Unit 2 Communication And Interpersonal Skills

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

Communication And Interpersonal Skills Introduction
Nurse aides communicate with residents, families, visitors and co-workers. DFS Approved Curriculum-Unit 2

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 2

Nurse aides need to be aware of nonverbal communications and need to develop skills in communicating with the sensory impaired. DFS Approved Curriculum-Unit 2

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 2

DFS Approved Curriculum-Unit 2
Communication Skills DFS Approved Curriculum-Unit 2

Objectives 2.0 Demonstrate appropriate and effective communication skills. DFS Approved Curriculum-Unit 2

Elements That Influence Relationships With Others
Prejudices Frustrations Attitudes Life Experiences DFS Approved Curriculum-Unit 2

Requirements For Successful Communications
A message A sender A receiver DFS Approved Curriculum-Unit 2

Objectives 2.1 Describe the importance of developing good listening skills. 2.1.1 Identify nine listening skills that can be used by the nurse aide. DFS Approved Curriculum-Unit 2

Listening Skills Show interest Hear message Do not interrupt Ask appropriate questions for clarification DFS Approved Curriculum-Unit 2

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 2

Objectives 2.1.2 Recognize barriers to effective communication. DFS Approved Curriculum-Unit 2

Barriers to Effective Communication
Labeling Talking too fast Avoiding eye contact Belittling a resident’s feelings Physical distance DFS Approved Curriculum-Unit 2

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 2

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 2

Interpersonal Skills DFS Approved Curriculum-Unit 2

Objectives 2.2 Explain how the nurse aide will need to modify his or her behavior in response to the resident’s behavior. 2.2.1 Define the terms sympathy, empathy and tact. DFS Approved Curriculum-Unit 2

Interpersonal Skills Determined by Standards and values Culture and environment Heredity Interests DFS Approved Curriculum-Unit 2

Interpersonal Skills (continued)
Determined by Feelings and stress Expectations others have for us Past experiences DFS Approved Curriculum-Unit 2

Dealing With Resident Behavior
Accept every resident Listen to every resident Comply with reasonable requests, when possible DFS Approved Curriculum-Unit 2

Dealing With Resident Behavior (continued)
Display patience and tolerance Make an effort to be understanding DFS Approved Curriculum-Unit 2

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 2

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 2

Be sensitive to residents’ moods Be able to handle disagreements and criticism DFS Approved Curriculum-Unit 2

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 2

Treat Residents As Unique Individuals (continued)
Be able to see things from the other person’s point of view DFS Approved Curriculum-Unit 2

Residents and Families
Communicating With Residents and Families DFS Approved Curriculum-Unit 2

Objectives 2.3 Develop effective nonverbal and verbal communications skills. 2.3.1 List six examples of nonverbal communication and six examples of effective verbal communication. DFS Approved Curriculum-Unit 2

Nonverbal Communication
Body language Posture Gestures Level of activity Facial expressions Appearance Touch DFS Approved Curriculum-Unit 2

Verbal Communication Speak clearly and concisely Give message by tone of voice Face resident, at eye level, when speaking DFS Approved Curriculum-Unit 2

Verbal Communication (continued)
Avoid words having several meanings Present thoughts in a logical, orderly manner Learn to paraphrase DFS Approved Curriculum-Unit 2

Objective 2.3.2 Identify proper telephone communication skills. DFS Approved Curriculum-Unit 2

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 2

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 2

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 2

Objective 2.3.3 Identify actions that would facilitate communication with residents’ family and visitors DFS Approved Curriculum-Unit 2

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 2

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 2

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 2

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 2

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 2

Objective 2.3.4 Identify actions that would facilitate communication with hearing impaired residents. DFS Approved Curriculum-Unit 2

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 2

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 2

Objective 2.3.5 Identify actions that would facilitate communication with residents that have decreased vision. DFS Approved Curriculum-Unit 2

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 2

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 2

Objective 2.3.6 Identify actions that would facilitate communication with residents that have difficulty speaking. DFS Approved Curriculum-Unit 2

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 2

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 2

Objective 2.3.7 Identify actions that would facilitate communication with depressed residents. DFS Approved Curriculum-Unit 2

Actions to Facilitate Communication with Depressed Residents
Exercise patience Allow time for resident to say things Sit quietly with resident Return repeatedly until resident responds DFS Approved Curriculum-Unit 2

Objective 2.3.8 Identify actions that would facilitate communication with residents with memory loss. DFS Approved Curriculum-Unit 2

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 2

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 2

Objective 2.3.9 Identify actions that would facilitate communication with residents based on stage of development. DFS Approved Curriculum-Unit 2

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 2

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 2

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 2

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 2

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 2

Observation And Reporting DFS Approved Curriculum-Unit 2

Objectives 2.4 Observe by using the senses to report resident behavior to the nurse. DFS Approved Curriculum-Unit 2

Methods of Observation
Examples using sight: Rash Skin color Bruising DFS Approved Curriculum-Unit 2

Methods of Observation (continued)
Examples using hearing: Wheezing Moans Words spoken by resident DFS Approved Curriculum-Unit 2

Examples using touch: Lump Temperature of skin Change in pulse DFS Approved Curriculum-Unit 2

Examples using smell: Odor of breath Odor of urine Odor of body DFS Approved Curriculum-Unit 2

Reporting Reports are made: immediately thoroughly accurately Use notepad and pencil to write down information for reporting DFS Approved Curriculum-Unit 2

Objective 2.4.1 Discuss differences between objective and subjective data. DFS Approved Curriculum-Unit 2

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 2

Observe resident’s environment and report safety hazards DFS Approved Curriculum-Unit 2

When reporting, consider: care or treatment given time of treatment resident’s response to care DFS Approved Curriculum-Unit 2

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 2

Communicating With Other Staff Members DFS Approved Curriculum-Unit 2

Objective 2.5 Identify the ways in which the nurse aide communicates with other staff members. DFS Approved Curriculum-Unit 2

Forms of Communicating
Reporting or communicating orally Body language Written communications DFS Approved Curriculum-Unit 2

Written Communications: Resident Care Plans
Resident care plans prepared by nurse One for each resident Kept at nurses’ station DFS Approved Curriculum-Unit 2

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 2

Information included: Resident’s level of independence in ADL Treatments Statement of problems DFS Approved Curriculum-Unit 2

Information included (continued): Short-term and long-term goals Plan to attain goals Date plan initiated and reevaluated DFS Approved Curriculum-Unit 2

Nurse aides contribute by: Helping to identify problems Attending care conferences DFS Approved Curriculum-Unit 2

Nurse aides contribute by (continued): Directing questions about plan to supervisor Reporting resident response to treatment and activities DFS Approved Curriculum-Unit 2

Objective 2.5.1 Recognize the importance of maintaining the resident’s medical record. DFS Approved Curriculum-Unit 2

Written Communications: Resident‘s Medical Record
Includes information from all disciplines providing direct service to residents Medical Record DFS Approved Curriculum-Unit 2

Written Communications: Resident’s Medical Record (continued)
A record of: assessments, implementations, evaluations management plans progress notes Permanent legal record Medical Record DFS Approved Curriculum-Unit 2

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 2

Confidential information available only to health care workers involved in care of resident Medical Record DFS Approved Curriculum-Unit 2

Objective 2.5.2 Review guidelines for charting in the resident’s medical record. DFS Approved Curriculum-Unit 2

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 2

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 2

Use only abbreviations accepted by facility Make sure spelling, grammar and punctuation are correct Do not record judgments or interpretations DFS Approved Curriculum-Unit 2

Record in a logical and chronological manner Be descriptive Make sure all forms added to the chart contain identifying information DFS Approved Curriculum-Unit 2

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 2

Leave no lines blank Sign each entry with first initial, last name and title Correct errors using facility procedure DFS Approved Curriculum-Unit 2

Medical Terminology DFS Approved Curriculum-Unit 2

Objective 2.6 Document observations using appropriate terms. DFS Approved Curriculum-Unit 2

Medical Terminology Medicine has a language of its own Historical development Composed mainly of Greek and Latin word parts Consistent and uniform communication Nurse aide catheter DFS Approved Curriculum-Unit 2

Medical Terminology (continued)
Three components Prefixes Root words Suffixes Medical dictionary Used for reference Spelling is important DFS Approved Curriculum-Unit 2

Abbreviations DFS Approved Curriculum-Unit 2

Objective 2.7 Recognize abbreviations used in documenting by the health care facility. DFS Approved Curriculum-Unit 2

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 2

Abbreviations (continued)
Conserve space on medical record Used primarily in written communication DFS Approved Curriculum-Unit 2

Demonstration and Return DFS Approved Curriculum-Unit 2

Objective 2.8 Demonstrate the ability to document accurate information following proper charting practices. DFS Approved Curriculum-Unit 2

THE END DFS Approved Curriculum-Unit 2

Unit 2 Communication And Interpersonal Skills

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Unit 2 Communication And Interpersonal Skills

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