It is the process by which humans meet their survival needs, build relationships, and experience emotions.

(a)  

In nursing, it is a dynamic process used to gather assessment data, to teach and persuade, and to express caring and comfort.

(a)  

It is the interchange of information between two or more people; in other words, the exchange of ideas or thoughts.

(a)  

It may have a more personal meaning than the interchange of ideas or thoughts.

(a)  

It can be a transmission of feelings or a more personal and social interaction between individuals.

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It is any means of exchanging information or feelings between two or more individuals. It is a basic component of human relationships, including nursing.

(a)  

What is the intent of communication?

(a)  

What are the two main purposes of communication?

(a)  

Communication can be described as (a)  

It encourages a sharing of information, thoughts, or feelings between two or more individuals.

(a)  

It hinders or blocks the transfer of information and feelings.

(a)  

It is built on a trusting relationship with a client and the client’s support people.

(a)  

It is the communication that you have with yourself; another name is self-talk.

(a)  

It is a two-way process involving the sending and the receiving of a message.

(a)  

It is an individual or group wishing to communicate a message to another

(a)  

Can be considered the source-encoder.

(a)  

An individual or group sending the message must have an idea or reason for communicating (source)

(a)  

To share content of message with someone and selects information to share.

(a)  

It involves the selection of specific signs or symbols (codes) to transmit the message, such as which language and words to use, how to arrange the words, and what tone of voice and gestures to use.

(a)  

Message in the process of encoding can be (a)  

Second component of the communication process

(a)  

It is what is actually said or written, the body language that accompanies the words, and how the message is transmitted.

(a)  

It is often appropriate for long explanations or for a communication that needs to be preserved.

(a)  

What are the interferences to overcome in the process of transmission of message?

(a)  

Another form of communication has evolved with technology

(a)  

Common forms of electronic communication in which an individual can send a message, by computer or smartphone, to another individual or group of people.

(a)  

The third component of the communication process, is the listener, who must listen, observe, and attend.

(a)  

This individual is the decoder, who must perceive what the sender intended (interpretation)

(a)  

It means to translate the message sent via the receiver’s knowledge and experiences to sort out the meaning of the message

(a)  

It activates the senses of seeing and hearing.

(a)  

Factors that affect the process of receiving

(a)  

It only hears the message of interest

(a)  

It hears part of message conforms to what they want to hear

(a)  

It is a state where you're absorbed in something.

(a)  

It is the major factor that affect the receiving of message

(a)  

It is the process of understanding the information and interpreting the message

(a)  

The receiver interprets the message based on

(a)  

It is the most critical communication process

(a)  

It is the message that the receiver returns to the sender.

(a)  

Communication is generally carried out in two different modes

(a)  

It uses the spoken or written word

(a)  

It uses other forms, such as gestures, facial expressions, and touch.

(a)  

It is largely conscious because people choose the words they use.

(a)  

The words used vary among individuals according to culture, socioeconomic background, age, and education.

(a)  

Countless possibilities exist for the way ideas are exchanged

(a)  

An abundance of words can be used to form messages.

(a)  

What are things need to consider in verbal communication?

(a)  

The manner of speech, as in the rate or rhythm and tone, will modify the feeling and impact of a message

(a)  

The tone of words can express enthusiasm, sadness, anger, or amusement.

(a)  

The rate of speech may indicate interest, anxiety, boredom, or fear.

(a)  

For example, speaking slowly and softly to an excited client may help calm the client.

(a)  

It includes the use of commonly understood words, brevity, and completeness.

(a)  

Nurses need to select appropriate, understandable, and simple terms based on the client’s age, knowledge, culture, and education.

(a)  

For example, instead of saying to a client, “I will be catheterizing you for a urine analysis,” it may be more appropriate and understandable to say, “I need to get a sample of your urine, so I will collect it by putting a small tube into your bladder.”

(a)  

A message that is direct and simple will be effective.

(a)  

It is saying precisely what is meant

(a)  

It is using the fewest words necessary.

(a)  

The result is a message that is simple and clear.

(a)  

An aspect of this is congruence, or consistency, where the nurse’s behavior or nonverbal communication matches the words spoken.

(a)  

When the nurse tells the client, “I am interested in hearing what you have to say,” the nonverbal behavior would include the nurse facing the client, making eye contact, and leaning forward.

(a)  

The goal is to communicate clearly so that all aspects of a situation or circumstance are understood.

(a)  

To ensure clarity in communication, nurses also need to enunciate (pronounce) words carefully.

(a)  

It needs to be appropriate to ensure that words are heard.

(a)  

The messages need to relate to the client or to the client’s interests and concerns.

(a)  

It involves sensitivity to the client’s needs and concerns.

(a)  

For example, a client who is fearful of the possibility of cancer may not hear the nurse’s explanations about the expected procedures before and after gallbladder surgery. In this situation, it is better for the nurse first to encourage the client to express concerns and then to deal with those concerns. The necessary explanations can be provided at another time when the client is better able to listen.

(a)  

Another problem is asking several questions at once. For example, a nurse enters a client’s room and says in one breath, “Good morning, Mrs. Brody. How are you this morning? Did you sleep well last night? Your husband is coming to see you before your surgery, isn’t he?” The client no doubt wonders which question to answer first, if any.

(a)  

The nurse needs to alter spoken messages in accordance with behavioral cues from the client.

(a)  

What the nurse says and how it is said must be individualized and carefully considered

(a)  

For example, a nurse who usually smiles, appears cheerful, and greets the client with an enthusiastic “Hi, Mrs. Brown!” notices that the client is not smiling and appears distressed. It is important for the nurse to then modify his or her tone of speech and express concern by facial expression while moving toward the client.

(a)  

It means worthiness of belief, trustworthiness, and reliability.

(a)  

Nurses foster this by being consistent, dependable, and honest.

(a)  

The nurse needs to be knowledgeable about what is being discussed and to have accurate information.

(a)  

Nurses should convey confidence and certainty in what they are saying while being able to acknowledge their limitations

(a)  

It can be a positive and powerful tool in the nurse–client relationship, but it must be used with care.

(a)  

It can be used to help clients adjust to difficult and painful situations.

(a)  

The physical act of laughter can be an emotional and physical release, reducing tension by providing a different perspective and promoting a sense of well-being.

(a)  

It is important to consider the client’s perception of what is considered humorous

(a)  

Nonverbal communication is sometimes called

(a)  

It often tells others more about what an individual is feeling than what is being said because it is controlled less consciously

(a)  

Clothing and adornments can be sources of information

about an individual.

(a)  

Although the choice of apparel is highly personal, it may convey social and financial status, culture, religion, group association, and self-concept.

(a)  

How an individual dresses is often an indicator of how the individual feels

(a)  

The ways people walk and carry themselves are often reliable indicators of self-concept, current mood, and health.

(a)  

No part of the body is as expressive as the face

(a)  

Feelings of surprise, fear, anger, disgust, happiness, and sadness can be conveyed

(a)  

It convey a universal meaning.

(a)  

It is another essential element of facial communication.

(a)  

Hand and body gestures may emphasize and clarify the spoken word, or they may occur without words to indicate a feeling or to give a sign

(a)  

It may more clearly indicate the size or shape of an object.

(a)  

For individuals with special communication challenges, such as those with hearing impairments, the hands are invaluable in communication.

(a)  

It is the most common form of electronic communication.

(a)  

It is a fast, efficient way to communicate, and it is legible.

(a)  

It provides a record of the date and time of the message that was sent or received.

(a)  

One disadvantage is concern by both clients and primary care providers regarding privacy, confidentiality, and potential misuse of information, such as cyberattacks and hacking aimed at healthcare organizations

(a)  

One disadvantage is socioeconomics. Not everyone has a computer, and even if people have access to computers at, say, a public library, not everyone has the necessary computer skills.

(a)  

Factors Influencing the Communication Process

(a)  

Language, psychosocial, and intellectual development move through stages across the lifespan.

(a)  

Knowledge of a client’s developmental stage will allow the nurse to modify the message accordingly.

(a)  

The use of dolls and games coupled with simple language may help explain a procedure to an 8-year-old.

(a)  

With adolescents who have developed more abstract thinking skills, a more detailed explanation can be given, whereas a well-educated, middle-aged business executive may wish to have detailed technical information provided.

(a)  

From an early age, females and males communicate differently

(a)  

Girls tend to use language to seek confirmation, minimize differences, and establish intimacy. Boys use language to establish independence and negotiate status within a group.

(a)  

These are the standards that influence behavior

(a)  

These are the personal view of an event.

(a)  

Because each individual has unique personality traits, values, and life experiences, each will perceive and interpret messages and experiences differently.

(a)  

It is the distance people prefer in interactions with others.

(a)  

It is the study of distances that people allow between themselves and objects or other people.

(a)  

It is characterized by body contact, heightened sensations of body heat and smell, and vocalizations that are low. Vision is intense, is restricted to a small body part, and may be distorted

(a)  

Examples include cuddling a baby, touching a client who is blind, positioning clients, assessing an incision, and restraining a toddler for an injection.

(a)  

It is less overwhelming than intimate distance. Voice tones are moderate, and body heat and smell are noticed less. Physical contact such as a handshake or touching a shoulder is possible.

(a)  

Examples occur when nurses are sitting with a client, giving medications, or establishing an intravenous infusion.

(a)  

It is characterized by a clear visual perception of the whole individual. Body heat and odor are imperceptible, eye contact is increased, and vocalizations are loud enough to be overheard by others.

(a)  

Communication is therefore more formal and is limited to seeing and hearing.

(a)  

It allows more activity and movement back and forth. It is expedient for communicating with several people at the same time or within a short time.

(a)  

Examples occur when nurses make rounds or wave a greeting to someone.

(a)  

It requires loud, clear vocalizations with careful enunciation. Although the faces and forms of people are seen at a public distance, individuality is lost.

(a)  

It is a concept of the space and things that an individual considers as belonging to the self.

(a)  

Roles such as nursing student and instructor, client and primary care provider, or parent and child affect the content and responses in the communication process.

(a)  

People usually communicate most effectively in a comfortable environment. Temperature extremes, excessive noise, and a poorly ventilated environment can all interfere with communication. Also, lack of privacy may interfere with a client’s communication about matters the client considers private.

(a)  

The verbal and nonverbal aspects of the message match.

(a)  

Attitudes convey beliefs, thoughts, and feelings about people and events.

(a)  

Attitudes such as caring, warmth, respect, and acceptance facilitate communication, whereas condescension, lack of interest, and coldness inhibit communication.

(a)  

It convey a feeling of emotional closeness, in contrast to an impersonal approach.

(a)  

It is more enduring and intense than warmth.

(a)  

It conveys deep and genuine concern for the individual

(a)  

It conveys friendliness and consideration, shown by acts of smiling and attention to physical comforts.

(a)  

It involves giving feelings, thoughts, skill, and knowledge. It requires psychologic energy and poses the risk of gaining little in return.

(a)  

It is an attitude that emphasizes the other individual’s worth and individuality. It conveys that the individual’s hopes and feelings are special and unique even though they are like others in many ways

(a)  

It is a speech style similar to baby talk that gives the message of dependence and incompetence and is viewed as patronizing by older adults.

(a)  

It emphasizes neither approval nor disapproval. The nurse willingly receives the client’s honest feelings. It allows clients to express personal feelings freely and to be themselves.

(a)  

These are the “defining limits of individuals, objects, or relationships”

(a)  

The nurse keeps the focus on the client and avoids sharing personal information or meeting his or her own needs through the nurse–client relationship.

(a)  

If the client seeks friendship with the nurse or a relationship outside the work environment, the nurse affirms his or her professional role and declines the invitation.

(a)  

Some indicators that need to be addressed include gift-giving by the nurse or client, spending more time than necessary with a client, or the nurse believing only he or she understands the client

(a)  

Communication skills ensure understanding by

(a)  

"I don’t understand what you mean"

(a)  

"I understand what you said"

(a)  

Communication enhance value by:

(a)  

Communication supported by:

(a)  

Five S’s for effective oral and written presentations

(a)  

Five S’s for effective oral and written presentations:

Purpose (why)

(a)  

Five S’s for effective oral and written presentations:

To capture the audience (how)

(a)  

Five S’s for effective oral and written presentations:

Use of evidences for credibility

(a)  

Five S’s for effective oral and written presentations:

Eye contact, physical arrangement

(a)  

Five S’s for effective oral and written presentations:

Preparedness to answer questions

(a)  

Two major ethical issues when using information technology

(a)