2. Concepts of Effective Communication
Foundation Standard 2: Communications

3. Objectives
2.11 Model verbal and nonverbal communication Identify common barriers to communication. a. Physical disabilities (aphasia, hearing loss, impaired vision) b. Psychological barriers (attitudes, bias, prejudice, stereotyping) 2.13 Identify the differences between subjective and objective information Interpret elements of communication using basic sender-receiver-message-feedback model Practice speaking and active listening skills 2.16 Modify communication to meet the needs of the patient/client and be appropriate to the situation.

4. Elements of Communication
Sender Receiver Feedback
Message
Teacher Notes:
Describe the elements of the communication model.

5. Communication Model Questions
What could happen to block any of the elements of communication?
Is the message always verbal?
Is the feedback always verbal?
What interruptions or distractions could interfere with communication?
Teacher Notes:
First question – have students give examples of situations that would block any of the elements of communication. Pages in Diversified Health Occupations, 7th edition, contains a number of examples.

6. Healthcare Communication
Remember that in a healthcare setting, nonverbal cues are important elements of the communication model.
Identify the elements of communication in this illustration.
Teacher Notes:
The sender is likely a home health nurse or hospice volunteer.
The receive is the patient.
The message includes an element of caring and encouragement – evidenced by the touch and smile.
The feedback is acceptance and/or agreement by the patient, who appears to be smiling at the healthcare worker.

7. Feedback Methods
Paraphrasing – reword the sender’s message and ask for confirmation.
Dr. Smith: “I think Mrs. Jones needs more aggressive treatment for her anxiety.”
Dr. Shevlin: “So you think we should order an antidepressant?”
Teacher Notes:
Show the example.
Ask students to think of another way of paraphrasing Dr. Smith’s statement.

8. Feedback Methods
Reflecting – prompts the sender to add more detail to the original message.
Dr. Smith: “I think Mrs. Jones needs more aggressive treatment for her anxiety.”
Dr. Shevlin: “So you think we should order her medication, such as…?”
Teacher Notes:
Show the example.
Ask students to think of another way of paraphrasing Dr. Smith’s statement.

9. Feedback Methods
Asking Questions – request clarification or more additional information.
Dr. Smith: “I think Mrs. Jones needs more aggressive treatment for her anxiety.”
Dr. Shevlin: “Why? Is her current treatment not controlling her anxiety?”
Teacher Notes:
Show the example.
Ask students to think of another way of paraphrasing Dr. Smith’s statement.

10. Feedback Methods
Requesting examples – examples can help explain or clarify meaning.
Dr. Smith: “I think Mrs. Jones needs more aggressive treatment for her anxiety.”
Dr. Shevlin: “What kind of treatment are you thinking about?”
Teacher Notes:
Show the example.
Ask students to think of another way of paraphrasing Dr. Smith’s statement.

11. Obtaining Feedback
Respond to this call to a veterinary office from a pet owner.
Paraphrasing
Reflecting
Asking questions
Requesting examples
I need to make an appointment for my dog. She’s not doing very well.
Teacher notes;
Ask students to imagine themselves as a receptionist at a Veterinary office. Have them give examples of each type of feedback.

12. Rules for Effective Communication
Message must be clear
Sender must deliver message clearly and concisely
Receiver must be able to hear and receive the message
Receiver must be able to understand the message
Interruption or distractions must be avoided
Teacher notes:
This slide summarizes the key points of the communication model.

13. Healthcare Information can be Subjective or Objective
Cannot be seen or felt
Often called symptoms
Usually statements or complaints from the patient
Use the patient’s exact words
Teacher Notes:
The next 5 slides will help students learn the difference between objective and subjective information.

14. Healthcare Information can be Subjective or Objective
Can be seen or measured
Often called signs
Information collected by the senses

15. Subjective Symptoms I think I’m gonna throw up. My tummy hurts.
It’s really sore on my chest.
I don’t feel very good.

16. Objective Signs of Illness
Pulse rapid, irregular and thready
Skin cold and clammy
No respirations
Lips cyanotic

17. Subjective or Objective
Coughing
Fatigue
Headache
Foul smelling breath
Did not eat anything
Speech slurred
Joints ache
Nervousness
Objective
Subjective
Teacher Notes:
This slide gives you the opportunity to determine if students know the difference between objective and subjective information. You can have them write their answers on scratch paper before revealing the correct response. Recognize those students who answer all 8 correctly.

18. Speaking Skills
Speak appropriately to the age or status of the receiver.
Use appropriate terminology or words.
Ask open-ended questions.
Speak slowly and clearly.
Try to be eye-level with the receiver.
Make sure your non-verbal is consistent with your words.
Teacher Notes:
Call on a student to explain “why” for each point.
Explain the difference between open-ended and closed-ended questions.

19. Listening Skills Show interest and concern.
Stay alert and maintain eye contact.
Avoid interrupting.
Pay attention to what the speaker is saying.
Avoid planning your response while the speaker is talking.
Teacher Notes:
Stress the importance of active listening in the healthcare professions.

20. Listening Skills Try to see the other person’s point of view.
Find a quiet or private location.
Watch the speaker’s facial expressions for consistency with words.
Ask for clarification when needed.
Maintain a positive attitude.