 0.85 (SD = 0.09), with excellent interrater reliability (0.87).
  • Scores decreased with more OSCE stations (r = -0.15) but increased when used summatively (r = 0.26).
  • Performance was not linked to curriculum time on high-value care but decreased after more clerkships (r = -0.12).

Conclusions:

  • The scenario provides valid evidence for assessing medical students' value-promotion and patient-centered communication.
  • OSCE structure and purpose significantly impact student scores.
  • Clerkship experiences may not effectively reinforce high-value care principles taught in the curriculum.