Communication – College Essay Example

vital for delivering high-quality nursing care" (Pg 1).

According to Anderson (1990) (p4), communication is the "essence of all our relationships with other people." Communication allows for the sharing of happiness, joy, ideas, experiences, and knowledge. It also helps individuals learn what is acceptable or not in their relationships. Effective communication is essential in building a professional nurse/patient relationship as it establishes trust and comfort. Understanding and empathizing with the patient strengthens this bond, enabling them to provide vital information. Likewise, effective communication between colleagues prevents misunderstandings or mistakes by ensuring accurate exchange of important information. This essay will emphasize the significance of effective communication.

There are various types of communication, such as intrapersonal communication and interpersonal communication.

Intrapersonal Communication: This form of communication takes place within our own minds and involves self-awareness. It encompasses the understanding and processing of what we hear or observe, which helps us determine our subsequent actions. According to Potter and Perry (2005), effective communication is heavily influenced by our self-concept and self-worth. By interpreting cues, like noticing a patient appearing uncomfortable, we can respond appropriately by providing comfort. To illustrate, I acknowledged Agnes's distress and assured her that her son would visit soon.

Interpersonal Communication: Interpersonal communication can happen between two individuals or in smaller groups.

Interpersonal communication is a prevalent form of communication in nursing situations, involving the exchange of information and ideas. Potter and Perry (2005) suggest that healthy interpersonal communication is crucial for problem-solving, decision-making influence, and challenging our thoughts through interactions with professionals or patients. In my conversation with Agnes, we addressed her son's upcoming visit, which allowed me to handle the situation positively. This experience can also prove advantageous

in comparable scenarios involving Agnes or other confused patients regarding their relatives' visits.

Public communication involves addressing a large group of people, like a teacher speaking to a class or an MP speaking at a conference. To be an effective public speaker, Potter and Perry (2005) suggest focusing on posture, body movements, and tone. There are various types of communication frameworks, but for this essay, I will discuss two. One type is the linear framework, which consists of the speaker, message, and receiver.

The authors Arnold and Boggs (2011) emphasize the importance of the speaker encoding the message in a way that benefits the receiver. This can include using symbols, sign language, or speech. Additionally, the receiver's knowledge of the subject and their emotions or past experiences with it are crucial in conveying the message effectively. It is important for the speaker to allow enough time for the receiver to decode and understand the message before expecting positive feedback indicating comprehension. In my conversation with Agnes, I applied this framework by speaking clearly and calmly and maintaining good eye contact.

I restated myself until she comprehended that her son would see her soon. The circular framework, as described by Arnold and Boggs (2011) on page 16, expands the linear framework to include communication context, feedback loops, and validation. This framework involves developing a mental image of the message, understanding what is being said, and considering factors like the recipient's attitude and reaction to determine if the message was understood as intended. The circular framework is also influenced by the relationship between communicators, with symmetrical roles where communicators are at the same level and complementary roles where one person

holds a higher role, such as a boss speaking to an employee. In my conversation with Agnes, I adopted the complementary role as I was the healthcare professional.

As I communicated to her about her son's impending arrival, I observed that the message was gradually being understood. By reiterating it a few times, she started to relax and her facial expressions indicated that she now felt satisfied and confident in the imminent arrival of her son. My approach of empathizing with her, making eye contact, and speaking calmly played a role in aiding her visualization of her son's visit. Verbal communication encompasses the use of spoken or written words or symbols. Potter and Perry (2005) note that verbal communication serves as a means of conveying ideas or emotions.

The use of words can also evoke fear or dread and measure someone's intelligence or comprehension. Additionally, the choice of a single word can alter one's perception of the conversation and its intended meaning. Various factors, including clarity and brevity, can influence verbal communication. According to Potter and Perry (2005), effective communication should be succinct and to the point. To achieve clarity, it is important to speak slowly and distinctly, and if feasible, provide clear examples to reinforce understanding and convey the message effectively.

According to them, brevity can be achieved by using uncomplicated, coherent phrases or words. In my conversation with Agnes, I conveyed my message clearly and deliberately, employing concise sentences and explicit instructions. The choice of vocabulary greatly impacts the effectiveness of communication for the recipient. It is advised to avoid confusing the listener by using slang or jargon.

Arnold and Boggs (2011) emphasize the importance of considering

how different age groups may interpret words or phrases differently. For instance, adults and teenagers may have contrasting interpretations of the word "cool." While adults associate it with temperature, teenagers perceive it as a positive description. When communicating with Agnes, who has dementia and limited understanding, I ensured that my messages were simple and concise. I observed that Agnes communicated using short, direct sentences, so I adjusted my communication style accordingly. Additionally, Potter and Perry (2005) state that the speed at which a message is conveyed and the recipient's comprehension of the subject also affect how the message is encoded.

The timing of a message can impact how it is understood by the receiver. It is important for the sender to consider the patient's emotional state and be empathetic towards their needs. Potter and Perry (2005) suggest that asking straightforward questions can save time. E.

When communicating with patients, it is important to consider their preferences and actively involve them in the conversation. Instead of immediately launching into a lengthy speech that may not be of interest or understood correctly, it is beneficial to ask if they would like to hear health advice first. It is also crucial to ensure that the information being shared is relevant as it may not be comprehended properly if unrelated. In my experience with Agnes, timing and relevance were crucial during our conversation as I intervened when she was distressed. I made sure to keep our discussion concise and focused on her interests and concerns. Asking open-ended questions can further aid in gathering more information as they require more than a one-word response.

involves restating what someone has said in my

own words to demonstrate my comprehension of their message. Additionally, remaining silent can be beneficial, allowing individuals to freely express themselves without interruption. Moreover, humour plays a significant role in connecting with patients. According to Potter and Perry (2005), humour can enhance a patient's overall well-being, alleviate stress and tension, and contribute to their relaxation.

The text highlights the significance of appropriately using humor and not relying on it to compensate for our own communication deficiencies with patients. Humor can effectively facilitate communication, as emphasized by Arnold and Boggs (2011). They assert that non-verbal communication is the most potent form of conveying messages, constituting a major portion of interpersonal communication. Non-verbal communication transcends words and symbols, being influenced by various factors. Observing someone without engaging in verbal exchange often leads to assumptions about them, resulting in incorrect opinions about the person. Potter and Perry (2005) propose that within the initial 20 seconds to four minutes of meeting someone, impressions are likely formed based on their appearance.

The way someone dresses can provide insights into their religion and social status. It is also significant for healthcare professionals to observe personal appearance as it can indicate how well a person is managing. For instance, someone who appears depressed may have unkempt hair or wear dirty, wrinkled clothes, despite their typically well-groomed appearance. Facial expressions are another form of communication that can convey messages to others.

According to Glasper et al (2009), smiling is universally appreciated by all patients regardless of their origin and is regarded as an "international language" (Pg 81). Potter and Perry (2005) propose that facial expressions can convey a person's emotions and whether they are attempting to

hide their true feelings. For instance, if I inquire about someone's well-being and they respond with "I'm fine," but their facial expression reveals discomfort, it suggests that they are concealing pain. Maintaining eye contact also plays a vital role in communication as it signifies active listening. During my conversation with Agnes, I upheld eye contact, smiled, nodded, and acknowledged her comprehension through smiles.

Touch is a form of communication that conveys empathy and emotion. However, it must be used appropriately to avoid conveying false affection, particularly in a nurse-patient relationship. If a patient avoids touch, it indicates that they do not appreciate it and it should be avoided. Regarding Agnes, holding her hand seemed to have a reassuring effect. Written and oral communication is crucial in healthcare, particularly in nursing. Patient reports are frequently written or electronically typed.

According to Glasper et al (2009) (Pg77), reports should be "actual, consistent and accurate" in order to reduce errors and omissions. In terms of telephone conversations between wards or hospitals, the NHS website offers a helpful system called SBAR. This system breaks down the conversation into four sections to ensure clear and concise information exchange. The sections are as follows: S - Situation; I identify myself, the site or unit I am calling from, the patient's name, the reason for my report, and describe my concerns. B - Background; I explain the reason for admission, provide medical history, describe prior admissions or procedures, current medication, and any relevant test results. A - Assessment; This includes vital signs, contraction pattern (if applicable), and clinical impressions and concerns. R - Recommendation; I explain specifically what I need and when I need

it, suggest possible actions, and clarify expectations.

The simplicity and effectiveness of this system make it highly valuable for providing accurate and structured information. Communication barriers can arise from factors such as an individual's comprehension level, physical impairments like hearing or eyesight, and speech difficulties. Psychological aspects, including emotions, can also contribute to these barriers.

Consider the patient's mental state and recent negative news before deciding whether or not to communicate with them. The aid of an interpreter may be necessary for language barriers. Communication noise, as described by Glasper et al (2009), refers to any factors that disrupt communication channels, such as pain or environmental conditions like poor lighting or excessive noise. Being defensive can hinder communication, as patients may withhold information out of fear, and nurses who are defensive risk losing their patients' trust if they discover withheld information (Potter and Perry, 2005). When speaking with Agnes, a dementia patient, I was particularly interested in learning how to overcome this barrier and effectively communicate not only with her but also with other dementia patients. In the British Journal of Healthcare Assistants article titled "Understanding dementia: developing person-centered communication," Pat Hobson (2008) discusses strategies for achieving this goal.

In the article, the author discusses important strategies for effectively communicating with individuals who have dementia. Some of these strategies include discovering the person's individual communication style and identifying helpful aids. It is advised to speak in a calm and friendly manner, as loud or fast speech can agitate those with dementia. Keeping sentences short and simple and introducing oneself during conversations can provide reassurance and clarity. Additionally, explaining intentions before engaging in conversation can help ease any

concerns.

Always give ample time for a response as individuals with dementia require time to comprehend and respond appropriately. In case a particular method doesn't yield results, seeking assistance from another staff member who might have a different approach can be beneficial. Additionally, it is advised to limit choices to two options to prevent confusion. Furthermore, it is important to avoid arguing with individuals with dementia, as their ability to reason is impaired. Lastly, refrain from ordering them around.

It is advised not to compete with background noise such as TV or radios, as it may cause difficulties. Additionally, one should avoid asking too many direct questions at once or treating the person with dementia like a child. It is also important to approach them from the front, as people with dementia can easily become frightened when approached from behind. A recent article I read provided valuable tips for communicating with people with dementia, such as using a friendly tone of voice, using short and simple sentences, and allowing time for a response to ensure understanding. Moreover, the article provided helpful guidance on what NOT to do when communicating with individuals with dementia, which I will keep in mind for future interactions.

In conclusion, my essay has demonstrated that effective communication can take various forms and frameworks. It highlights the significance of nonverbal communication, as messages can be conveyed unconsciously. This has prompted me to reflect on my own facial expressions and body language in order to become a more effective communicator. Moreover, I have learned that effective communication involves more than delivering lengthy speeches; it encompasses the use of concise sentences or signals and appropriate body

language.

Ensuring proper understanding of the messages I send is crucial, including the vocabulary used. It is necessary to consider if the patient can understand me or if an interpreter is needed. Additionally, I have realized that small gestures, such as touch, can greatly demonstrate empathy towards the patient, and it is important to know when and how to utilize such gestures. Furthermore, I have learned the significance of clear and concise written communication to prevent errors. Finally, I have acquired a valuable tool for reporting during telephone conversations with other healthcare professionals.

In summary, effective communication plays a significant role in the nursing profession. By engaging in more practice and reflection, I aim to enhance my skills and become a more proficient communicator. References: Anderson C (1990) Patient Teaching and Communicating in the Information Age. Albany N. Y: Delmar Publishers Inc. Arnold E, Boggs K (2011) Interpersonal Relationships: Professional Communication Skills for Nurses (6th Ed). St.

Louis Missouri: Elsevier/Saunders. Blackwell’s Dictionary of Nursing (1994). Oxford: Blackwell Scientific Publications. Glasper E, Mcewing G, Richardson J (2009) Foundation Studies for Caring: Using Student Centred Learning. Basingstoke: Palgrave Macmillan.

Hobson P (2008) Understanding Dementia: Developing Person-Centred Communication. Available at http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=7c51ef5a-0a70-40f1-b9df-846aef6cc08b%40sessionmgr104;vid=5;hid=106 (Accessed 29/11/2011 NMC (2008) Code of Conduct S.B.A.

The text provides a reference to the website of the NHS Institute for quality and service improvement tools. The website link is http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/sbar_-_situation_-_background_-_assessment_-_recommendation.html. The text also mentions a book titled "Nursing: Communication Skills in Practice" by Webb L, published in 2011 and available from Oxford University Press (OUP).