Communication (Ch 4 )
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Communication (Ch 4 ) - Details
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138 questions
| 🇬🇧 | 🇬🇧 |
| Described simply as the exchange of information | Communication |
| -conveying acceptance -Qustioning: closed -Restating -Paraphrasing -Clarifying -focusing -reflecting -stating observations -Offering Info -Summarizing -Use of humor | Verbal therapeutic techniques |
| The sender is in control and gets little reponse from the receiver; is of little use to the nurse-pt relationship; ex. lecturer | One-Way communication |
| The sender and receiver participate in the interaction | Two-Way communicaion |
| Two-way communication allows for exchange between the nurse and the pt, its purpose is to: | Meet the needs of the nurse & pt; and to esablish a trusting relationship |
| In communication, it is important to always strive to:______ ; rather than simply talk to the pt | Seek and accept the pt's input and feedback |
| Involves the use of spoken or written words or symbols | Verbal comunication |
| Commonly accepted definition of a particular word "familiar to all" | Denotative meaning |
| One of the most important aspects of care in nursing | Communication |
| Messages transmitted without the use of words (either oral or written) | Nonverbal communication |
| -Tone & Rate of voice -Volume of speech -eye contact -physical appearance -Use of touch | Nonverbal Communication |
| Optimal amount of time for eye contact | 2-6 seconds |
| This may indicate: Shyness, lack of confidence, disinterest, embarrassment, or hurt, or in contrast, deference of respect | Lack of eye contact |
| This form of nonverbal communication sometimes implies aggression and arouses anxiety | Extended eye contact |
| This includes attributes of size, color of skin, dress, grooming, posture, and facial expression | Physical Appearance |
| A professional appearance conveys: | Self-respect & Competence |
| A formal, distant stance, generally with the arms, and possibly the legs, tithgtly crossed | Closed posture |
| How somone would interperet a closed posture | Disinterest, coldness, and even nonacceptance |
| Standing at the bedside looking down at the pt in bed places the nurse in a position of: | Authority & control |
| This that the nurse demonstrates is often what makes the difference between a positive or negative interaction | The style of communication |
| Interaction that considers the feelings and needs of the pt yet honors the nurse's rights as an indiv | Assertive Communication |
| This makes interactions more even and has positive benefits for all involved | Assertive Communication |
| Occurs when an indiv interacts with another in an overpowering and forceful manner to meet one's own personal needs at the expense of the other | Aggressive communication |
| This style of communication is destructive and nontherapeutic | Aggressive communication |
| This style of communication: the nurse agrees to do what the pt requests, even though doing so creates additional problems for the nurse | Unassertive communication |
| Use of this style sacrifices one's legitimate personal rights to the needs of the pt | Unassertive Communication |
| How does a pt/nurse feel when a nurse provides unassertive communication | Resentment; neither party benefits |
| A relationship where the nurse-pt interaction is one in which the nurse demonstrates caring, sincerity, empathy, and trustworthiness | A Therapuetic nurse-pt relationship |
| If the pt senses that the nurse is not being _______, a therapuetic, trusting relationship does not develop | Genuine in conveying feelings toward the pt |
| Ensure that the ___ is the foucs of every interaction, not the ____ or _____ | Pt; Equipment; The task |
| The nurse is obligated to report a pt's statement of intent to: | Do self-harm or harm to others |
| This consists of an exchange of info that facilitates the formation of a positive nurse-pt relationship and actively involves the pt in all areas of care | Therapeutic communication |
| This usually blocks the development of a trusting and therapeutic relationship | Nontherapeutic communication |
| This requires the nurse to have an awarenes of he pt's feelings and the abillity to respond to the pt's needs through the use of verbal and nonverbal communication skills | Therapuetic communication |
| Nonverbal Therapeutic communication techniques | -Listening -Silence -Touch |
| This nonverbal communication technique is a behavior that conveys interest and caring towards the pt | Listening |
| It is possible to _____ without ______ | Hear; listening |
| This requires full attention to what the pt is saying | Active listening |
| When listening to a speaker either nonverbally through eye contact and nodding, or verbally through encouraging phrases such as "uh-huh" & "I see" | Passive listening |
| Holding the pt's hand or placing one's hand non the shoulder of a pt or loved one when combined with silence conveys: | Caring & concern |
| One of the most effective methods of therapeutic communication | Listening, one of the most difficult to master |
| Two methods to help the UAP become better communicators are: | -role modeling effective communication techniques -in-service education programs |
| Converys interest and caring; gives pt full attention; allows feedback to verify understanding of the message | Active listening |
| Allows time to organize thoughts and formulate an appropriate response; often conveys respect, understanding, caring and support; allows observation of pt's nonverbal resposes | Maintaining silence(often used in conjunction with touch) |
| Communicates that the nurse is interested and wants to hear more | Minimal encouragement by nodding occasionally and maintaining eye contact (yes go on, then what happened) |
| Silence conveys: | Support, compassion, & caring |
| The nurse's acceptance and willingness to listen and respond to what a pt is saying without passing judgement on the pt is key to: | The development of a therapeutic nurse-pt relationship |
| A subtle therapeutic technique that communicates to the pt that the nurse is interested and wants to hear more | Minimal encouragement |
| This indicates acceptance of the pt as a person | Conveying acceptance |
| This usually involves nonverbal cues, suchas maintaing appropriate eye contact, nodding occasionally, and verbal comments such as "yes go on" to encourage the ot to continue | Minimal encouragement |
| It is focused and seeks a particular answer; generally requires one or two words in response | Closed Question |
| This does not require a specific response and allows the pt to elaborate freely on a subject when replying; useful when assessing the pts feelings | Open-ended question |
| The nurse repeats to the pt that is believed to be the main point that the pt is trying to convey | Restating |
| Communicating the nurses observations to the pt is called; and is often useful in validating the accuracy of observations | Stating observations |
| This technique is helpful when the pts verbal and nonverbal cues are not matching | Stating observations |
| The nurse provides the pt with relevant data and asks for feedback to determine the pt's level of understanding | Offering Information |
| Ex of offering information | -pt teaching(preoperative teaching) -diabetes education -discharge instructions (promotes informed decision making) |
| -Posturing & positioning -Space & territoriality -environment -level of trust -language barriers -culture -Age & gender -physiologic factors -Psychosocial factors | Factors that affect communication |
| The most therapeutic posture & positioning is: | The same position and level as the pt, or as close to it as feasible |
| What are the four zones of personal space? | -intimate space -personal space -social space -public space |
| From the face to abut 18inches away | Intimate space |
| The area from 18 inces to 4ft away from a person | Personal space |
| 4-12ft from a person | Social space |
| Beyond 12ft from a person | Public space |
| An environment that is calm, relaxed atmosphere, and privacy | Key elements for a successful interaction |
| One way for the LVN to build trust is by demonstrating: | Confidence & competence |