Effective Communication in Improving Assessment, Diagnosis, and Treatment of Patients - Assignment Example

Running head: Assessment 3 Assessment 3 Assessment 3 Standard: Communicates effectively with individuals/group to facilitate provision of care. Element: Uses a range of effective communication techniques Actions Evaluation 1st day Reviewed books which discuss effective communication skills Established the different effective communications skills from books read 2nd day Reviewed journals, magazines, and other publications which discuss the application of different effective communication skills Established the different effective communications skills from journals, magazines, and other articles read 3rd day Interviewed nurses and other health professionals on the efficient communications skills they apply in the workplace Established how nurses and other health professionals applied communication skills in relating to patients 4th day Interviewed nurses and other health professionals, asking them about what they felt were barriers to effective communication and what they applied to get through such barriers Established the barriers to communication which nurses and other health professionals often encountered in their practice and how they were able to get through such barriers 5th day Interviewed patients, asking them what made communication with health professionals easy or difficult. Established what made the communication process with patients difficult. 6th day I made a self-assessment to evaluate if I knew the different methods of communication and if I applied these to my patient. Established that I knew only few skills and methods in communication 7th day Established the different gaps of communication in my communication patterns Established the gaps I had in patient communication 8th day Reviewed information from books and journals on how other methods of communication can apply to health care scenarios Established how new skills in communication apply to efficient communication in health care 9th day Write down these methods and how each method can be carried out Wrote down how I can enhance my skills in communication 10th day Apply such methods in communicating with the patient Used new communication skills in communicating with patients 11th day Made a self-evaluation on the gaps seen in the communication with the patient while applying such new methods of communication: Established rapport with patients: use their names, make casual conversations, initiate introductions Established my weaknesses while applying new communication skills 12th day Made adjustments and changes in the application of such new methods of communication based on feedback from the patient and other health professionals Implemented changes in communicating with patients based on patient feedback. Reflection In applying the action plan above, I was able to discover that there are different communication skills which are needed to ensure efficient communication. First and foremost, I discovered that in effectively communicating with the patient, a two-way flow of ideas is a very effective means of communicating (McConnell, 1993). In this regard, I cannot be the one who keeps talking or the patient cannot also be the one who is talking. I found that in applying a two-way process of communication, I was able to gain much information from the patient (McConnell, 1993). I also found out that as a nurse, it is best for me to be the one to initiate introduction with the patient. I started off conversations by introducing myself to the patients with a handshake and a smile. This immediately made the patients relax and feel at ease (Young, 2009). Starting off the conversation with small talk also helped ease the communication process (Fernandez, 2010). After shaking hands with the patients, I made a casual remark about the weather. Most of the time, they easily responded to that; they also made negative or positive remarks about the weather. One time, I walked into a patient’s room while the patient was watching a basketball game on TV and we then started talking about the game and our favorite teams. Pretty soon, I gradually slipped into more serious questions about the patient’s symptoms and health issues. The conversation and communication process was warm and easy as a result of the ‘casual’ periods of conversation. I also found out that by using the patients’ names helps establish a more personal link between the health professional and the patients (Schottke, 2007). I found that whenever I used the name of the patient in the conversation, the patient was more responsive and easy to talk with. One patient even expressed that being called by his name made him feel more than just another sick person, it made him feel like the doctors and other health professionals cared about him and what happened to him. I also found out that by using courtesy words like “Please” or “Thank you” or “I’m sorry” also helped to build a trusting relationship with the patient (Field, 2007). I also made a courtesy knock before entering the patient’s room. I found that this made my visit less intrusive to their privacy. It made them feel respected (Bellamy, n.d). And when they felt respected they were more eager to cooperate with the care process and medical interventions. It made them less difficult to deal with and it made them more active in their personal recovery. I also found out that an effective means of communicating with a patient is to make eye contact with the patient (Griffith, et.al., 2003). This same eye contact was maintained while talking with and while listening to the patient. I found that by applying this technique, the patient was easier to talk with. One of the patients expressed that it made him feel important – like his emotions, feelings, thoughts, and behavior mattered to the health professionals. He felt like someone was really listening to him and someone cared what happened to him (Griffith, et.al., 2003). I found however that prolonged eye contact often made the patients uncomfortable; so I tried my best to look away when possible. While researching about effective communication techniques, I also came across discussions on proper distance between the patient and the health professional. The ideal distance is about an arm’s length from the patient (Swearingen, 2003). It is not too close to make the patient feel uncomfortable and it is not too far to reduce the rapport between the patient and the health professional. I applied this in my initial interactions with the patient and I found out that it was an acceptable distance. I tried to stand too close to the patient and I could sense them also mentally stepping back and away from me. I tried to stand a little too apart from the patient and I found out that the patient felt distant from me. He did not maintain eye contact and did not feel any warmth and rapport towards me. I found out that with the right distance, I could maintain effective communication with the patient (Swearingen, 2003). I also found that it was best to be at the same level as the patient – if he was standing up, it was best for me to stand up as well, and if he was seated, it was best for me to be seated as well, and if he was lying down, it was best for me to be seated and not to hover over him in a superior manner. I found out that by trying to make these adjustments, I am making a therapeutic action which would likely assist in the patient’s well-being and eventually recovery. In ending a conversation, the communication process cannot just be cut off. I found that, just leaving a conversation without adopting a proper and polite means to end it is tantamount to disrespect and to a dismissive attitude towards the patient (Mezey, 2001). I found that it would be better to end the conversation by saying something complimentary about the patient, or by making a more casual end to the conversation. Saying, “I will see you later” or “you take care for now” is an appropriate way to end the conversation rather than just leaving the room after checking in on the patient or after asking him some questions. While I am listening to the patient, it is also best to lean forward slightly and face my body towards the patient (Caris-Verhallen, 1999). I found that crossing my arms while talking with a patient makes for a hostile atmosphere and conversation. When I lean back or turn away from the patient, I also seem disinterested in what he is saying. Leaning forward slightly towards the patient helped convey a more welcome attitude towards the patient. It helped focus the conversation and it helped me build rapport with the patients (Caris-Verhallen, 1999). They felt more inclined to share with me the pertinent details about their life and habits which ultimately assisted me in making proper assessment, diagnosis, and care plan in their behalf. I also found out in the course of reviewing my action plan that while listening it was important for me to not get distracted by the things which were going on around me (Abou-Auda, n.d). I found out that I can sometimes get distracted by the things happening around me. I found out that by being a good listener to the patient that I could easily avoid the things happening around me. As an inevitable part of my association with the patients, I often encountered them at their worse days. This often made them very emotional about things. During emotional moments for the client, I tried my best to be empathetic, but still to maintain a professional distance from the patient (Edelman and Mandle, 2005). I made comments like, “That must have been hard for you” or “I can imagine how you feel”. These are comments which made the patient feel reassured about his situation. These statements made him feel less alone. All in all, I found out that by applying the above actions, that I could make the communication process less tedious on my part and on the part of the patient; that I could also make the communication process part of the therapeutic intervention for patients. Effective communication leads to better data gathering processes, which in turn leads to improved assessment, diagnosis, and treatment of patients. Works Cited Abou-Auda, H. (n.d). Selected Readings in Communication Skills. King Saud University. Retrieved 23 May 2011 from http://faculty.ksu.edu.sa/hisham/Documents/PHCL455/Communication_Skills_Hisham.pdf Bellamy, C. (n.d). Patient Relations and Communication. Inspire Medical. Retrieved 23 May 2011 from http://www.inspiremedical.com/articles/communication.pdf Caris-Verhallen, W., Kerkstra, A., & Bensing, J. (1999). Nonverbal behaviour in nurse-elderly patient communication. Journal of Advanced Nursing, volume 29, pp. 808-818. Fernandez, E. (2010). Verbal and nonverbal concomitants of rapport in health care encounters: implications for interpreters. The Journal of Specialised Translation, number 14. Retrieved 23 May 2011 from http://www.jostrans.org/issue14/art_iglesias.pdf Edelman, C. & Mandle, C. (2005). Health promotion throughout the life span. New York: Elsevier Health Sciences Field, S. (2007). Managing Your Career in the Health Care Industry. New York: Infobase Publishing Griffith, C., Wilson, J., Langer, S., & Haist, S. (2003). House Staff Nonverbal Communication Skills and Standardized Patient Satisfaction. J Gen Intern Med., volume 18(3): pp. 170–174. McConnell, C. (1993). The Health care supervisor: effective communication. Massachusetts: Jones & Bartlett Learning Mezey, M. (2001). The encyclopedia of elder care: the comprehensive resource on geriatric and social care. New York: Springer Publishing Company Schottke, D. (2007). First Responder: Your First Response in Emergency Care. Massachusetts: Jones & Bartlett Learning Swearingen, P. (2003). Manual of medical-surgical nursing care: nursing interventions & collaborative management. New York: Elsevier Health Sciences Young, A., Mogotlane, S., & Geyer, N. (2009). Jutas manual of nursing, Volume 1. New York; Juta and Company Ltd   Read More