...Developing Effective Communication in Health and Social Care Unit code: R/600/8939 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to understand effective communication, the barriers that may exist and ways to overcome these. The unit will give learners the opportunity to gain the interpersonal skills needed to embark on a career within the health or social care sectors. Unit introduction This is a core unit within the programme, recognising the fact that effective communication is central to all work in the health and social care sectors. Professionals within the sectors require good communication and interpersonal skills to perform their roles effectively, work cooperatively with colleagues and build supportive relationships with people using services. It is, therefore, important for all those embarking on a career in the health or social care sectors to gain knowledge, understanding and the skills associated with communication, so that they are able to develop effective interpersonal skills. Initially, learners will investigate what is meant by effective communication and interpersonal skills and how these may affect the outcomes for people who use services. Learners will consider the factors that influence communication and interactions, analysing theories which may help to explain why there may be difficulties, possible breakdowns in communication and ways to overcome...
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...and strong communication skills can in-turn contribute to the same individual success. This success can be achieved at an academic or organizational level, through an individual’s intrapersonal and interpersonal perception of themselves and the world around them. However, without strong intrapersonal dynamics, an individual cannot achieve an equally strong interpersonal perception with their community and the greater world. Strong intrapersonal perception begins with an individual’s self-assessment of what they know, so that they can improve their self-regulated learning skills and be successful (Bercher, 2012). Self-regulated learning is important as it allows an individual to assess and monitor themselves, proving to them their ability or inability to complete a task. This can be achieved through many tools and exercises. Bercher describes the use of a Student Self Assessment Sheet (SASS), which shows how an individual can achieve better learning through cognitive feedback, which usually occurs during the completion of a task. If feedback occurs during the accomplishment of a task, an individual can understand what went wrong and modify their approach to that same task for their next attempt, leading to success. This self-regulation not only enhances one’s intrapersonal perception but it leads to the foundation of creating strong interpersonal communication with others. Strong interpersonal perception is achieved through coordination and social interaction between individuals...
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...recognize the interrelationships of subjective data (physiological, psychosocial, cultural/spiritual, and developmental) affecting health and wellness To reflect on the interactive process between self and client when conducting a health assessment COURSE OUTCOMES This assignment enables the student to meet the following course outcomes: CO 2. Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (PO 4, 8) CO 3. Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning (PO 1) CO 4. Utilize effective communication when performing a health assessment. (PO 3) CO 6. Identify teaching/learning needs from the health history of an individual. (PO 2, 3) DUE DATE: Please See Course Calendar. TOTAL POINTS POSSIBLE: 50 points. PREPARING THE ASSIGNMENT: A Health History Worksheet that can be used to help you organize the Family Medical History information you will obtain from the Adult Participant is located in the Resources section of the Expand page for Unit 2. The use of this tool is...
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...Reflection on the Handover Video Vignette The issue of inter-professional communication is a critical aspect of contemporary healthcare to enhance team communication and collaboration; its unique principle is the ability of building mutual trust, understanding and support in healthcare environment (Portsmouth, Coyle & Trede, 2012). More importantly, it ensures patient’s intensive care and outcomes effectively. In this reflective essay, by approaching the 5Rs framework for reflection, I will be evaluating and analysing my personal characteristics, namely assertiveness and active listening skills compared to characteristics of two health professionals working in multidisciplinary team through a pregnancy related stroke handover. On the video vignette, James, a paramedic was conducting a clinical handover with Louise, an emergency department nurse about Sally, 35 - year - old woman in 28 - pregnancy - week. She was found to have vital signs of loss of consciousness and trouble of talking; moreover, she was noted that she had a family history of stroke and heart hypotension. The handover was entirely comprehensive and pertinent because both James and Louise possessed communicative competence skills in healthcare team. In my view, the two most meaningful characteristics were the paramedic’s assertive manner and the nurse’s active listening skill which are related to my personality traits. Therefore, I would like to achieve these skills that are key elements of inter-professional...
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...elaborate on my knowledge and understanding of therapeutic communication prior to and after observing the video ‘Handover’ relating to ‘Pregnant stroke’; scenario-based videos. In particular, my focus is to relate the techniques utilized in the video for therapeutically communicating with the client with construction and enhancement of my personal skills of therapeutic communication, through analyzation and reflection. The video initiated as the paramedic staff informed the client, Sally that he was going to handover the related information to the nurse. It progressed with inter-professional communication between the professionals starting with their introduction, description of the event involved, a brief clinical background of the client and related observations. Following the handover, the paramedic staff reassured the client before he left. Finally, towards the end of the video, the nurse involved in a remarkable therapeutic communication with the client. I observed that this interaction incorporated therapeutic communication skills which can be substantial in a therapeutic relationship. Therapeutic communication takes place when the nurse utilizes effective techniques to construct a therapeutic relationship and also to cultivate an understanding with the client. Such communication might not necessarily be verbal, it includes the understanding of the client’s facial expressions, body language and cues which requires skills such as empathy, informing, instructing, using open/closed...
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...Pedagogical Tool for Learning in Higher Education Muhammad Azeem Qureshi Associate Professor School of Business Oslo and Akershus University College of Applied Sciences, Oslo, Norway E-mail: muhammad-azeem.qureshi@hioa.no Even Stormyhr Senior Lecturer Department of Film and TV, School of Communication, WSoC University College of Communication, Oslo, Norway E-mail: even@westerdals.no Received: October 19, 2011 doi:10.5539/ies.v5n2p118 Accepted: November 3, 2011 Published: April 1, 2012 URL: http://dx.doi.org/10.5539/ies.v5n2p118 Abstract The increasing diversity in students’ enrolment in higher education in Norway offers an opportunity to use collaborative learning and teamwork as a learning vehicle to exploit the synergy in the community to have formal and informal agoras. Theoretical and empirical observation of the value of team processes provides the framework to personify our understanding of learning and present a model for teaching in higher education in Norway. We consider learning as a holistic process and one must appreciate its dynamics and be flexible and responsive to it. Moreover, such a view of the entire process necessitates an active communication with all stakeholders of the system and to make an integrative and coordinated effort to ensure availability of the required institutional resources, equitable distribution of the students’ resources, and a smooth transition from the traditional lecturing to this form of collaborative learning...
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...Social Care | Unit number & title: | UNIT 1 – Developing Effective Communication in Health and social care | Description of activity undertaken | Placement Assessment with the On-Site SupervisorPart 1 – Explanation of the key areaIn your supervision meeting with your placement supervisor you will be able to: * Explain the role of effective communication and interpersonal interaction within your placement. * Explain factors that may influence communication and interpersonal interactions within your placement. * Explain the strategies used in your work placement to overcome barriers to effective communication and interpersonal interactions.Part 2 – 2 Observations and Professional DiscussionYour supervisor will need to arrange to observe you participating in a one-to-one interaction and a group interaction within your placement. The Supervisor will then assess your communication and interpersonal skills in relation to each interaction. Within your supervision session, you will need to have a professional discussion to show reflection and learning from these two interactions to show your professional understanding of effective communication within your placement. | Assessment & grading criteria | (P1) Explain the role of effective communication and interpersonal interaction in a health and social care context(P3) Explain factors that may influence communication and interpersonal interactions in health and social care environments(P4) Explain strategies used in...
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...Nursing Expertise Self-Report Scale and Reflection HCS/350 November 21, 2012 Nursing Expertise Self-Report Scale and Reflection This paper is to provide my reflection of the results of The Nursing Expertise Self-Report Scale. I will explain how my results can improve my communication skills in the health care field. “The nurse-expertise self report scale has 20 items scored using a Likert Scale from Strongly Agree to Strongly Disagree” (Hansten & Jackson, 2009, p. 178). Based on the scoring of the 20 questions, I scored 56 out of 100, reflective of a novice nurse. I am not surprised with the results. I do not currently work as a Registered Nurse (RN). I graduated from nursing school in May 2012. In my current position as a pharmacy assistant, I spend my day communicating with patients, pharmacists, and co-workers. I can take the results to better improve my communication skills, when interacting with patients, physicians, and other members of the team and apply it to practice. I have little experience when it comes to communicating with team members in the hospital. As a student, in the beginning, I was very intimidated to speak to physicians and other members of the health care team. As time went on, I became comfortable communicating with other nurses, patients, and their families. The Self-Report Scale is a reminder of how novice of a nurse I am. I have a lot to learn once I get a nursing job. In the interim, I can take the knowledge I acquire from...
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...Effective Teachers This week students have learned how theories, laws, principles governing competent teachers, and beliefs are related. Using information from our reading assignment this week and reflections on your own personal experiences: Describe two characteristics that competent (perhaps even outstanding) teachers possess and how they relate to student learning. The two characteristics that I chose are: Communication skills -The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom (LeFrancois, 2011). I believe being able to communicate well is what is required to be a great teacher. To express the contents of your lessons so everyone understands can determine a good teacher from a not so good teacher. Planning skills -The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals (LeFrancois, 2011). Prior planning prevents poor performance is one of my favorite mantras. Being prepared for each class everyday consistently makes for a good teacher. I would not want to face my students unprepared. That is like cheating them out of a day’s learning. Provide an example that illustrates how teacher beliefs impact student learning Some studies indicate that learners for whom teachers have high expectations are more likely to achieve at a high level (the so-called halo effect) than are...
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...How effective communication can contribute to health, care and early years workers valuing people as individuals. All of the Migrant Helpline staff are effectively trained and know what to do automatically and so do not unnerve the client or make them feel uncomfortable by making obvious mistakes or faults if trying to communicate them. Migrant Helpline staffs also know efficient background information on each client. This is through referral forms. Referral forms are used to write down all the client details. Case booklets are filled in by all professionals, a detailed admission section and daily notes added from medical note to family details, patient’s concerns etc. case conferences held to set up support for patients going home. All written information must be sensitive and with agreement of the clients, who can see them at any time. . A follow up consultation may be needed, where questions can be answered. Stress and being upset are barriers to good communication, as is confusion and being emotionally distressed. Multi skilled professionals all work together to meet the client needs. Case workers, voluntary organizations, social workers and managements staff meet regularly to discuss and to make new plans. How client confidentiality can be maintained. Most people in caring professions and roles are aware of the need for confidentiality, but we must not assume that the client will know about this, or expect it. Some clients will have heard stories of confidentiality...
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...(sub) Diploma | Assignment Number & Title | 1 – Introduction to Communication | Date issued | 21/09/2015 | Hand in Deadline | 09/10/2015 | Submission Date | | Learner Name | Group: | Unit Number and Title | Developing Effective Communication in Health and Social Care (unit 1) | Whole | Partial | Learning Aims Covered | Understand effective communication and interpersonal interaction in health and social careUnderstand factors that influence communication and interpersonal interaction inhealth and social care environments | This assignment will prepare you/provide opportunities for: (Including development of English and Math) | * Develop your creativity * Develop your reflection and communication skills * Prepare you for placement demands * Develop your awareness of Equality and Diversity | The Brief/Scenario | Effective communication is central to all work in the health and social care sectors. Professionals within the sectors require good communication and interpersonal skills to perform their roles effectively work cooperatively with colleagues and build supportive relationships with people using services. It is, therefore, important for all those embarking on a career in the health or social care sectors to gain knowledge, understanding and the skills associated with communication, so that they are able to develop effective interpersonal skills.So...
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...This paper will discuss and describes the process of engagement in communication skills including different stages of interaction. Also, the impact on the different stages of interaction will be identified. To demonstrate and understand these stages, an individual counselling process session will be used and will be related to midwifery. The first stage of the counselling process is the preparation stage. It involves health professionals being aware of their personal beliefs and feelings as well as receiving and reviewing referral information (Geldard & Geldard. 2012). Prior the first meeting with women, midwives have to make sure that their practices is safe meaning they have thought on their own values but also their own attitudes and beliefs. They have to ensure there are no disparity (Phiri, Dietsch , Bonner, 2010). Midwives are more likely to be confronted with women with various social determinants of health. For that reason, the stage of preparing to meet these women are extremely essential. To give an example, when midwives meet women who have unsafe comportments such as alcohol consumption or smoking, they need to have positive attitudes towards them. That means, midwives need to be constructive and encouraging. Through beneficial and favourable interactions midwives have the potential to elaborate long term outcomes for the future mum and baby. This is true as pregnancy is recognizing to be a very teachable moment (Pairman et al.2015). Sometimes, midwives have...
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...Communication The literature of the past decade draws focus to the need to moderate the observed rise of communication in a virtual setting with physical, interpersonal communication. In reflection on my and my team’s experiences, communication was more effective in Everest 2 than in Everest 1 with one exception to the rule. The findings infer that online interaction undermines the communicative process by fostering the disinhibition effect, unethical communication and filtering. Although they also point out that virtual communication can help clarify decision making by diffusing emotional cues. This analysis seeks to clarify these facets of communication and apply them to the issues in order to draw conclusions to help improve my and my team’s approach to team-work. The disinhibition effect refers to the propensity of individuals to disregard social conventions, act impulsively and exercise poor risk assessment where personal interaction has been removed. It negatively affects the communicative process because it distorts meaning by removing interpersonal consequences. This effect was manifest in our team prior to commencing Everest 2. A team member was unresponsive, after prompting within the course guide lines the member attempted Everest 1 but failed to attend Everest 2. I didn’t individually pursue the member so the disinhibition effect is more relatable through the team’s experience. Moments prior to Everest 2 the team members vehemently pursued the absent person...
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...(physiological, psychosocial, cultural and spiritual values, and developmental) and objective data (physical examination findings) in planning and implementing nursing care • To reflect on the interactive process that takes place between the nurse and an individual while conducting a health assessment and a physical examination COURSE OUTCOMES CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (POs 4 and 8) CO 3: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1) CO 4: Utilize effective communication when performing a health assessment. (PO 3) CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2 and 5) DUE DATE Please see the Course Calendar. TOTAL POINTS POSSIBLE 50 points PREPARING THE ASSIGNMENT There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical examination on an individual of your choosing (not a patient), (2) compile a health education needs...
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...BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications. On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. LO1 Lesson plan LO2 LO3 LO4 AS10, AS11, AS12 LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, AS8, AS9 Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 ...
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