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AF_ SAN01 _Emotional Care
Guia del Professor
1. Aims
UNIT 1: To understand the human needs and their classification according to different models.
 To compare a hierarchical model (Maslow) with a non-hierarchical one (Virginia
Henderson).
 To use vocabulary related to the human needs.
 To understand the concept of self-actualization.
 To understand the role of a nurse according to Virginia Henderson model.
UNIT 2: To learn communication skills that are necessary for providing quality emotional care to
patients.
 To distinguish verbal and non-verbal communication.
 To use active listening strategies.
 To empathise with the patients.
2. Materials and methodology
UNIT 1
Food for thought (30 minutes)
Human Needs: Concept and models.
FOOD FOR THOUGHT
1. What are human needs? Write a list of human needs
2. Arrange those needs in order of importance from the most important to the least
important
3. Compare your list and prioritization with your classmates’.
4. Do you think that everybody has the same human needs?
5. Do patients have more needs than a healthy person? Why do you think so?
TIPS


All units begin with an introductory section called: Food for thought.
o
This section contains basic questions related to the topic of the unit so that the
students can reflect on how much they know about human needs before starting
to work.
o
Food for thought should take approximately 30 minutes of class time.
The teacher should take this into account when explaining and correcting the task:
o
Priorization, hierarchy and humans needs are subjected to some degree of
subjectivity
o
Students may not be aware of the fact that when they suffer from a disease we
may not be able to satisfy some of our basic needs.
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o
Regarding the question: What’s nurse and nurse assistant role? The answer
could be :

To reach the independence of the patient as soon as possible.

We should take care of our patient’s needs during the nursing process;
above all nursing assistants have a very important role in the
implementation step of the nursing process.
Task 1. Human needs according to Abraham Maslow (1 hour)
Find below Maslow’s hiearchy of needs. This diagram is a pyramid with 5 levels. Each level
represents different human needs.
1. Self-actualization
2. Safety
3. Love/Belonging
4. Physiological needs
5. Esteem
a. Complete the blanks in the pyramid below with the following list of human needs:
b. Place the words in your list of human needs under each of the Maslow categories.
KEY
a. The correct order of human needs according to Maslow, from the top to the bottom of the
pyramid is:
5. Self-actualization
4. Esteem
3. Love/Belonging
2. Safety
1. Physiological needs
Figure 1. Maslow Pyramid
b. Possible answers
5. Self-actualization: studies, learning from classes or from others.
4. Esteem: healthy self-esteem, being capable of passing your exams, of making
friends.
3. Love/Belonging: talking with your friends, expressing emotions, belonging to a club.
2. Safety: housing (flat, apartment, cave), money for food, etc.
1. Physiological needs: breathing, eating, drinking, sleeping, resting, etc.
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TIPS



Encourage the students to describe what physiological needs are, what they think that
safety and love mean.
Students can answer this by thinking about their daily activities.
If students do not know what belonging, esteem and self-actualization mean, explain
these concepts using examples or showing them some images to help the students to
understand the words.
TO KNOW MORE
You can find more information about human needs according to Maslow on this website.
http://www.slideshare.net/carterfsmith/maslow-hierarchy-of-needs-presentation
Task 2. Human needs according to Virginia Henderson (1 hour)
Maslow was not the only one who established a list of human needs. Virginia Henderson
also created her own inventory of needs.
a) Look at the next Henderson list of human needs and compare it with Maslow’s. Can you
spot 2 differences?
KEY:
Maslow’s needs are divided into 5 levels and they are hierarchised. A need would have to be
mostly satisfied before someone can give his/her attention to the next higher need. However
Virginia Henderson describes 14 needs and they are not hierarchised. What is more, worship
according to one’s faith does not appear in Maslow needs.
b) Read the list of human needs according to this model. Identify verbs and nouns and
translate them into your language. Use the table below.
TIPS



I may recommend giving this task as homework.
Students can use the dictionary to look up the verbs or nouns.
Facilities: the building for a specific purpose, service. (Attention, facilities is a false
friend!)
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KEY: Table 1. Verbs and nouns from Virginia Henderson Human Needs
Virginia Hendersson Human
Needs
Verbs
1. Breathe normally.
Breathe
2. Eat and drink adequately.
Eat, drink
3. Eliminate body wastes.
Eliminate
Body wastes
4. Move and maintain desirable
postures.
Move, mantain
Postures
5. Sleep and rest.
Sleep, rest
6. Select suitable clothes (dress
and undress).
Select, undress
Clothes
7. Maintain body temperature
within normal range by adjusting
clothing and modifying
environment.
Mantain, adjusting, modifying
Body, temperature,
environment
8. Keep the body clean and well
groomed and protect the skin.
Keep, protect
Body, skin
9. Avoid dangers in the
environment and avoid injuring
others.
Avoid, injuring
Danger, environment
10. Communicate with others in
expressing emotions, needs, fears,
or opinions.
Communicate, expressing
Emotion, need, fear,
opinion
11. Worship according to one's
faith.
Nouns
Worship, faith
12. Work in such a way that there
is a sense of accomplishment.
Work
Accomplishment
13. Play or participate in various
forms of recreation.
Play, participate
Recreation
14. Learn, discover, or satisfy the
curiosity that leads to normal
development and health and use
the available health facilities.
Learn, discover, satisfy, lead,
use
Curiosity,
development, health
facilities
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Task 3. Self-actualization (1 hour)
TIPS
 Students must read the glossary before starting task 3.
 They should pay attention to actualize and achievement definitions. These terms are
essential to understand the video.
 This task would also be very useful to practice pronunciation.
 Teacher may use this task to remind students that _ness creates abstract nouns from
an adjective (goodness, whiteness, selfishness, closeness)
 These are some questions you may ask to the students before watching the video:
o Have you had some peak experiences?
o Do you know self- actualizing people?
o Have you ever met any of them?
 These questions can help students to understand the video better.
GLOSSARY
Actualize /æktʃʊəˌlaɪz/ to make actual or real, to represent realistically
Achievement /əˈtʃiːvmənt/ accomplishment, goal achieved, talent
Code /kəʊd/ rules or laws
Coin /kɔɪn/ create
Crowd /kraʊd/audience, populace, masses
Shelter /ˈʃeltəʳ/ refuge
“No one can do everything, but we nearly all are able to achieve more than we think we can”
We are going to watch a video that expands on the Maslow Hierarchy, particularly on the
importance of self-actualization. Read these questions before watching the video.
Maslow’s Hierarchy
Length: 9’ 59
minutes
1.
2.
3.
4.
5.
http://www.youtube.com/watch?v=CF2c1q_OvdE
Where was Maslow from?
What are Maslow’s assumptions?
What have you learnt about Maslow’s life and importance?
What are the characteristics of self -actualizing people?
What self-actualizing people does the video mention?
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KEY:
1. He was from New York, America.
2. Human nature is basically good. Normal human development involves the actualization
of the goodness.
3. Responses can vary:
a. He described human needs.
b. He said that some needs have to do with survival, physically or psychologycally.
c. According to Maslow the human needs are hierachised/prioritized.
d. He studied psychology.
e. He died in California.
f. He was one of the founders of Humanistic Psychology.
4. Morality, autonomy, creativity, spontaneous personality or spontaneity, problem solving
abilities, lack of prejudice, peak experiences
5. Peak experiences are high points in life when the individual is in harmony with himself
and his/her surroundings.
6. Einstein, Gandhi, Teresa de Calcutta, Steven Hawking, Nelson Mandela…
TO KNOW MORE
You can find more information about Maslow’s biography and theory on this website.
http://webspace.ship.edu/cgboer/maslow.html
Task 4. Virginia Henderson: nurse role (1 hour)
Virginia Henderson described the nurse's role as substitutive (doing for the person),
supplementary (helping the person), complementary (working with the person). Her
goal was to help the person become as independent as possible.
TIPS



Students should learn the following vocabulary before starting the task
Propose the students to build sentences using the words in the glossary
Possible questions to ask: what are your aims? what tasks do you usually perform?
GLOSSARY
Aim /eɪm/ intention, objective
Goal /ɡəʊl/ aim, intention
Role /rəʊl/ usual or customary function, as in a game of role
Will /wɪl/ determined intention
Strength /strɛŋθ/ the state or quality of being physically or mentally strong
Performance /pəˈfɔːməns/ the act, process, or art of performing
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a) Complete the gaps of Virginia Henderson definition of nursing with the following
words of the box:
sick
death
will
independence
health
rapidly
KEY: The unique function of the nurse is to assist the individual, sick or well (healthy), in the
performance of those activities contributing to his/her health or to his/her peaceful death. The
objective is that the nurse helps the patient to perform daily tasks that he/she would perform
unaided if he/she had the necessary strength, will or knowledge. And to do this in such a way
as to help him/her gain independence as rapidly as possible" (Henderson, 1966).
Length: 2.05
minutes
First lady of Nursing: Virginia Henderson:
http://www.youtube.com/watch?v=c3mnNPozt_w
b) Listen to the interview of Virginia Henderson. Pay attention to the functions of
the nurse. Check the previous task.
HIGHLIGHTS
The Goal of nursing: to gain independence and to improve the health of individuals and thus
to reduce illness.
Task 5. Class quiz (1 hour)
We are going to create and take part in a contest about human needs and models.
1.
2.
3.
4.
5.
6.
Work in teams of four people.
Create 2 multiple choice questions about both models.
Write the questions on the piece of paper your teacher is going to give you.
Present your questions in turns.
Answer the questions in turns.
Discuss why only one of the answers is correct.
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TIPS

Some students may have problems to form sentences.

Help them by creating the first multiple choice question.
For example:
1- Maslow’s needs are divided into:
a. 5 levels.
b. 4 levels.
c. 3 levels.
d. 2 levels.
2.-Virginia Henderson described:
a. 14 needs.
b. The nurse role.
c. a and b are correct.
d. None of the above answers are correct.
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UNIT 2
Food for thought (30 minutes)
Empathy in communication
FOOD FOR THOUGHT
1. What does communication mean?
2. What is the difference between information and communication?
3. Is feed-back important for an effective communication?
4. Who are the sender and the receiver in the diagram below?
5. Are we always the senders or the receivers of messages? Why? Do we
constantly exchange the roles?
6. Is communication essential in patient care? Why?
7. Are you a good communicator?
KEY
1.
Compare your list and prioritization with your classmates’
Ask your students for possible communications situations in health centers, in a
patient’s ward, in the doctor’s office, in the emergency room admittance, doing
health educational tasks.
2. Information: it is the transmission of a message from a sender to a receiver.
Communication: it is a bi-directional sequence of transmission of messages where
the counterparts are both "senders and receivers".
3. Feed-back is audience response, which enables us to evaluate the effectiveness
of our message. Effective communication is critical in health care settings where
miscommunication may lead to misdiagnosis /misˈdaɪəgˈnoʊsɪs/ and improper or
delayed medical treatment.
4. Answer in the diagram below.
5. Patients and hospital staff are both senders and receivers. They exchange their
roles constantly.
6. Answers will vary.
7. Yes, I am. Because I am very friendly, extrovert, patient, assertive, not shy, and I
can explain my opinion to other people clearly. I have good fluency in my mother
tongue and I also use body language to enhance the communication.
8.
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ELEMENTS OF COMMUNICATION
What I mean
What I understand
RECEIVER
SENDER
Feed- back
Noise
Encode
Channel
Decode
TO KNOW MORE
You can find more information about non-verbal communication
1. Body Language at Work by Peter Clayton
http://www.youtube.com/watch?v=t-eC2QQ-nSM&feature=player_detailpage
Task 1. Communication process (1 hour)
GLOSSARY
Wink /wɪŋk/ to close and open one eye quickly, deliberately, or in an exaggerated fashion to
convey friendliness, etc.
Nod /nɒd/ to lower and raise (the head) briefly, as to indicate agreement, invitation, etc.
Close /kləʊs/ near in space or time; in proximity
Pitch /pɪtʃ/ the quality of a sound governed by the rate of vibrations producing it; the degree
of highness or lowness of a tone.
Frown /fraʊn/ to draw the brows together and wrinkle the forehead, esp. in worry, anger, or
concentration
Laugh /lɑːf/ to express or manifest emotion, esp. happiness or amusement, typically by
expelling air from the lungs in short bursts to produce an inarticulate voiced noise, with the
mouth open
Proxemics /prɒkˈsiːmɪks/ the branch of knowledge that deals with the amount of space that
people feel it necessary to set between themselves and others
Sources: online dictionaries:
http://www.wordreference.com/;
http://www.oxforddictionaries.com/es/definicion/ingles/proxemics
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TIPS


Don’t forget to explain the previous concepts to the students.
Use different examples to achieve the proper comprehension of the definitions.
Complete the diagram of verbal and non-verbal communication by writing the words in
the list under the corresponding categories.
1. Pitch variation (highness or lowness)
2. Body contact
3. Posture
4. Facial expression
5. Hand movements
6. Pauses
7. Volume variation
8. Sound
9. Laughter
10. Head movements
11. Eye movement
12. Winking
13. Nodding
14. Untidiness
15. Frown
16. Shaking hands
17. Stress on words
18. Intonation
19. Speaking speed
20. Silence
21. Buzzer sound
22. Red light
23. Pictogram
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COMMUNICATION
VERBAL
NON-VERBAL
What are they saying?
WRITTEN
How are they saying something?
VOCAL
VOCAL
PARALANGUAGE
NON-VOCAL
KINESICS
(BODY LANGUAGE)
-
Pitch variation
Pauses
Volume variation
Sound
Laughter
Stress on words
Intonation
Speaking speed
Silence
-
Posture
Facial
expression
Hand
movements
Head
movements
Eye movement
Winking
Nodding
Shaking hands
Frown
Untidiness
PROXEMICS
-
Closeness
Body contact
SIGNS
-
AF_SAN01_ Emotional Care/ Guia del professor.Maria Redon
Buzzer sound
Red light
Pictogram
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Task 2. Speak up. (1.5 hours)
STEP 1: Read the dialogue.
1. Work in groups of 4 people.
2. Read the mixed up dialogue below.
3. Order the different sentences to make an assertive dialogue between a nurse
assistant and a patient.
4. Correct the order of sentences and pay attention to the pronunciation by listening to
them.
Mixed-up dialogue:
N: - Sorry, could you spell your name please?
N: - Try to rest David and if you need something else just please ring the buzzer.
N: - Hello Mrs, what is your relationship to the patient?
N: - OK, I’m coming back in 2 minutes and I’ll fetch the water for you.
N: -It’s nice to meet you Maria. David, did you sleep well last night?
N: - Bye, David. Have a good day, Maria.
N: - So, you must be very tired, I understand you. Maybe, you should have a nap this
afternoon.
N: - Good morning! I’m Maria. I’m a nurse assistant. What’s your name?
P: - I would like a glass of water, please.
P: - Yes, Maria. I promise you that I’ll try to sleep this afternoon.
N: - But, are you hungry, David?
N: - Very good, fruits are healthy food. Did you know that eating an apple a day keeps the
doctor away?
P: - Really, I didn’t know this saying.
N: - Do you need anything else?
P: - No, I couldn’t fall asleep, I was awake until 2.00 pm.
P: - Thank you so much, Maria. You are very kind and assertive.
P: - My name is David
P: - D-A-V-I-D
P: - OK, see you later.
P: - No, thank you. I ate an apple one hour ago.
R: - I am his sister and I am taking care of him this morning.
KEY: The dialogue in the correct order.
N: - Good morning! I’m Maria. I’m a nurse assistant. What’s your name?
P: - My name is David
N: - Sorry, could you spell your name please?
P: - D-A-V-I-D
N: - Hello Mrs, what is your relationship to the patient?
R: - I am his sister and I am taking care of him this morning.
N: - It’s nice to meet you Maria. David, did you sleep well last night?
P: - No, I couldn’t fall asleep, I was awake until 2.00 pm.
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N: - So, you must be very tired, I understand you. Maybe, you should have a nap this
afternoon.
P: - Yes, Maria. I promise you that I’ll try to sleep this afternoon.
N: - But, are you hungry, David?
P: - No, thank you. I ate an apple one hour ago.
N: - Very good, fruits are healthy food. Did you know that eating an apple a day keeps the
doctor away?
P: - Really, I didn’t know this saying.
N: - Do you need anything else?
P: - I would like a glass of water, please.
N: - OK, I’m coming back in 2 minutes and I’ll fetch the water for you.
P: - Thank you so much, Maria. You are very kind and assertive.
N: - Try to rest David and if you need something else just please ring the buzzer.
P: - OK, see you later.
N: - Bye, David. Have a good day, Maria.
STEP 2: Role playing.
1. Work in pairs.
2. Decide who the nursing assistant is and who the patient is.
3. Role play the dialogue.
4. Project your voice.
TIPS:
-
Print the dialogue.
Listen to the dialogue twice.
Cut the sentences into strips and give one sentence to each student.
Say the first sentence aloud.
Students must read the dialogue in the correct order, saying their sentence.
They should repeat the dialogue, but this time with their sentence learned by
heart.
STEP 3: Analyse the dialogue.
1. Classify the sentences in the next categories:
a. Introduction: meeting questions and answers.
b. Patient care: asking for needs, feelings or symptoms.
c. Advice to the patient.
d. Emotional support to the patient: calming, encouraging, understanding,
expressing empathy.
2. Use the table below to add more possible questions related to these categories.
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Introduction
-Good
morning!
I’m Maria. I’m a
nurse
assistant.
What’s
your
name?
Patient care
Advice
-David, did you sleep -Maybe, you should
well last night?
have a nap this
afternoon.
Emotional support
-So, you are very
tired.
- I understand you.
-No, I couldn’t fall asleep,
I was awake until 2.00 -Try to rest David -Very good, fruits are
pm.
and if you need healthy food.
-Hello Mrs, what is
something
just
your relationship to -But, are you hungry, please
ring
the
-Do you know that
the patient?
buzzer.
David?
eating an apple a
day keeps the doctor
-I am his sister and -Do you need anything
away?
I am taking care of else?
him this morning.
-Thank you so much,
Maria. You are very
-OK, I’m coming back in
-It’s nice to meet 2 minutes and I’ll bring
kind and assertive.
you Maria.
you the water.
Other possible
sentences:
- Good afternoon,
can I come in?
- I am a healthcare
assistant.
- My name is….
-
-Where do you feel the
pain?
- It is important to do
exercises every day.
- I am sorry.
- What do you think?
- Tell me if it hurts.
- Do you have any
allergies?
- Are you cold?
- Do you feel nauseous?
- Please, take the pill
every morning.
- Your calorie intake
is very low, you
should eat more.
- You shouldn’t skip
breakfast.
- Do you agree?
- I think you are right.
- I trust you.
- Have you
understood?
- Are you OK/ready?
- Can I help you?
- Do you still feel sick?
- How can I help you?
- How do you feel now?
-A balanced diet is a
good idea.
- You should drink
water.
- You shouldn’t
smoke.
AF_SAN01_ Emotional Care/ Guia del professor.Maria Redon
- I can repeat it if you
want.
- Thanks for your
help.
- Can you hear me?
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TO KNOW MORE
You can find more information about easy English conversations for seeing the doctor
At the doctor’s Office part 1 and 2 and giving advice.
http://www.youtube.com/watch?v=Zk1L0m67pfU
http://www.youtube.com/watch?v=Zk1L0m67pfU
http://www.youtube.com/watch?v=TwVdMT3CGTU
Task 3. Communication skills. (1 hour)
TIPS

You can help the students by giving them some clues (the first letter of each
word).
You can provide sentences in which the meaning is clear to help the
students understand the word.

Use the words in the box to complete a crossword puzzle about communication.
Remember that across sense is (horizontal)  and down sense means  (vertical).
assertive
body language
confidence
empathy
encourage
handshake
intonation
listen
message
self-esteem
paraphrase
repetition
PHONETICS
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Assertive /əˈs3ːtɪv/
Body language /ˈbɒdɪ/ /ˈlæŋɡwɪdʒ/
Confidence /ˈkɒnfɪdəns/
Empathy /ˈɛmpəθɪ/
Encourage /ɪnˈkʌrɪdʒ/
Handshake /ˈhændʃeɪk/
Intonation /ˌɪntəʊˈneɪʃən/
Listen /lɪsn/
Message /ˈmesɪdʒ/
Paraphrase /pærəfreɪz/
Repetition /ˌrepɪˈtɪʃən/
Self-esteem /ˌselfɪsˈtiːm/
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Task 4. Empathy. (1 hour)
GLOSSARY
Regret /rɪˈɡrɛt/ to feel sorry, repentant, or upset about
Rude /ruːd/ insulting or uncivil, discourteous, impolite
Disappoint /ˌdɪsəˈpɔɪnt/ to fail to meet the expectations, hopes, desires, or standards of; let
down
Active–listening is a communication technique, which requires the listener to feed back
what they hear to the speaker, by way of re-stating or paraphrasing
TIPS:

Before watching the video:
o Remind the students to read the glossary.
o Ask these or other questions to the students to help them to understand
the video better.
 Have you ever seen an angry patient in a hospital?
 Why was this patient angry?
 Have you ever got angry or nervous in a health centre?
o Calm /kɑm/, attention the “l” doesn’t sound!
1. Brainstorming: imagine that a patient had to wait to see the doctor in the waiting room for
a long time.
a. Do you think that he will get nervous and angry? Why?
b. What can you do to calm this angry patient?
KEY:
b.
We can explain the causes of the delay to the patient.
We must be patient, assertive and empathetic and avoid being nervous and aggressive.
We can apologise for our delay (sorry, I regret +..ing )
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2. Before watching the video: read the following sentences and make sure you understand
them.
3. Listen to the video: answer this question: who says the sentences the doctor or the patient?
Who says these sentences?
Doctor
1. Finally, I ‘ve been waiting for over two hours.
2. Mmm,
3. It sounds that you are a bit frustrated.
4. Your assistant is completely unhelpful and rude.
5. It sounds to me that you waited a long longer than you had
expected.
Patient
6. I know how important safety is to you.
7. I feel a bit disappointment.
8. Taking care of that patient and her baby’s also very important
to me.
9. I honestly had no idea how long I would be.
10. Well you know Joe it sounds like you are maybe feeling a
little bit of regret.
11. I do my very best to consider everyone’s needs Joe, yours
included.
12. Aren’t?
KEY:
3.
Doctor says:
2. Mmm,
3. It sounds that you are a bit frustrated.
5. It sounds to me that you waited a long longer than you had expected.
6. I know how important safety is to you.
7. I feel a bit disappointment.
8. Taking care of that patient and her baby’s also very important to me.
9. I honestly had no idea how long I would be.
10. Well you know Joe it sounds like you are maybe feeling a little bit of regret.
11. I do my very best to consider everyone’s needs Joe, yours included.
12. Aren’t?
The patient says:
1. Finally, I’ ve been waiting for over two hours.
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4. Your assistant is completely unhelpful and rude.
Difficult patient - angry about office wait – empathy
http://www.youtube.com/watch?v=vM3su8ZcriY
Lenght: 4,29 minutes
4. After watching the video: answer the following questions:
a. Does the doctor use body language? Can you give some examples?
b. Which sentences above does the doctor use to show empathy?
c. Which sentences above denote an active listening?
d. Which assertion does the doctor use to paraphrase?
KEY:
4.
a) Doctor: he nods, he moves his hands, he keeps eye contact, he smiles, he uses voice
modulation, he makes pauses.
b)
6. I know how important safety is to you.
9. I honestly had no idea how long I would be.
11. I do my very best to consider everyone’s needs Joe, yours included.
10. Well you know Joe it sounds like you are maybe feeling a little bit of regret.
c)
2. Mmm,
12. Aren’t?
5. It sounds to me that you waited a long longer than you had expected.
3. It sounds that you are a bit frustrated.
10. Well you know Joe it sounds like you are maybe feeling a little bit of regret.
d)
3. It sounds that you are a bit frustrated.
5. It sounds to me that you waited a long longer than you had expected.
10. Well you know Joe it sounds like you are maybe feeling a little bit of regret.
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5. Work in pairs
a. Choose 2 sentences from the video task and write more possible questions/
answers related to these categories (empathy and paraphrasing).
b.
Create a dialogue integrating those sentences into a new dialogue.
c.
Role play the dialogue.
KEY
a.
Empathy: I know how important his safety is to you
I understand your situation. Let me explain to you the cause of my delay.
I admit my fault.
I am so sorry to have kept you waiting so long.
If I were you I would get nervous too.
Paraphrasing: It sounds that you are a bit frustrated
So, you are saying to me that you are very upset, aren’t you?
You have told me that you were attending to an emergency, haven’t you?
b. POSSIBLE DIALOGUE
D: Good morning, Mr Smith.
P: I have been waiting for a long time and I have abdomen pain. I am feeling so bad.
D: I understand your situation. Let me explain the cause of my delay to you.
P: I think that you should have warned us that you might be late.
D: I am so sorry to have kept you waiting so long but I was busy with an emergency.
Emergencies are unexpected.
P: You have told me that you were attending to an emergency, haven’t you?
P: I am nervous and exhausted and I have an intense pain in lower right side of my
abdomen. I am an emergency too. I need that you help me immediately.
D: If I were you I would get nervous, too. So, you are saying to me that you have intense
pain now, aren’t you?
P: Don’t worry; I am with you.
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TO KNOW MORE
You can find more information about communication skills for nurses.
http://www.youtube.com/watch?v=UcxQTTln19c
HIGHLIGHTS
SUMMARY OF EFFECTIVE COMMUNICATION:
-
Verbal.
Non-verbal.
Clear message.
Active listening.
Showing you are engaged.
It’s important to be open and honest when communicating with patients or their families.
Blocking behaviours leads to poor quality patient care.
Consider you own needs and limitations and the resources you have available.
Adjust your vocabulary.
Encourage the patients to express their feelings.
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