Innovative Teaching Strategies for Purposeful Communication with Families

2.50
Hdl Handle:
http://hdl.handle.net/10755/147733
Type:
Presentation
Title:
Innovative Teaching Strategies for Purposeful Communication with Families
Abstract:
Innovative Teaching Strategies for Purposeful Communication with Families
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Neuman, Lois H., BSN, MS, PhD
P.I. Institution Name:LHNeumanConsultants
Title:Consultant
[Leadership session research presentation] Since purposeful interaction is a vital learning objective in nursing education and practice, repeated unsatisfactory ratings on this skill is not an option.  An often overlooked population that will allow nurse educators, students and staff  to meet clinical objectives on purposeful communication and geriatrics is the family, especially in long term care settings. The need for communication with families is obvious. Students, caregivers and the elderly in the healthcare delivery setting often differ on demographics by culture, language, customs, and age. Students/staff may be uncertain about their role or how to interact with the family and may refer the family to numerous sources for answers. Family members can be confused, frustrated or angry about a perceived lack of help or abruptness from the students/staff. Family may not be aware of their role in the strange, unfamiliar environment of elder care and may be unsure or uncomfortable in the healthcare domain. An extra layer of complexity appears when language barriers the make purposeful communication especially challenging. Practical Application/ Innovative Strategy: Since family members often visit regularly for several hours, many effective and basic purposeful communication strategies initiated by the student/staff can resolve misunderstandings quickly, resulting in satisfactory interactions and clinical objective outcomes. This session will offer five specific examples of communication approaches, discuss problems that can arise and escalate, and describe examples of solutions to develop a positive, helping relationship between student/staff and families that benefit everyone involved.  Examples will be related to the geriatric setting and objectives but approaches are applicable across multiple settings.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleInnovative Teaching Strategies for Purposeful Communication with Familiesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/147733-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Innovative Teaching Strategies for Purposeful Communication with Families</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Neuman, Lois H., BSN, MS, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">LHNeumanConsultants</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Consultant</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">lhneuman@verizon.net</td></tr><tr><td colspan="2" class="item-abstract">[Leadership session research presentation] Since purposeful interaction is a vital learning objective in nursing education and practice, repeated unsatisfactory ratings on this skill is not an option.&nbsp; An often overlooked population that will allow nurse educators, students and staff&nbsp; to meet clinical objectives on purposeful communication and geriatrics is the family, especially in long term care settings. The need for communication with families is obvious. Students, caregivers and the elderly in the healthcare delivery setting often differ on demographics by culture, language, customs, and age. Students/staff may be uncertain about their role or how to interact with the family and may refer the family to numerous sources for answers. Family members can be confused, frustrated or angry about a perceived lack of help or abruptness from the students/staff. Family may not be aware of their role in the strange, unfamiliar environment of elder care and may be unsure or uncomfortable in the healthcare domain. An extra layer of complexity appears when language barriers the make purposeful communication especially challenging.&nbsp;Practical Application/ Innovative Strategy: Since family members often visit regularly for several hours, many effective and basic purposeful communication strategies initiated by the student/staff can resolve misunderstandings quickly, resulting in satisfactory interactions and clinical objective outcomes. This session will offer five specific examples of communication approaches, discuss problems that can arise and escalate, and describe examples of solutions to develop a positive, helping relationship between student/staff and families that benefit everyone involved.&nbsp; Examples will be related to the geriatric setting and objectives but approaches are applicable across multiple settings.</td></tr></table>en_GB
dc.date.available2011-10-26T09:35:42Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:35:42Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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