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Related Concept Videos

Patient-centered Care01:13

Patient-centered Care

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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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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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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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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.
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...
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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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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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Teaching Residents Patient-Centered Communication: A Call for Standardized Programming.

Anna Newcomb1, Yasaman Vahdat2, Rachel D Appelbaum3

  • 1Department of Surgery, Inova Fairfax Medical Campus, Falls Church, VA.

Journal of Surgical Education
|October 11, 2024
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Summary

Barriers to communication, leadership, and professionalism training in surgical residencies include crowded schedules and lack of guidance. Providing expert support and standardized materials can facilitate effective implementation of this crucial training.

Keywords:
CommunicationLogic modelNontechnical trainingProfessionalismProgram guidanceSurgical residency

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Area of Science:

  • Medical Education
  • Surgical Training
  • Professional Development

Background:

  • Surgical residency programs utilize ACGME milestones to assess competencies like communication and professionalism.
  • Implementing communication training faces barriers such as competing priorities and limited local expertise.

Purpose of the Study:

  • To generate hypotheses on barriers and facilitators for communication, leadership, and professionalism training (CLPT) in surgical residencies.

Main Methods:

  • A qualitative study using semi-structured interviews with surgical educators and trainees.
  • Grounded theory guided data collection, coding, and analysis.

Main Results:

  • Key themes identified include the importance of formal CLPT, program readiness, implementation challenges, and recommendations.
  • Barriers encompass crowded schedules, lack of expertise, and absence of national guidance.
  • Facilitators involve CLPT curriculum design, learner/leadership support, expert guidance, and standardized materials.

Conclusions:

  • The study calls for ACGME direction on CLPT priorities.
  • It urges surgical educators to develop and test CLPT content and assessment materials for wider dissemination and implementation support.