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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:
As a result of their tendency to use...
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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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Role of Communication in the Nursing Process II: Planning and Implementation01:25

Role of Communication in the Nursing Process II: Planning and Implementation

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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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Health Literacy01:21

Health Literacy

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Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
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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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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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Related Experiment Video

Updated: Jun 30, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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12 Tips for Engaging Medical Students in Health Communications.

Nasreen S Quadri1, Beth K Thielen1, Renee Crichlow1

  • 1University of Minnesota Medical School.

Mededpublish (2016)
|March 15, 2024
PubMed
Summary
This summary is machine-generated.

Medical students learned to combat health misinformation by creating COVID-19 content for social media. This training equipped them to share accurate information, reaching over 100,000 people.

Keywords:
COVID-19Communication skillsHealth PromotionMedical CommunicationMedical EducationSocial MediaTwitter

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Area of Science:

  • Medical Education
  • Public Health Communication
  • Digital Health

Background:

  • The COVID-19 pandemic highlighted the dangers of health misinformation.
  • Medical professionals' engagement with the public is crucial for disseminating accurate health information.

Purpose of the Study:

  • To develop and implement a COVID-19 curriculum for medical students focused on public communication via social media.
  • To equip future physicians with skills to combat misinformation and provide accessible health information.

Main Methods:

  • Taught medical students a COVID-19-specific curriculum emphasizing social media communication.
  • Utilized active learning to cover pathophysiology, prevention, treatments, and public health interventions.
  • Students practiced public communication skills as health professionals.

Main Results:

  • Two cohorts of medical students completed the course.
  • Student-generated medical information on COVID-19 reached over 100,000 viewers.
  • The curriculum was shared via the Association of American Medical College (AAMC) iCollaborative.

Conclusions:

  • The curriculum effectively trained medical students in health communication.
  • This model can enhance future medical student engagement in public health communication.
  • Empowering medical students is vital for addressing health misinformation.