FUNDAMENTALS IN NURSING PRACTICE  COMMUNICATION PROCESS

NCM 122 LECTURE o VERBAL COMMUNICATION

December 11, 2019 - written and spoken words, texts
o NONVERBAL COMMUNICATION
 COMMUNICATION - transmission of message
 interchange of information without using words (nonverbal
between two or more people cues and gestures)
 exchange of ideas or thoughts  VERBAL COMMUNICATION
(talking, listening, reading,  ASPECTS OF VERBAL
writing) – also includes painting, COMMUNICATION
dancing, and storytelling o VOCABULARY
 any means of exchanging - development of a person
information or feelings between o DENOTATIVE AND
two or more people CONNOTATIVE MEANING
 it is a basic component of human 1. Denotative
relationship including nursing - using common language
 communication is not only 2. Connotative

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through verbal but also through - more meanings to expect

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nonverbal cues eH w Use one (1) language so that people
One can help in medication through could understand you, and talk

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health education slowly and clearly
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 LEVELS OF COMMUNICATION o PACING

o INTRAPERSONAL - degree of how fast one talks
- communication within yourself o INTONATION
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o INTERPERSONAL
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- the tone of voice of the

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- face-to-face interaction speaker

between two (2) or more people o CLARITY AND BREVITY
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o TRANSPERSONAL - language is clear, short,

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- spiritual domain of a person concise, specific, and easy to

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o SMALL GROUP understand

- interaction between a small o TIMING AND RELEVANCE
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group of people (5-10 persons)  Do not ask questions

o LARGE GROUP (PUBLIC)
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when patient is not in

- interaction between a large pain
group of people (10+ persons)  Do not interview during
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 ELEMENTS OF THE COMMUNICATION 12 AM or when the

PROCESS patient is asleep
o REFERENT
- what motivates us to
communicate
o SENDER
o MESSAGE
o CHANNELS
o RECEIVER

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  NONVERBAL COMMUNICATION o INTIMATE ZONE
 ASPECTS OF NONVERBAL - (great sensitivity needed)
COMMUNICATION vagina, pubis, genitals
o PERSONAL APPEARANCE  GUIDELINES FOR USE OF TOUCH
- physical characteristics, facial  most potent form of
appearance, manner of communication
dressing and grooming  conveys many messages
- affected by our health status  must learn to be sensitive to
o POSTURE AND GAIT others
- the way one stand, sit, and  consider cultural factors
walk or talk that indicate  should be gentle or as firm as
health status needed
o FACIAL EXPRESSION  delivered in a comforting, non-
o EYE CONTACT threatening manner
o GESTURES  should know when to withheld
o SOUNDS touch
o TERRITORY AND PERSONAL  DEVELOPMENTAL CONSIDERATIONS IN

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SPACE COMMUNICATION

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 ZONES OF PERSONAL SPACE AND eH w  COMMUNICATING WITH OLDER
TOUCH ADULTS WHO HAVE

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COMMUNICATION NEEDS OR
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 ZONES OF PERSONAL SPACE
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o INTIMATE ZONE BARRIERS

- (0-18 inches) auscultating  check for hearing aids
 amplify voice
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new patient
 get client’s attention
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o PERSONAL ZONE
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- (18-4ft) history taking, doing  structure the environment

health education or  supplement words with visual
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examination gestures
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 match body language with

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o SOCIAL ZONE speech

- (4-12ft) eating on a table  use short sentences and simple
words
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o PUBLIC ZONE
- (12ft+) having a mass  summarize the most important
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 ZONES OF TOUCH points

o SOCIAL ZONE  give clients plenty of time to ask
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- (permission not needed) and answer questions

hands, shoulders, back  allow them to make errors
o CONSENT ZONE  be a good listener
- (permission needed) wrist  stick to one topic at a time
and feet  have a family member or
o VULNERABLE ZONE caregiver in the room
- (special care needed) face  COMMUNICATING WITH INFANTS
and neck  use firm touch and gentle physical
contact
 hold infant so he or she can see the
parents
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by April Tom O. Cuenca
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  talk softly  encourage expressions of ideas and
feelings
 COMMUNICATING WITH TODDLERS  COMMUNICATING CLIENTS WITH
AND PRE-SCHOOLERS SPECIAL NEEDS
 interact with parents first  PHYSICALLY CHALLENGED
 assume position that it is at the  listen attentively, be patient and do
child’s eye level not interrupt
 allow to touch and examine objects  ask simple questions
that will come in contact with them  allow time for understanding and
 offer a choice only when one exists response
 focus communication on the child  give visual cues
 use simple words and short  allow only one person to speak at a
sentences time
 keep unfamiliar equipment out of  do not shout or speak too loudly
view until it is needed  encourage client to converse
 communicate through transition  let client know if you have not
objects understood him/her

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 COMMUNICATING WITH SCHOOL-  collaborate with speech therapist if

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AGE CHILDREN eH w needed
 allow time for child to feel  use communication aids

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comfortable  COGNITIVELY IMPAIRED
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 avoid threatening gestures  reduce environmental distraction

 talk to the parent initially if the child while conversing
is shy  get the client’s attention prior to
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 speak in a quiet, unhurried and speaking

aC s
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confident voice  use simple sentences and avoid long

 give correct reasons explanations
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 state directions and suggestions  ask one question at a time

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specifically and positively  allow time for client to respond

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 be honest  be an attentive listener

 allow child to express fears and  include family and friends in
concerns conversation especially in subjects
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 COMMUNICATING WITH known to client

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ADOLESCENTS  UNRESPONSIVE
 give undivided attention  call client by name during
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 listen interactions
 be courteous, calm, and open-  communicate verbally and by touch
minded  speak to client as though he or she
 avoid judging or criticizing could hear
 choose important issues when  explain all procedures and
taking a stand sensations
 make expectations clear  provide orientation to person, place
 respect their privacy and views and time
 praise good points and tolerate  avoid talking about client to others
differences in his or her presence
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by April Tom O. Cuenca
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  avoid saying things client should not
hear

 AGGRESSIVE
 keep the door of the room open
and be in clear view of the staff
 help patient bring aggression under
control
 try not to leave the patient alone,
this may be interpreted as rejection
or the patient may try to harm self
 adapt a calm, non-confrontational
approach, and remain in control of
the situation
 talk and listen to the patient
 acknowledge the patient’s state of
agitation

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 give the patient opportunity to

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ventilate anger verbally eH w
 try to hear what the patient is saying

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 convey the expectation of
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appropriate behavior, and make the

patient aware that help is available
for him or her to gain control
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 GENERAL GUIDELINES FOR

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TRANSCULTURAL COMMUNICATION
 be polite and formal
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 pronounce name correctly

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 use proper titles of respect

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 use any words that you might know

in the person’s language
 use simple words, avoid medical
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jargons, idioms, slang

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 proceed in an unhurried manner

 speak in a low, moderate voice
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 avoid talking loudly

 know and understand the patient’s
heritage and culture
 touch the patient within the cultural
boundaries of his or her heritage
 provide an interpreter or translator
as needed

This study source was downloaded by 100000818153992 from CourseHero.com on 06-29-2021 12:03:51 GMT -05:00
by April Tom O. Cuenca
https://www.coursehero.com/file/55717980/FNP-LEC-LECTURE-DEC-11docx/

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