GROUP

GROUP 2
2
ORGANIZING:
ORGANIZING:
COMMUNICATION
COMMUNICATION
Reported by:
Eduardo C. Santiago Jr. RN
 Communication
• Overview:
Today’s nurses use basic principles
of communication to facilitate
interactions with patients, family
members, peers and other disciplines.
These principles allow nurses to adapt
to trends that affect the profession
of nursing and its practice.
 Communication
• Definition:
The dictionary defines communication as a
process by which information is exchanged.
It is a complex, ongoing, dynamic process in
which the participants simultaneously
create a shared meaning in an interaction.
Nurses follow a process of communication
that is more universal than unique to
nursing.
 Elements of the
Communication Process
• Communication is the exchange of
information or opinions.
Communication is most often an
interactive process that is a means
to an end and is influenced by the
context in which it occurs.
Communication typically involves a
sender, a message, a receiver, and
feedback.
 Elements of the
Communication Process

Message

Sender Receiver

Feedback
 Elements of the
Communication Process
• Sender.
A message originates with the sender.
Laswell’s (1948) classic model of
communication describes the sender as
the “who” in communication. If nurses
initiate communication, they are the
senders.
• Message.
The message originates with the sender.
It contains verbal or/and nonverbal
stimuli that are taken in by the receiver.
The message is the “what” in
communication.
 Elements of the
Communication Process
• Receiver.
The receivers take in the message and
analyze it. When the receiver reacts by
returning a new message, the receiver
and sender reverse roles.
• Feedback.
The new message that is generated by
the receiver in response to the original
message from the sender is the
feedback.
 Modes of Communication
• Verbal Communication relies on speaking words to
convey a message. The accuracy of the message is
dependent on the sender’s vocabulary and the
receiver’s ability to make sense of the words used
to send the message. Verbal communication is a
conscious process, so the sender has the ability to
control what is said.
• Nonverbal Communication. The communicator’s
appearance, facial expression, posture, gait, body
movement positions, gestures and touch all
influence how the message is processed. Nonverbal
communication tends to be unconscious and more
difficult to control.
Modes of Communication
• Electronic Communication. It was
previously mentioned that communication is
shifting to an electronic mode, with
computer technology playing an increasing
dominant role. These methods, which may
be asynchronous because caregiver and
care receiver interact using technology
rather than the traditional face-to-face or
voice-to-voice encounter, require a careful
communication.
 Level of Communication
• Intrapersonal Communication,
Communication which
can thought of as self-talk. As the
name suggests, it is what individuals
do within themselves and can present
as doubts or affirmations. A new
nurse may engage in intrapersonal
communication as he simultaneously
doubts and affirms his ability to
complete a procedure.
 Level of Communication
 Interpersonal Communication,
Communication
involve communication between
individuals, person-to-person or in a
small groups. Interpersonal
communication allows for a very
effective level of communication to
occur and incorporates all of the
elements, channels, and modes.
 Level of Communication
 Public Communication.
Communication As a nurse
educator presenting a workshop on
signs and symptoms of menopause to
a room full of middle-aged women
engages in public communication. As
a presenter, she acts primarily as a
sender of information.
 Directions of
Communication
• Downward Communication.
Communication
Communication, generally directive,
given from an authority figure or
manager to staff.
• Upward Communication
Communication that occurs from
staff to management or from lower
management to middle or upper
management.
 Directions of
Communication
• Lateral Communication
Communications that occurs
between individuals at the same
hierarchical level.
• Diagonal Communication
Involves individual or departments
at different hierarchical levels.
 Communication Skills
• Attending involves active listening,
the most important skill used by
nurses to gain an understanding of
the patient’s message.
• Responding entails verbal and
nonverbal acknowledgement of the
sender’s message.
 Communication Skills
• Clarifying by using such skills as
restating, questioning, and
rephrasing, helps the message
become clear. ``
• Confronting means to work jointly
with others to resolve a problem or
conflict. Given that definition, it is a
very effective means of resolving
conflict.
 Barriers to
Communication
• Gender
Gender interferes with
communication when men and
women lack the understanding that
they may process information
differently. In general, some men
are more interested in using reason
while some women want to be heard
and validated through
communication.
Gender Differences in
Communication
Men tend to: Women tend to:
• Interrupt more • Wait to be noticed
frequently
• Talk more, longer, • Use qualifiers
louder, and faster (prefacing and tagging
• Disagree more • Use questions in place
of statements
• Focus on the issue • Relate personal
more than the person experiences
• Boast about • Promote consensus
accomplishments
• Use banner to avoid a • Withdraw from
one-down position conflict
Recommendation for gender-
neutral communication
Men may need to: Women may need to:
• Listen to objections • State your message
and suggestions clearly and concisely
• Listen without feeling • Solve problems
responsible without personalizing
them
• Suspend judgments • Say what you want
until information is in without hinting
• Explain your reasons • Eliminate unsure words
(“sort of”) and
nonwords (“truly”)
• Not yell • Not cry
 Barriers to
Communication
• Culture
Cultural attitudes, beliefs, and behaviors
all affect communication. Such elements
as body movement, gestures, tone, and
spatial orientation are culturally defined.
A great deal of misunderstanding results
from people’s lack of understanding of
each other’s cultural expectations. For
example, people of Asian descent take
great care in exchanges with superiors so
that there is no conflict or “loss of face”
for either person.
 Barriers to
Communication
• Anger
Anger is a universal, strong
feeling of displeasure that often
precipitated by a situation that
frustrates or prevents a person
from attaining a goal or getting
what is wanted from life.
 Barriers to
Communication
• Incongruent Responses
When words and actions in a
communication do not match the
inner experience of self or
inappropriate to the context, the
response is incongruent.
 Barriers to
Communication
• Conflict
Conflict arises when ideas or beliefs are
opposed. Not surprisingly, it occurs at
different levels: interpersonal and
organizational. To resolve conflict, the
nature of the differences and the reasons
for the differences must be considered.
Conflict resolution typically occurs using
one of five distinct approaches: avoiding,
accommodating, competing, compromising,
and collaborating.
 The Role of Communication
in Leadership
• Although communication is inherent in the manager’s
role, the managers’ ability to communicate often
determines his or her success as a leader. Leaders who
engage in frank, open, two-way communication and whose
nonverbal communication reinforces the verbal
communication are seen as informative. Communication is
enhanced when the manager listens carefully and is
sensitive to others. The major underlying factor,
however, is an ongoing relationship with the managers’
employees.
Successful leaders are able to persuade others and enlist
their support. The most effective means of persuasion is
the leaders;’ personal characteristics. Competence,
emotional control, assertiveness, consideration and
respect promote trustworthiness and credibility. A
participative leader is seen as a careful listener who is
open, frank, trustworthy, and informative.
Workplace Communication
• Superiors
Communicating with a superior can be
intimidating especially for a new nurse.
Observing professional courtesies is an
important first step. For instance, begin
by requesting appointment to discuss a
problem when it arises. This
demonstrates respect and allows for the
conversation to occur at an appropriate
time and place.
 Workplace Communication
• Subordinates
An excellent guide for directing
communication with subordinates is the
golden rule: “Do unto others as you would
have them do unto you”. As a nurse who
will be responsible for overseeing others’
work, a valuable perspective for you to
maintain is that all members of the team
are important to successfully realize
quality patient care.
Workplace Communication
• To give directions and achieve the
desired results, the nurse manager
needs to develop a message strategy.
The techniques that follow can help
improve effective responses from
others:
• Know the context of the instruction
• Get positive attention
• Give clear, concise instructions
• Verify through feedback
• Give follow-up communication
Workplace Communication
• Peers
Relationship with peers can vary from
comfortable and easy to challenging
and complex. Because peers often
have much in common with respect to
authority and power, they can share
similar concerns. Camaraderie may be
present; peers can exchange ideas
and address problems creatively.
 Workplace Communication
• Medical Staff
Communication with the medical staff
may be difficult for the nurse
manager because the relationship of
physicians and nurses has been that
of superior and subordinate. Gender-
based differences in nursing may add
to the difficulty.
 Workplace Communication
• Medical Staff
In today’s competitive health care
marketplace, it also is necessary to
view the physician as a nursing
service customer. Organizations are
competing for patients and physician
(as well as insurers) are sources of
patients. The product of nursing
care is patient care; physicians help
provide the patients.
 Workplace Communication
• To support greater collaboration between nurses
and physicians and to improve the product of
nursing service-patient care-keep these principles
in mind:
• Respect physicians as persons, and expect them to respect
you.
• Consider yourself and your staff equal partners with
physicians in health care.
• Build your staff’s clinical competence and credibility.
Ensure that your staff has the clinical preparation
necessary to meet required standards of care.
• Actively listen and respond to physician complaints as
customer complaints. Create a problem-solving structure.
Stop blaming physicians exclusively for communication
problems.
• Use every opportunity to increase your staff in meetings
that include physicians. Remember that limited interactions
contribute to poor communication.
• Establish a collaborative practice committee on your unit
whose membership is composed equally of nurses and
physicians.
 Workplace Communication
• Patients and Families
Communication with patients and families is
optimized by the many skills of the nurses.
There are a few additional skills that have
not yet been mentioned. The first is touch.
Nurses routinely use touch as a way to
communicate caring and concern.
Occasionally, language barriers will limit
communication to the nonverbal mode. For
instance, a stroke patient who cannot
process words can still interpret a gentle
hand on his shoulder.
 Workplace Communication
• In addition, it is important to honor and
protect patient’s privacy with the nurse’s
actions and words. Information that patients
share with nurses and other health care
providers is to be held in confidence. Verbal
exchanges regarding patient conditions are
private matters that should not occur in the
hallway or just outside a patient’s room where
others will hear them. Nurses are obligated
not to discuss patient condition with others,
even family members, without patient
permission.
Workplace Communication
• Mentor and Prodigy
The final pattern of communication that
occurs in the workplace that will be
discussed is between mentor and prodigy.
Mentoring is typically an informal process
that occurs between an expert nurse and a
novice nurse, but it may also be an assigned
role. This one-on-one relationship focuses
on professional aspects and is mutually
beneficial. A couple of strategies that
facilitate mentoring are to share the same
work schedule so that the novice is
exposed to mentor. This allows for sharing
and shadowing opportunities.
Workplace Communication
• Mentor and Prodigy
The mentor can also anticipate added
challenges that will likely occur with
increasing responsibility. Outlining these
challenges with suggestions for how to
manage them prepares the novice for his
expanding responsibilities. Ole-playing in
which the expert preceptor nurse describes
a theoretical situation and allows the novice
to practice his response to new and
sometimes challenging situations, is another
strategy that can be used.
End of Report

Thank you !