DFS Approved Curriculum-Unit 21 Unit 2 Communication And Interpersonal Skills Nurse Aide I Course

DFS Approved Curriculum-Unit 22 Communication And Interpersonal Skills Introduction Nurse aides communicate with residents, families, visitors and co-workers.

DFS Approved Curriculum-Unit 23 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 24 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 25 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 26

7 2.0Demonstrate appropriate and effective communication skills.

DFS Approved Curriculum-Unit 28 Elements That Influence Relationships With Others Prejudices Frustrations Attitudes Life Experiences

DFS Approved Curriculum-Unit 29 Requirements For Successful Communications A message A sender A receiver

DFS Approved Curriculum-Unit Describe the importance of developing good listening skills Identify nine listening skills that can be used by the nurse aide.

DFS Approved Curriculum-Unit 211 Listening Skills Show interest Hear message Do not interrupt Ask appropriate questions for clarification

DFS Approved Curriculum-Unit 212 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 Recognize barriers to effective communication.

DFS Approved Curriculum-Unit 214 Barriers to Effective Communication Labeling Talking too fast Avoiding eye contact Belittling a resident’s feelings Physical distance

DFS Approved Curriculum-Unit 215 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 216 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 217

DFS Approved Curriculum-Unit Explain how the nurse aide will need to modify his or her behavior in response to the resident’s behavior Define the terms sympathy, empathy and tact.

DFS Approved Curriculum-Unit 219 Interpersonal Skills Determined by –Standards and values –Culture and environment –Heredity –Interests

DFS Approved Curriculum-Unit 220 Interpersonal Skills (continued) Determined by –Feelings and stress –Expectations others have for us –Past experiences

DFS Approved Curriculum-Unit 221 Dealing With Resident Behavior Accept every resident Listen to every resident Comply with reasonable requests, when possible

DFS Approved Curriculum-Unit 222 Dealing With Resident Behavior (continued) Display patience and tolerance Make an effort to be understanding

DFS Approved Curriculum-Unit 223 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 224 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 225 Dealing With Resident Behavior (continued) Be sensitive to residents’ moods Be able to handle disagreements and criticism

DFS Approved Curriculum-Unit 226 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 227 Treat Residents As Unique Individuals (continued) Be able to see things from the other person’s point of view

DFS Approved Curriculum-Unit 228

DFS Approved Curriculum-Unit Develop effective nonverbal and verbal communications skills List six examples of nonverbal communication and six examples of effective verbal communication.

DFS Approved Curriculum-Unit 230 Nonverbal Communication Body language –Posture –Gestures –Level of activity –Facial expressions –Appearance –Touch

DFS Approved Curriculum-Unit 231 Verbal Communication Speak clearly and concisely Give message by tone of voice Face resident, at eye level, when speaking

DFS Approved Curriculum-Unit 232 Verbal Communication (continued) Avoid words having several meanings Present thoughts in a logical, orderly manner Learn to paraphrase

DFS Approved Curriculum-Unit Identify proper telephone communication skills.

DFS Approved Curriculum-Unit 234 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 235 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 236 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 Identify actions that would facilitate communication with residents’ family and visitors

DFS Approved Curriculum-Unit 238 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 239 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 240 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 241 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 242 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 Identify actions that would facilitate communication with hearing impaired residents.

DFS Approved Curriculum-Unit 244 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 245 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 Identify actions that would facilitate communication with residents that have decreased vision.

DFS Approved Curriculum-Unit 247 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 248 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 Identify actions that would facilitate communication with residents that have difficulty speaking.

DFS Approved Curriculum-Unit 250 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 251 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 Identify actions that would facilitate communication with depressed residents.

DFS Approved Curriculum-Unit 253 Exercise patience Allow time for resident to say things Sit quietly with resident Return repeatedly until resident responds Actions to Facilitate Communication with Depressed Residents

DFS Approved Curriculum-Unit Identify actions that would facilitate communication with residents with memory loss.

DFS Approved Curriculum-Unit 255 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 256 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 Identify actions that would facilitate communication with residents based on stage of development.

DFS Approved Curriculum-Unit 258 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 259 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 260 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 261 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 262 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 263

DFS Approved Curriculum-Unit Observe by using the senses to report resident behavior to the nurse.

DFS Approved Curriculum-Unit 265 Examples using sight: Rash Skin color Bruising Methods of Observation

DFS Approved Curriculum-Unit 266 Examples using hearing: Wheezing Moans Words spoken by resident Methods of Observation (continued)

DFS Approved Curriculum-Unit 267 Methods of Observation (continued) Examples using touch: Lump Temperature of skin Change in pulse

DFS Approved Curriculum-Unit 268 Examples using smell: Odor of breath Odor of urine Odor of body Methods of Observation (continued)

DFS Approved Curriculum-Unit 269 Reporting Reports are made: – immediately – thoroughly – accurately Use notepad and pencil to write down information for reporting

DFS Approved Curriculum-Unit Discuss differences between objective and subjective data.

DFS Approved Curriculum-Unit 271 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 272 Reporting (continued) Observe resident’s environment and report safety hazards

DFS Approved Curriculum-Unit 273 Reporting (continued) When reporting, consider: –care or treatment given –time of treatment –resident’s response to care

DFS Approved Curriculum-Unit 274 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 275

DFS Approved Curriculum-Unit Identify the ways in which the nurse aide communicates with other staff members.

DFS Approved Curriculum-Unit 277 Forms of Communicating Body language Reporting or communicating orally Written communications

DFS Approved Curriculum-Unit 278 Written Communications: Resident Care Plans Resident care plans prepared by nurse One for each resident Kept at nurses’ station

DFS Approved Curriculum-Unit 279 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 280 Written Communications: Resident Care Plans (continued) Information included: –Resident’s level of independence in ADL –Treatments –Statement of problems

DFS Approved Curriculum-Unit 281 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 282 Written Communications: Resident Care Plans (continued) Nurse aides contribute by: –Helping to identify problems –Attending care conferences

DFS Approved Curriculum-Unit 283 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 Recognize the importance of maintaining the resident’s medical record.

DFS Approved Curriculum-Unit 285 Written Communications: Resident‘s Medical Record Includes information from all disciplines providing direct service to residents

DFS Approved Curriculum-Unit 286 Written Communications: Resident’s Medical Record (continued) A record of: –assessments, implementations, evaluations –management plans –progress notes Permanent legal record

DFS Approved Curriculum-Unit 287 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 288 Written Communications: Resident’s Medical Record (continued) Confidential information available only to health care workers involved in care of resident

DFS Approved Curriculum-Unit Review guidelines for charting in the resident’s medical record.

DFS Approved Curriculum-Unit 290 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 291 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 292 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 293 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 294 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 295 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 296

DFS Approved Curriculum-Unit Document observations using appropriate terms.

DFS Approved Curriculum-Unit 298 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 299 Medical Terminology (continued) Three components –Prefixes –Root words –Suffixes Medical dictionary –Used for reference –Spelling is important

DFS Approved Curriculum-Unit 2100

DFS Approved Curriculum-Unit Recognize abbreviations used in documenting by the health care facility.

DFS Approved Curriculum-Unit 2102 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 2103 Abbreviations (continued) Conserve space on medical record Used primarily in written communication

DFS Approved Curriculum-Unit 2104

DFS Approved Curriculum-Unit Demonstrate the ability to document accurate information following proper charting practices.

DFS Approved Curriculum-Unit 2106