Download Communication - Home - Mitchell High School

Unit 2
Communication And
Interpersonal Skills
Nurse Aide I Course
DFS Approved Curriculum-Unit 2
1
Communication And
Interpersonal Skills
Introduction
Nurse aides communicate with
residents, families, visitors and
co-workers.
DFS Approved Curriculum-Unit 2
2
Communication And
Interpersonal Skills
Introduction
(continued)
Nurse aides must frequently send and
receive information about the care and
observation of residents, report thoughts
and feelings as clearly and objectively
as possible and interact effectively with
others.
DFS Approved Curriculum-Unit 2
3
Communication And
Interpersonal Skills
Introduction
(continued)
Nurse aides need to be aware of
nonverbal communications and need to
develop skills in communicating with the
sensory impaired.
DFS Approved Curriculum-Unit 2
4
Communication And
Interpersonal Skills
Introduction
(continued)
In addition, nurse aides may document
on the medical record, which is a legal
document. Therefore, all documentation
must be in legible, clear and accurate
language so that there is no
misunderstanding of the meaning.
DFS Approved Curriculum-Unit 2
5
DFS Approved Curriculum-Unit 2
6
2.0 Demonstrate appropriate and
effective communication skills.
DFS Approved Curriculum-Unit 2
7
Elements That Influence
Relationships With Others
• Prejudices
• Frustrations
• Attitudes
• Life Experiences
DFS Approved Curriculum-Unit 2
8
Requirements For Successful
Communications
• A message
• A sender
• A receiver
DFS Approved Curriculum-Unit 2
9
2.1
Describe the importance of
developing good listening skills.
2.1.1 Identify nine listening skills that
can be used by the nurse aide.
DFS Approved Curriculum-Unit 2
10
Listening Skills
•
•
•
•
Show interest
Hear message
Do not interrupt
Ask appropriate questions for
clarification
DFS Approved Curriculum-Unit 2
11
Listening Skills
(continued)
• Be patient and help
resident express feelings
and concerns
• Eliminate or reduce
distractions
• Understand silence can
be form of communication
DFS Approved Curriculum-Unit 2
12
2.1.2 Recognize barriers to effective
communication.
DFS Approved Curriculum-Unit 2
13
Barriers to Effective Communication
•
•
•
•
•
Labeling
Talking too fast
Avoiding eye contact
Belittling a resident’s feelings
Physical distance
DFS Approved Curriculum-Unit 2
14
Barriers to Effective Communication
(continued)
• Mental or sensory impairment on
the part of the resident such as:
–Confusion
–Blindness
–Aphasia
–Hearing impairment
DFS Approved Curriculum-Unit 2
15
Barriers to Effective Communication
(continued)
•
•
•
•
Changing the subject
False reassurance
Giving advice
Ineffective communication
–Disguised messages
–Conflicting messages
–Unclear meanings
–Clichés
DFS Approved Curriculum-Unit 2
16
DFS Approved Curriculum-Unit 2
17
2.2
Explain how the nurse aide will
need to modify his or her
behavior in response to the
resident’s behavior.
2.2.1 Define the terms sympathy,
empathy and tact.
DFS Approved Curriculum-Unit 2
18
Interpersonal Skills
• Determined by
–Standards and values
–Culture and environment
–Heredity
–Interests
DFS Approved Curriculum-Unit 2
19
Interpersonal Skills
(continued)
• Determined by
–Feelings and stress
–Expectations others
have for us
–Past experiences
DFS Approved Curriculum-Unit 2
20
Dealing With Resident Behavior
• Accept every resident
• Listen to every resident
• Comply with
reasonable requests,
when possible
DFS Approved Curriculum-Unit 2
21
Dealing With Resident Behavior
(continued)
• Display patience
and tolerance
• Make an effort to
be understanding
DFS Approved Curriculum-Unit 2
22
Dealing With Resident Behavior
(continued)
• Develop acceptable ways of coping
with our own negative feelings
–Leave the room after providing for
safety
–Talk with supervisor, in private,
about negative feelings
DFS Approved Curriculum-Unit 2
23
Dealing With Resident Behavior
(continued)
• Develop acceptable ways of coping
with our own negative feelings
–Involve yourself in physical
activity
–Learn to use relaxation
techniques that ease stress
DFS Approved Curriculum-Unit 2
24
Dealing With Resident Behavior
(continued)
• Be sensitive to residents’ moods
• Be able to handle disagreements
and criticism
DFS Approved Curriculum-Unit 2
25
Treat Residents As Unique
Individuals
• Do things the
residents’ way, when
possible
• Anticipate their needs
• Give good care
• Ask for their opinions
DFS Approved Curriculum-Unit 2
26
Treat Residents As Unique
Individuals
(continued)
• Be able to see things
from the other person’s
point of view
DFS Approved Curriculum-Unit 2
27
DFS Approved Curriculum-Unit 2
28
2.3
Develop effective nonverbal and
verbal communications skills.
2.3.1 List six examples of nonverbal
communication and six examples
of effective verbal
communication.
DFS Approved Curriculum-Unit 2
29
Nonverbal Communication
• Body language
–Posture
–Gestures
–Level of activity
–Facial expressions
–Appearance
–Touch
DFS Approved Curriculum-Unit 2
30
Verbal Communication
• Speak clearly and
concisely
• Give message by tone of
voice
• Face resident, at eye
level, when speaking
DFS Approved Curriculum-Unit 2
31
Verbal Communication
(continued)
• Avoid words having
several meanings
• Present thoughts in
a logical, orderly
manner
• Learn to paraphrase
DFS Approved Curriculum-Unit 2
32
2.3.2 Identify proper telephone
communication skills.
DFS Approved Curriculum-Unit 2
33
Telephone Communication Skills
• Speak clearly in a pleasant tone of
voice
• Identify the area, yourself and your
position
• Ask, “May I help you?”
• Be courteous
DFS Approved Curriculum-Unit 2
34
Telephone Communication Skills
(continued)
• Take messages:
–name of individual calling
–phone number (including area
code)
–read back message for
accuracy
–date and time of call
DFS Approved Curriculum-Unit 2
35
Telephone Communication Skills
(continued)
• Take messages (continued):
–ask for assistance if you are unable
to handle message
–permit caller to hang up first
–follow proper etiquette
DFS Approved Curriculum-Unit 2
36
2.3.3 Identify actions that would
facilitate communication with
residents’ family and visitors
DFS Approved Curriculum-Unit 2
37
Actions to Facilitate Communication
with the Resident’s Family
and Visitors
• Ask how they are doing
• Indicate that you are
glad to see them
• Tell them about activities
the resident has been
involved with that day
DFS Approved Curriculum-Unit 2
38
Actions to Facilitate Communication
with the Resident’s Family
and Visitors
(continued)
• Be warm and friendly
• Use talking and
listening skills you
would use with
resident
DFS Approved Curriculum-Unit 2
39
Actions to Facilitate Communication
with the Resident’s Family
and Visitors
(continued)
• Share knowledge about the unit
– Visiting hours
– Restrictions to visitors
– Any restrictions on
bringing food
– Activities that include
family
DFS Approved Curriculum-Unit 2
40
Actions to Facilitate Communication
with the Resident’s Family
and Visitors
(continued)
• Report stressful or tiring visits to
supervisor
• Refer requests for information on the
resident’s condition to supervisor
DFS Approved Curriculum-Unit 2
41
Actions to Facilitate Communication
with the Resident’s Family
and Visitors
(continued)
• Share information from family/visitors
that would affect resident care with
supervisor
• Report visitor concerns or complaints
to supervisor
DFS Approved Curriculum-Unit 2
42
2.3.4 Identify actions that would
facilitate communication with
hearing impaired residents.
DFS Approved Curriculum-Unit 2
43
Actions to Facilitate Communication
with Hearing Impaired Residents
• Encourage to use hearing aid
• Speak slowly using simple
sentences
• Face resident at eye level when
speaking
• Encourage resident to read lips, if
that helps
DFS Approved Curriculum-Unit 2
44
Actions to Facilitate Communication
with Hearing Impaired Residents
(continued)
• Lower pitch of voice
• Direct speech to stronger ear but do
not shout
• Use gestures when possible to clarify
statements
• Write when necessary
• Learn basic signing, if appropriate
DFS Approved Curriculum-Unit 2
45
2.3.5 Identify actions that would
facilitate communication with
residents that have decreased
vision.
DFS Approved Curriculum-Unit 2
46
Actions to Facilitate Communication
with Residents Who Have
Decreased Vision
• Sit where resident can best see you
• Make sure lighting is sufficient
• Encourage resident to touch
objects and yourself
• Encourage resident to wear his/her
glasses
DFS Approved Curriculum-Unit 2
47
Actions to Facilitate Communication
with Residents Who Have
Decreased Vision
(continued)
• Use touch and talk frequently to
communicate your location
• Use descriptive words and phrases
DFS Approved Curriculum-Unit 2
48
2.3.6 Identify actions that would
facilitate communication with
residents that have difficulty
speaking.
DFS Approved Curriculum-Unit 2
49
Actions to Facilitate Communication
with Residents Who Have
Difficulty Speaking
• Encourage to use hands to
point out objects
• Use communication
boards/card
• Repeat what you heard to be
sure you understood resident
DFS Approved Curriculum-Unit 2
50
Actions to Facilitate Communication
with Residents Who Have
Difficulty Speaking
(continued)
• Encourage resident to cry or
express anger/frustration
when he/she has trouble
• Ask yes and no questions
• Let other staff members
know meaning of a sound or
movement
DFS Approved Curriculum-Unit 2
51
2.3.7 Identify actions that would
facilitate communication with
depressed residents.
DFS Approved Curriculum-Unit 2
52
Actions to Facilitate Communication
with Depressed Residents
• Exercise patience
• Allow time for resident
to say things
• Sit quietly with resident
• Return repeatedly until
resident responds
DFS Approved Curriculum-Unit 2
53
2.3.8 Identify actions that would
facilitate communication with
residents with memory loss.
DFS Approved Curriculum-Unit 2
54
Actions to Facilitate Communication
with Residents with Memory Loss
• Encourage to talk
• Talk about things resident
remembers
• Ask one question at a
time, containing one
thought
DFS Approved Curriculum-Unit 2
55
Actions to Facilitate Communication
with Residents with Memory Loss
(continued)
• Keep questions simple
• Re-phrase questions not
understood
• Avoid asking resident to
make a choice
DFS Approved Curriculum-Unit 2
56
2.3.9 Identify actions that would
facilitate communication with
residents based on stage of
development.
DFS Approved Curriculum-Unit 2
57
Actions to Facilitate Communication
Based on Stage of Development
• Treat all residents with
dignity and respect
• Encourage residents to
make choices when
appropriate
• Use simple sentences
• Emphasize positive
qualities
DFS Approved Curriculum-Unit 2
58
Actions to Facilitate Communication
Based on Stage of Development
(continued)
• Never attempt to exert power over
residents
• Encourage residents to do all they
can for themselves
• Be patient
DFS Approved Curriculum-Unit 2
59
Actions to Facilitate Communication
Based on Stage of Development
(continued)
• Take time to explain what residents
are to do or what you are going to do
for them
• Use age appropriate speech
• Encourage residents to express
feelings, ideas and frustrations
DFS Approved Curriculum-Unit 2
60
Actions to Facilitate Communication
Based on Stage of Development
(continued)
• Gain resident’s attention and speak
clearly, in a normal tone of voice
• Orient residents to reality when
appropriate
DFS Approved Curriculum-Unit 2
61
Actions to Facilitate Communication
Based on Stage of Development
(continued)
• Never assume that you aren’t heard
or understood
• Never address residents as if they
are children.
DFS Approved Curriculum-Unit 2
62
DFS Approved Curriculum-Unit 2
63
2.4
Observe by using the senses to
report resident behavior to the
nurse.
DFS Approved Curriculum-Unit 2
64
Methods of Observation
Examples using sight:
• Rash
• Skin color
• Bruising
DFS Approved Curriculum-Unit 2
65
Methods of Observation
(continued)
Examples using hearing:
• Wheezing
• Moans
• Words spoken by resident
DFS Approved Curriculum-Unit 2
66
Methods of Observation
(continued)
Examples using touch:
• Lump
• Temperature of skin
• Change in pulse
DFS Approved Curriculum-Unit 2
67
Methods of Observation
(continued)
Examples using smell:
• Odor of breath
• Odor of urine
• Odor of body
DFS Approved Curriculum-Unit 2
68
Reporting
• Reports are made:
– immediately
– thoroughly
– accurately
• Use notepad and pencil to write down
information for reporting
DFS Approved Curriculum-Unit 2
69
2.4.1 Discuss differences between
objective and subjective data.
DFS Approved Curriculum-Unit 2
70
Reporting
(continued)
• Report only facts, not opinions
–objective data - that observed using
senses
–subjective data - that told to nurse
aide by the resident
DFS Approved Curriculum-Unit 2
71
Reporting
(continued)
Observe resident’s
environment and
report safety
hazards
DFS Approved Curriculum-Unit 2
72
Reporting
(continued)
• When reporting, consider:
– care or treatment given
– time of treatment
– resident’s response to care
DFS Approved Curriculum-Unit 2
73
Reporting
(continued)
• When reporting, consider:
–observations helpful to other health
care workers
–information resident has given that
would affect his or her treatment
–anything unusual about resident
DFS Approved Curriculum-Unit 2
74
DFS Approved Curriculum-Unit 2
75
2.5
Identify the ways in which the
nurse aide communicates with
other staff members.
DFS Approved Curriculum-Unit 2
76
Forms of Communicating
• Reporting or
communicating orally
• Body language
• Written communications
DFS Approved Curriculum-Unit 2
77
Written Communications:
Resident Care Plans
• Resident care plans prepared by
nurse
• One for each resident
• Kept at nurses’ station
DFS Approved Curriculum-Unit 2
78
Written Communications:
Resident Care Plans
(continued)
• Working record to provide
consistent, well-planned care
on a daily basis
• Changed and updated as
needed by licensed nurse
DFS Approved Curriculum-Unit 2
79
Written Communications:
Resident Care Plans
(continued)
• Information included:
–Resident’s level of
independence in ADL
–Treatments
–Statement of problems
DFS Approved Curriculum-Unit 2
80
Written Communications:
Resident Care Plans
(continued)
• Information included (continued):
–Short-term and long-term goals
–Plan to attain goals
–Date plan initiated and
reevaluated
DFS Approved Curriculum-Unit 2
81
Written Communications:
Resident Care Plans
(continued)
• Nurse aides contribute by:
–Helping to identify
problems
–Attending care
conferences
DFS Approved Curriculum-Unit 2
82
Written Communications:
Resident Care Plans
(continued)
• Nurse aides contribute by (continued):
–Directing questions about plan to
supervisor
–Reporting resident response to
treatment and activities
DFS Approved Curriculum-Unit 2
83
2.5.1 Recognize the importance of
maintaining the resident’s medical
record.
DFS Approved Curriculum-Unit 2
84
Written Communications:
Resident‘s Medical Record
• Includes information
from all disciplines
providing direct service
to residents
DFS Approved Curriculum-Unit 2
85
Written Communications:
Resident’s Medical Record
(continued)
• A record of:
–assessments, implementations,
evaluations
–management plans
–progress notes
• Permanent legal record
DFS Approved Curriculum-Unit 2
86
Written Communications:
Resident’s Medical Record
(continued)
• Purpose
–Organizes all information on care in
one document
–Accountability so care can be
evaluated
–Documentation so there is
knowledge of what each discipline is
doing
DFS Approved Curriculum-Unit 2
87
Written Communications:
Resident’s Medical Record
(continued)
• Confidential information
available only to health
care workers involved in
care of resident
DFS Approved Curriculum-Unit 2
88
2.5.2 Review guidelines for charting in
the resident’s medical record.
DFS Approved Curriculum-Unit 2
89
Guidelines For Charting
If Allowed By Facility
• Make sure entries are
accurate and easy to read
• Always use ink
• Print, unless script is
accepted form
• Do not use the term
“resident”
DFS Approved Curriculum-Unit 2
90
Guidelines For Charting
If Allowed By Facility
(continued)
• Use short, concise
phrases
• Always chart after care
is performed
• Make sure writing
legible and neat
DFS Approved Curriculum-Unit 2
91
Guidelines For Charting
If Allowed By Facility
(continued)
• Use only abbreviations accepted
by facility
• Make sure spelling, grammar
and punctuation are correct
• Do not record judgments or
interpretations
DFS Approved Curriculum-Unit 2
92
Guidelines For Charting
If Allowed By Facility
(continued)
• Record in a logical and
chronological manner
• Be descriptive
• Make sure all forms added
to the chart contain
identifying information
DFS Approved Curriculum-Unit 2
93
Guidelines For Charting
If Allowed By Facility
(continued)
• Avoid using words that have
more than one meaning
• Use resident’s exact words in
quotation marks whenever
possible
• Always indicate the time of care
DFS Approved Curriculum-Unit 2
94
Guidelines For Charting
If Allowed By Facility
(continued)
• Leave no lines blank
• Sign each entry with first
initial, last name and title
• Correct errors using
facility procedure
DFS Approved Curriculum-Unit 2
95
DFS Approved Curriculum-Unit 2
96
2.6
Document observations using
appropriate terms.
DFS Approved Curriculum-Unit 2
97
Medical Terminology
• Medicine has a language of its own
–Historical development
–Composed mainly of Greek and
Latin word parts
–Consistent and uniform
DFS Approved Curriculum-Unit 2
98
Medical Terminology
(continued)
• Three components
–Prefixes
–Root words
–Suffixes
• Medical dictionary
–Used for reference
–Spelling is important
DFS Approved Curriculum-Unit 2
99
DFS Approved Curriculum-Unit 2
100
2.7
Recognize abbreviations used in
documenting by the health care
facility.
DFS Approved Curriculum-Unit 2
101
Abbreviations
• Help health care workers
communicate quickly and effectively
• Are shortened forms of words
• Reduce time needed to chart
important information
DFS Approved Curriculum-Unit 2
102
Abbreviations
(continued)
• Conserve space on medical record
• Used primarily in written
communication
DFS Approved Curriculum-Unit 2
103
DFS Approved Curriculum-Unit 2
104
2.8
Demonstrate the ability to
document accurate information
following proper charting
practices.
DFS Approved Curriculum-Unit 2
105
DFS Approved Curriculum-Unit 2
106