Educate the Educator Communication in Healthcare
Communications in Healthcare Settings
Module Description
This module emphasizes the importance of effective communication between and
among healthcare employees and their clients/individuals.
Verbal and nonverbal communication, listening skills, interpersonal communication,
team communication, documentation and reporting, and the use of electronic
communication devices are included.
Focus is on the development of effective communication skills to support quality
client/individual care.
Module Outline and Instructor Resources
This module consists of 8 competencies.
Each competency is divided into unit competencies with learning activities to help
students master the competency.
Each learning activity is explained on the Module Outline and the resources
described.
Choose the learning activities that best meet your classroom needs.
Module Outline and Instructor Resources
• Find these learning activities and resources on the website or create your own.
• The Course Outline also has documents that the instructor can use in teaching the
lesson.
• These competencies are listed on the following slide and will then be addressed
throughout the remainder of the power point.
Click on the following links for course information.
Communications in Healthcare Settings Syllabus
Communications in Healthcare Settings Module Competencies and Instructor Notes
Communications in Healthcare
Module Competencies
•
Describe the components of verbal and nonverbal communication and
situations in which these skills can be effectively used.
•
Explain how active listening can improve client/individual and team
communication.
•
Use a variety of communication techniques to achieve effective interpersonal
and team communications.
•
Describe communication skills that are important when managing conflict.
Communications in Healthcare
Module Competencies
•
Explain the components of accurate and appropriate documentation and
reporting including common medical abbreviations.
•
Explain the roles and responsibilities of team members.
•
Describe the use of information technology in healthcare settings.
•
Using a problem solving process applied to healthcare situations, describe how
healthcare workers can effectively communicate with their clients/individuals
and team members.
Competency 3
Competency 3
Use a variety of communication techniques to achieve effective interpersonal and
team communications.
The four units and learning activities that make up this module are:
1. Select effective verbal communication techniques.
2. Recognize effective non-verbal communication skills and skills to promote
communication with client/individuals who have difficulty hearing, seeing,
speaking or have language barriers.
3. List basic telephone skills.
4. Demonstrate telephone message-taking skills.
Verbal Communication
Recommended Content
When people are verbally communicating with one another, it is critical to take care with choice
of words, tone of speech, speed of speech, and volume of speech.
Over 6,809 distinct languages are spoken world wide according to Ethnologue Organization
Ethnologue Organization. (n.d.)
Verbal Communication
Effective verbal communication techniques consist of:
• Speaking slowly and clearly – modifies feeling and impact of the message
• Have the attention of the receiver – avoids miscommunication
• Focus on the client’s feelings- is the client lonely, depressed, confused
• Repeat the message in your own words-paraphrase for personal understanding
• Seek information from the client – ask questions
Non-Verbal Communication
Recommended Content
In order to understand non-verbal communication, the following are some of the
functions of nonverbal communication.
• Nonverbal communication tells more about what the person is feeling than
what he/she has actually said (because it occurs less consciously than verbal)
• Expresses emotions
• Expresses interpersonal attitudes
• Accompanies speech in managing the cues of interaction between speakers
and listeners
• Self-presents one’s personality
Non-Verbal Communication
Effective non-verbal communication skills include:
• Facing the speaker
• Being aware that the non-verbal message supports the verbal message
• Use of appropriate posture
• Use of appropriate gestures
• Pleasant facial expressions
• Utilizing appropriate listening skills
Non-Verbal Communication
Valuable non-verbal when caring for clients who might need extra assistance
include:
• Offer an arm as a guide when walking
• Remember that clients with vision difficulties are not deaf and there is no need
change tone or volume of voice
• If the client has difficulties with understanding the language, obtain a translator
or interpreter
Telephone Usage
Recommended Content
• Discuss basic business telephone usage techniques with students. If students
have not been employed before, they may not be aware of office etiquette and
phone techniques.
• These techniques are listed on the following slides. While they may seem like
common sense, it is wise to review them with students.
Telephone Usage
• Answer the phone with the name of the facility, your name and title (ask your
supervisor if there is a preference for the name of the facility).
• Use a soft and friendly voice.
• Speak clearly.
• Never chew gum, eat or drink when speaking on the phone.
• Speak at a moderate rate of speed.
• Do not use the phone for making personal calls.
Telephone Message Skills
Recommended Content
Health professionals call to give reports about clients to healthcare providers and to
family members and patients.
When receiving a telephone message from a provider for a patient at your facility,
document:
• Date and time
• Name of person giving the information
• What information was received
• Sign notation
Person receiving the message should repeat the information back to the sender to
ensure accuracy
Competency 3: Team Communication
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency #3:
Communications and the Team
Assignment on website
Students answer questions on effective
team communication
Competency 4
Competency 4
Describe communication skills that are important when managing conflict.
Four units and learning activities round out the learning for this fourth competency:
1. Define conflict
2. List the causes of conflict
3. List groups in which conflict occurs
4. List communication skills that are important when managing conflict.
Conflict and Causes
“…Peace is not the absence of conflict but the presence of creative alternatives
from responding to conflict—alternative to passive or aggressive responses,
alternatives to violence”
Dorothy Thompson
“The inability to share….to communicate – that’s the biggest problem in the
world…
that’s how people get themselves inall these troubles”
V. Satir
Conflict and Causes
Recommended Content
Conflict is internal and external discord that results from differences in ideas,
values, or feelings between two or more people.
Because people have interpersonal relationships with others having a variety of
different values, beliefs, backgrounds, and goals, conflict is an expected
outcome.
Conflict and Causes
Discuss the difference between disagreement and conflict:
Disagreement like “mini” conflict is based on personal, cultural, logistical, or other
differences.
Some disagreements grow into conflicts, but not all do.
Address disagreements with potential for conflicts before they actually become
conflicts
Conflict and Causes
Conflict can be defined as whenever two or more people disagree on an issue. The
outcomes of conflict may lead to change in previous ways of thinking and may have
positive effects.
Conflict and Causes
Causes of conflict occur when trust and faith between individuals has been broken.
When one puts faith and trust in another, and that confidence is broken, it can
create an emotional response that elevates to conflict.
When trust has been broken, the strongest emotion is released and that often
times leads to conflict.
Conflict and Causes
Other causes of conflict include:
Tension between groups - Disagreements or tension over professional territory
(may be between physicians and nurses)
Increased workload - Emphasis on cost reduction and increased pressure to get as
much work as possible out of each employee, sometimes more than employee can
realistically do (staff shortages)
Conflict and Causes
Threat to safety or security - When roles are blurred, cost saving is emphasized,
and staff members face layoffs; people’s economic security is threatened.
Cultural Differences - Different beliefs about how hard a person should work, what
constitutes productivity, and even what it means to arrive at work “on time”.
Invasion of Personal Space - Crowded conditions and constant interactions that
occur at a busy nurses’ station can increase interpersonal tension and lead to battles
over scarce workplace.
Groups in Conflict
Recommended Content
A variety of groups may be in conflict, however, the curriculum addresses groups
within the healthcare system such as conflict between:
• team members
• two groups (for example: dietary and housekeeping)
• healthcare providers and patients
• facilities
Communicating in Conflict
Recommended Content
Healthy communication when in conflict is not an easy thing to achieve.
This is another skill that takes time and energy to master.
This material might be completely new to many students, especially given students’
backgrounds and cultures.
Communicating in Conflict
The curriculum offers recommendations when communicating in conflict.
The steps are:
• Describe the problem specifically.
• Avoid describing solutions when identifying the problem.
• Consider the problem to be mutual, not one-sided.
• Identify the differences between each party before solving.
Communicating in Conflict
See the problem from the other side’s point of view.
Use brainstorming to find solutions.
Select the solution that meets all parties needs and all possible consequences.
Reach an agreement about how the conflict is to end and avoid a recurrence.
Evaluate the solution.
Competency 4: Communication Skills
and Managing Conflict
Recommended Learning Activities
Assignment
Resources
Notes
CHC Competency #4:
Scenarios Managing Conflict
Assignment on website
Six scenarios that demonstrate conflict.
Students review communication skills to
manage conflict.
References
Berardo, K. (2007). 10 Strategies for overcoming language barriers. Retrieved from
http://www.culturosity.com/pdfs/10%20Strategies%20for%20Overcoming%20Language%20Barriers.pdf
Berman, A., Snyder, S.J., Kozier, B., and Erb, G. (2008). Communicating. In A. Berman, S.J. Snyder, B. Kozier,
and G. Erb (Eds.). Kozier and Erb’s Fundamentals of nursing: Concepts, process, and practice (8th ed.) (pp.
459-85). Upper Saddle River, NJ: Prentice Hall
Cherry, K. (2011). Top 10 Nonverbal Communication Tips Improve Your Nonverbal Communication Skills With
These Tips. Retrieved from http://psychology.about.com/od/nonverbalcommunication/tp/nonverbaltips.htm
References
Ethnologue Organization. (n.d.) Retrieved from http://www.ethnologue.com
Industrial Engineering. (n.d.) Communication and Consumer Behavior. Retrieved from
http://industrialeducation.blogspot.com/2009/07/communication-consumer-behavior.html
Kathol, D. (2006). Communication. In B.L. Christensen and E. O. Kockrow (Eds.). Foundations and adult health
nursing (5th ed.) (pp. 33-52). St. Louis, MO: Elsevier, Mosby
McGill, I. and Beaty, L. (1994). Action learning: A guide for professional management and educational
development (2nd ed.). Sterling: VA: Stylus Publishing Inc.
References
Medical Education Division of Brookside Associates. (2007). Patient relations. Nursing fundamentals I. Retrieved
from http://www.brooksidepress.org/Products/Nursing_Fundamentals_1/lesson_1_Section_2.htm
Ramon, P.R. and Niedringhaus, D. M. (2008). Client Communication. Fundamental nursing care (2nd ed.) (pp.
226-242). Upper Saddle River, NJ: Person Prentice Hall
University of Mississippi Business Faculty. (2004). Module 4: Communication Skills. Retrieved from
faculty.bus.olemiss.edu/dvorhies/.../Module%2004%203E.ppt
Author: Dede Carr, BS, CDA, LDA; Pat Reinhart, RN
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