This study guide is about the importance of communication of nurses nursing essay. Refer to it when writing essays on the importance of communication among nurses.
What is communication in nursing?
Communication is the exchange of messages, and it is a process in which everyone takes part. Messages are constantly conveyed between individuals or groups of people, whether through spoken word, written word, non-verbal means, or even silence (Bach & Grant 2009). Every action conveys a message, and communication is a process that individuals cannot escape (Ellis et al 1995).
Communication is crucial in nursing work, and effective communication skills are crucial in the formation of a therapeutic nurse-patient connection. The purpose of this paper is to highlight the importance of communication in nursing and to show how excellent communication helps to create a therapeutic nurse-patient connection. This will be accomplished by presenting a description of communication, referring to communication models, and explaining how various types of communication skills can be applied in practice.
Nurses must reflect on how communication skills are applied in practice in order to engage in meaningful conversation and develop successful communication skills. Reflection allows the nurse to obtain a better understanding of their own strengths and limitations, as well as to address any areas of concern in order to enhance their future practice (Taylor 2001). Another goal is to consider how communication skills have been applied in nursing practice. A reflective narrative of a personal experience that occurred during placement will be offered utilizing a model. This reflective narrative will include a description of the experience, an examination of thoughts and feelings, and a conclusion. Finally, the reflective account will include a strategy for dealing with a similar issue in the future.
Communication is defined as the sending, receiving, and decoding of information between two or more individuals (Balzer-Riley 2008), and it entails the use of a variety of communication skills, which in the nursing context mostly entails listening and providing information to patients (Weller 2002). It has been regarded as both simple and complex to send and receive messages (Rosengren 2000 in McCabe 2006, p.4). It is a method that nurses use to communicate with and receive information from patients, coworkers, other people they come into contact with, and the patient’s family.
Models of Communication in Nursing
What are the various models of communication in nursing?
The Linear Model is the most basic kind of communication, and it comprises two or more persons sending and receiving signals (McCabe 2006). While this model depicts communication in its most basic form, it neglects to account for other aspects that influence the process. When providing patients with information about their care and treatment, or when offering health promotion advice, communication in nursing practice can be sophisticated, necessitating the conveyance of huge amounts of information.
The Circular Transactional Model, on the other hand, is a two-way model that recognizes other aspects that influence communication, such as feedback and validation (McCabe 2006). A Skill Model of Interpersonal Communication by Hargie and Dickinson (2004) proposes that good communication is focused and intentional, and specifies the following skills: person-centered context, aim, mediating process, response, feedback, and perception. It also evaluates the individual’s other characteristics and how these may influence their approach to the communication process (McCabe 2006).
In order for communication to be effective, the nurse must be aware of crucial components as well as internal and extrinsic elements that may influence the process (McCabe 2006). They must think about things like past personal experiences, personal perspectives, time, and the environment in which communication takes place. Physical, physiological, psychological, and semantic noise can all affect the communication, causing the receiver to misinterpret it (McCabe 2006).
Communication Skills in Nursing
What are the types of communication skills that can be employed by nurses?
There are two types of communication: verbal and nonverbal.
The spoken word is referred to as verbal communication, and it can be done in person or over the phone (Docherty &McCallum 2009). Nurses communicate with patients on a regular basis; verbal communication allows the nurse to provide information about the patient’s care or treatment, reassure them, and listen to and respond to any concerns they may have (NMC 2008). Effective communication benefits the patient in terms of satisfaction and understanding of the care and treatment they have received (Arnold & Boggs 2007), while also optimizing the patient’s outcomes of care and/or treatment (Kennedy- Sheldon 2009).
The nurse can utilize open or closed questions to collect more information through questioning. Closed questions often require a yes or no response and are used to gather data, whereas open questions allow the patient to take an active role in their care by discussing and agreeing on possibilities as outlined in the Healthcare Standards for Wales document (2005). Probing questions can be used to delve further into the patient’s difficulties, allowing the nurse to address them as individuals and design a care plan tailored to their personal requirements (NMC 2008).
It is critical that the nurse communicates well with the patient, sharing health information in a comprehensible manner to ensure that the patient is completely informed about their care and treatment, and that consent is obtained prior to treatment (NMC 2008). The nurse should also pay attention to the patient’s concerns and choices on their treatment and well-being (NMC 2008). Hearing is an important skill in nursing since it combines attention and listening (Burnard & Gill 2007). The most crucial components of being a nurse are attending; being fully focused on the other person and being aware of what they are trying to express, and listening; the process of hearing what another person is saying (Burnard 1997).
Nonverbal communication is a significant aspect of communication that involves the exchange of messages without the use of words. It contains seven elements: gesture, facial expressions, gaze, posture, bodily space and proximity, touch, and clothes; it refers to emotional states and attitudes, as well as the transmission of messages through body language (Ellis et al 1995). Each of these factors can help to reinforce the spoken word and add meaning to the message; it’s not just about what you say or how you say it; it’s also about what you’re doing with your body while you’re speaking (Oberg 2003). Patients frequently read nonverbal signs from nurses, which can suggest interest or disinterest. Attentiveness and attention to the patient can be achieved through SOLER: S is for sitting correctly, O is for open posture, L is for learning towards the patient, E is for eye contact, and R is for relaxing (Egan 2002).
For efficient communication, there must be consistency between verbal and nonverbal messages. Nonverbal communication can contradict spoken communication, and the ability to recognize these nonverbal cues is critical in nursing practice (McCabe 2006). For example, a patient may verbally communicate that they are not in pain, but their nonverbal communication, such as their facial expression, may indicate otherwise. The nurse should also be mindful of the consistency of their verbal and nonverbal communication. Any inconsistencies between them will have a direct impact on the message they send to patients, thereby jeopardizing the nurse-patient relationship.
Other variables may obstruct communication, putting the process at risk, and nurses must be mindful of both internal and external barriers (Schubert 2003). Internal elements that may affect the process include a lack of enthusiasm, poor listening skills, culture, and personal attitude. External factors including the physical surroundings, temperature, and the usage of jargon and/or technical terms can all stymie the process (Schubert 2003).
Reflection in Communication of Nurses
What is the importance of reflection in facilitating communication among nurses?
Reflection can be used by the nurse to completely examine the growth of communication skills and obtain a deeper grasp of their abilities (Siviter 2008). Reflection can also be used to apply theoretical knowledge to practice, bridging the gap between theory and practice (Burns & Bulman 2000) and allowing us to get a greater understanding and awareness of our behaviors in the circumstance, both conscious and unconscious. Reflecting on events that occur in practice gives us the opportunity to analyze not only what we do, but also why we do it.
This allows us to learn from our mistakes and improve our nursing practice in the future (Siviter 2008). Reflection is defined as either reflection in action, which occurs during the event, or reflection on action, which occurs after the event has occurred (Taylor 2001). It is led by a model that provides a framework within which the nurse can work. It’s usually a documented process, and using a reflecting model to structure and guide the process is a good idea (Siviter 2008).
What are the examples of reflective models that nursing practitioners can use?
Gibb’s Reflective Cycle (1988), Johns’s Model of Structured Reflection (1994), and Driscoll’s Model of Reflection are examples of reflective models that nursing professionals can use (2002). Gibb’s model (Appendix I) employs a cyclical method, with six phases per cycle guiding the user through a series of questions and giving a framework for reflection on an experience. A descriptive report of the situation is the initial stage of the procedure; what happened? In the second step, you’ll analyze your thoughts and feelings; what were your thoughts and feelings? The third and fourth stages entail an assessment of the scenario, including what was good and/or poor about the experience, as well as an analysis that allows us to make sense of it. The final two steps are the conclusion of the scenario, what else could have been done, and finally, a plan of action to prepare for future comparable circumstances (Gibbs 1988).
John’s Model of Structured Reflection (Appendix II) and Driscoll’s (Appendix III) models of reflection, like Gibb’s Reflective Cycle, foster learning via reflection. They are structured similarly, guiding the user through the introspective process. The Johns Model has four stages: description, reflection, alternative actions, and learning (Johns 1994), while the Driscoll model has three stages: returning to the situation, understanding the context, and changing the future outcome (Discoll 2002).
The user is directed through the reflective process by describing the event, analyzing their thoughts, feelings, and actions, and creating goals for future practice in all three models outlined. In light of the aforementioned models of reflection, the following section of this essay will employ the Gibbs Reflective Cycle (1998) to present a reflective account of a circumstance that I encountered during clinical placement in a community context.
What is an example of a reflective account that helped to portray the importance of communication of nurses?
As part of this arrangement, I helped my coach, a health visitor, in the establishment of a weekly baby club for parents of babies and pre-school children, which includes routine checks, such as baby-weighing, as well as opportunities for parents to interact socially and health visitors to provide information on the care and health of babies and children.
I was invited to assist in the delivery of a planned health promotion program relevant to dental health during the second week of this internship. Because I believe that health promotion is an important topic to consider, I chose this event as the basis for my reflective report. It allows individuals to take an active role in their own health (Webster and Finch 2002 in Scriven 2005) It is a means of promoting and enhancing positive health while also preventing sickness (Downie et al 2000). It provides clients with the information they need to make informed decisions about their health and sickness prevention, and it is an area where the nurse or healthcare professional plays a critical role (WHO 1989).
Description of the Event
The event happened during a weekly session at a community center’s baby club. A group of ten women and their newborns, as well as my mentor (Health Visitor), were there. Because this occurred during a group session, I will not name any specific individuals in order to ensure anonymity (NMC 2008). In accordance with the NMC Code of Conduct (2008), all clients’ consent was obtained prior to the session beginning, and the environment was examined to verify that it was appropriate and safe for the session to take place.
The session’s goal was to enhance children’s and babies’ dental health and oral hygiene. The session aimed to provide clients with relevant, up-to-date information, allowing them to make informed decisions about the future care of their children’s teeth, as stated in Standard 1 of the Standards of Care for Health Visitors (RCN 1989). A semi-circle of chairs was put up in the center, with a number of playmats and various infant toys. This gave parents the ability to participate in the session, listen to the information, and ask questions while being close enough to their children to respond to their needs.
I sat at the front of the semi-circle, facing the group, with the Health Visitor. I reintroduced myself to the group and gave a brief overview of my role and what I would be doing throughout the session. This was crucial since some of the clients were meeting me for the first time, and it is during this first meeting that decisions are made about future contacts and the service offered. Positive first interactions can lay the groundwork for a long-term productive relationship (Scriven 2005).
The presentation was divided into two parts: providing information and promoting dental health and preventing illness in the form of tooth decay (Robotham and Frost 2005). Second, I provided information about tooth brushing, as well as a demonstration by myself, demonstrating how good dental hygiene may be obtained by effective tooth brushing. Following that, we had a question-and-answer session to address any concerns voiced.
Feelings and Thoughts
It was critical for me to adopt a methodical approach to session planning during the week leading up to the session. The first step was to obtain relevant, up-to-date material about the topic and figure out how to include it into the session. Nurses must engage in a continuous learning process, according to the NMC Standards of Proficiency (2004a), and evidence-based practice should be implemented (Bach and Grant 2009). My mentor was consulted about the plan, and opinion was sought on any revisions that could be required.
I was nervous about providing a health promotion session to clients before the session (patients). As a first-year student, I felt out of my depth, and my uneasiness was heightened by the fact that this was my first placement. However, I was able to relax thanks to the support and encouragement of my mentor and other health visitors on the team. I was given the opportunity to discuss the subject with my mentor, and I felt relieved when I was able to react appropriately to any questions posed and that my knowledge had grown as a result of the study I had done, strengthening my confidence.
Despite my reservations about my knowledge of the subject and trepidation about delivering a health promotion session, I believe that my mentor’s decision to engage me in the delivery of the session aided in the development of my knowledge and self-confidence. I believe I communicated well with clients vocally during the session, and that my nonverbal communication was appropriate and corresponded to what I was saying.
The clients were engaged in the discussion and seemed really interested, nodding when they understood and maintaining regular eye contact to signal that they were paying attention. Client feedback after the session allowed me to reflect on my communication; one client stated that she had learned a lot from the session, particularly the demonstration on tooth brushing and that she was now more aware of the importance of early oral hygiene to prevent problems later in a child’s life.
Dental health is a major health promotion priority in Wales, as it is the most common ailment among children. Many of the participants were uninformed of when and how to care for their children’s teeth, as well as the need of practicing excellent oral hygiene from a young age. The session’s goal was to give parents information on how to promote good oral hygiene and avoid tooth decay in newborns and young children.
Communication was a crucial component in achieving the goal. Trust, participation, cooperation, and collaboration among a group’s members, as well as the belief that they can function well as a group, are required for effective communication (Balzer-Riley 2008). The material was presented in an easy-to-understand manner, with a demonstration of how to clean one’s teeth and time set out for the client to ask questions.
We were able to determine what knowledge the clients already had and customize the information to match their needs thanks to our communication and listening abilities. I was mindful of my nonverbal communication throughout the session and worked to show attention to individuals in the group, using SOLER principles to make the appropriate modifications. This became challenging at times since in a group environment, leaning towards the clients and maintaining eye contact with each individual was impossible.
My anxiousness about delivering the session was another source of concern for me. Nervousness can affect how a message is presented, and I was always conscious of my vocal communication, especially my paralanguage. When I’m worried, I have a propensity to speak quickly, and I was conscious that this could affect how the message was received. It’s crucial to be aware of paralanguage, which occurs when the meaning of a word or phrase changes based on the tone, pitch, or tempo at which the word(s) is said. Vocal noises that accompany speech and can add meaning to what is being said are examples of paralanguage (Hartley 1999).
I was aware of my verbal and non-verbal communication during the session, and I attempted to ensure that it aligned with the information being given; I was also aware of the participants’ non-verbal communication and made necessary adjustments to my delivery as needed.
After the session, I was given the opportunity to speak with my mentor about it. I was able to express what I thought went well, what didn’t go so well, and what could be better. Despite having expertise and understanding of the material, I was really worried about delivering the workshop, and I believe that this was detected by the attendees. My mentor’s feedback, on the other hand, let me realize that my fear was not reflected in my delivery. I was able to question the experience and analyze my actions and behavior as a means of expanding my knowledge for future practice by doing this reflection.
This program aided my learning and personal development, and I am now more confident in my abilities to present health promotion activities to a group. I am aware, however, that speaking in front of a group is not an area in which I am particularly comfortable, but I believe that more practice will help me overcome this. I’m optimistic that I’ll be able to apply what I’ve learned about dental health in my future placements. I will repeat the process of rigorous research in the future, as it is best practice to maintain information current in order to deliver evidence-based care (NMC 2008).
In conclusion, communication is a complex process and an important skill that nurses must be aware of in all aspects of patient care and treatment. In order to build a therapeutic relationship between nurse and patient, it is critical to be fully aware of not just the spoken word, but also the impact nonverbal communication has on the information being delivered. Reflecting on one’s own practice is also an important part of knowledge acquisition.
The use of Gibb’s Reflective Cycle as a structure for creating a reflective account has proven to be beneficial in the exploration of personal thoughts and feelings in relation to a specific event, and I recognize the importance of reflection as a learning tool that can enhance knowledge and practice after considering a number of reflective frameworks.
Frequently Asked Questions (FAQs)
1. Why is communication important for nurses?
Communication is crucial in nursing work, and effective communication skills are crucial in the formation of a therapeutic nurse-patient connection.
2. What is the model of communication in nursing?
The Linear Model is the most basic kind of communication, and it comprises two or more persons sending and receiving signals (McCabe 2006). The Circular Transactional Model, on the other hand, is a two-way model that recognizes other aspects that influence communication, such as feedback and validation (McCabe 2006).
3. What are the communication skills in nursing?
There are two types of communication: verbal and nonverbal. The spoken word is referred to as verbal communication, and it can be done in person or over the phone (Docherty &McCallum 2009). Nurses communicate with patients on a regular basis; verbal communication allows the nurse to provide information about the patient’s care or treatment, reassure them, and listen to and respond to any concerns they may have (NMC 2008). Nonverbal communication is a significant aspect of communication that involves the exchange of messages without the use of words. It contains seven elements: gesture, facial expressions, gaze, posture, bodily space and proximity, touch, and clothes; it refers to emotional states and attitudes, as well as the transmission of messages through body language (Ellis et al 1995).
4. What is the nature of reflection in nursing communication?
Reflection can be used by the nurse to completely examine the growth of communication skills and obtain a deeper grasp of their abilities (Siviter 2008). Reflection can also be used to apply theoretical knowledge to practice, bridging the gap between theory and practice (Burns & Bulman 2000) and allowing us to get a greater understanding and awareness of our behaviors in the circumstance, both conscious and unconscious.