DQ 2-1

 

Change theory often centers on a communication model in which there is a sender who wishes to communicate a message to a receiver and some type of tool or medium by which to establish communication through an environment. However, the environment often contains barriers that disrupt the medium and distort the message. What steps will you need to take to minimize the disruptions and distortions of your message?

DQ 2-1 responses

1.

In health care effective communication is the key to the wellbeing of patients. Communication between patient and doctor, clinicians with doctors, front desk and patients, is important to be able to deliver quality of care and for everyone in the medical facilities to be in the same page. Transferring information within the medical staff is essential to promote effective care. When everyone in the office or hospital are in the same page, everyone understands what is going and there is no confusion, for when a patient asks question. No one is lost, and the patient feels confident of their own care. However, health care experiences barriers that disrupt and distort the message. Barriers that can cause disruption and distort, are as follows, lack of knowledge, lack of access to technology, lack of support and social, cultural and organizational limitations. Minimizing these barriers will help message to be fully knowledgeable. Nothing is perfect, but things can be minimized to less error possible.

To minimize disruptions and distortions in a message in a medical organization, the message should be done in a particular way. Messages can change from one person to another, so it is important to communicate as exact as possible. Steps to reduce distortion include, limit amount of information included in the message, avoid using abstract words, or slang words, and monitor the links in the communication chain (Kautilya Society).

 

 Messages that are to informative are easier to lose information or misinterpreted. The best way to minimize disruption and distortion is direct oral conversation with the main person. The content of the message is direct and straight forward. As far as culture barriers, the meaning to words, symbols, gestures, and behavior differs per culture (Essays, 2015). To minimize misunderstanding providers and clinicians can learn about different cultures and their ways of communication.

Reference

Kautilya Society, Guidelines on How to minimize message distortion. Retrieved from; 

http://www.kautilyasociety.com/tvph/communication_skill/guidelines_on_how_to_minimize_me.htm

Essays, UK. (November 2013). Resolving And Defining The Barriers To Communication English Language Essay. Retrieved from

https://www.ukessays.com/essays/english-language/resolving-and-defining-the-barriers-to-communication-english-language-essay.php?cref=1

2.

For my project, I will be utilizing clinical research primarily in the analysis of my concdrn. The fact that there are so many different types of distractions and disruptions, but the ones that make the most impact is generally confusion in expressing the objective of the research methods. There are barriers that exist in the research process and those can be seen in many areas of clinical consideration. “Nurses generally feel there are many barriers, with primary barriers being lack of time, lack of relevant skills, poor team-working and several aspects of nursing ‘culture’ (ritualistic care, no authority and no incentives)” (Sitzia, 2002). These issues along with communication, interpretive bias, variability between researchers can lead to inconsistent and erroneous evaluation of the data and literature compiled. With sufficient aggregate conclusions found within significant and valid research, we will begin to understand the implications of the data we evaluate and thus find a more conclusive anser to the posed issue.

 Sitzia, J., (2002)., Barriers to research utilisation: the clinical setting and nurses themselves  

Intensive and Critical Care Nursing

.,  

Volume 18, Issue 4

,., Pages 230-243

3.

The way we perceive messages depends on the way we were taught to understand.  An example I can think of is about me.  Growing up my parents spoke to me in English only.  The thing is English is a second language to my parents.  So, words that sound the same but have different meaning, they would use and would get the whole conversation mislead or misunderstood.  I consider English as my primary language since that was the only language spoken to me, but I was wrong, my teacher told me since there was another language spoken in the house even though not directly to me, English is a second language.  I did have a hard time learning the English language in school because of the kind of English spoken to me at home.  So, to minimize any disruptions or barriers while communicating a message, the sender should try to get to the same level of the reader and use easy words that a fifth grader would understand.  Another way is to describe or characterize the message to a point that the reader fully understands the message.  “Theories of change link outcomes and activities to explain how and why the wanted change is to come about” (Lecture 2, 2009).  According to Hemmerich, Van Voorhis and Willey, even when people do not change theories, issues valid to the proof and changes to the theories decrease their confidence in their current theory and move them incorrectly closer to theory change.

 

Lecture 2. (2009).  HLT-490V: Professional Capstone Project.  Phoenix, AZ: Grand Canyon University.

· Q. Compare and contrast 2 learning theories that are applicable to your field of study/work  explaining how and why the learning theories are subjectable to your communication skills.

·

http://www.emtech.net/learning_theories.htm

 

I don’t have enough post to comment. Are you able to comment these post based on above topic?

4. Two learning theories that are subjectable to communication skills in my work field are Conversation Theory by Gordon Pask and Adult Learning by K.P. Cross. Both theories concentrate on how individuals learn and grasp information. In contrast learning in adults is different to a younger person. In the theory of Adult learning, the transmission of communication differs on the way information is spoken to the elderly. The model of Characteristics of Adults as Learners (CAL), integrates theoretical frameworks such as asandragogy, and experimental learning, and lifespan psychology (Culatta, 2015). Learning depends on two variables personal (e.g., aging, life phases, and developmental stages) and situational characteristics.  Adult learning should be accommodated to their needs and learning capacities. As for Conversation Theory, focuses on learning through conversations. Conversations are in different levels, including, natural language, object language, and metalanguages (Culatta, 2015). In Conversation theory, the “teach back” method helps a person teach another person what they have learn, making the person pay attention and grasp the information.

Both theories are subject to communication in my work environment because our patient population differs in ages, but the majority are adults. Communicating and educating our patients on cancer diagnoses, treatments and side effects is important for patients to fully understand. Having a variety of ages learning is different among every patient, therefore learning different ways to talk to patients with be beneficial to their learning. In fact, if the patients learn the information, it means that our education is effective.

Reference

Richard Culatta, Conversation Theory (Gordon Pask), Instructional Design, 2015. Retrieved from;

http://www.instructionaldesign.org/theories/conversation-theory.html

Richard Culatta, Adult Learning (K.P. Cross) Instructional Design, 2015. Retrieved from; http://www.instructionaldesign.org/theories/adult-learning.html

5. Cooperative Learning and Constructivism are the 2 learning theories that are applicable to my field of work and have been through all the different departments that I have worked in.  It is very important for everyone to be cooperative while communicating because a good team that can work well together by providing cooperation will succeed in all of their work projects.  Using cooperative learning has resulted in improved academic achievement, improved behavior and attendance, increased self-confidence and motivation (Balkcom, 1992).  Constructivism is very important because if there is no constructive work, things will fail and be out of place.  Total chaos in simple terms.  I trully believe a team is built with constructivism and based on cooperative learning so that the project the team is given to complete will be completed successfully this is why these 2 learning theories are subjectable to my communication skills. 

Balkcom, S. (1992).  Cooperative Learning.  OR 92-3054.  Retrieved from https://www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html

DQ 2-1 responses 5

5. The Change Theory was a three-stage model of change developed by Kurt Lewin. This model was also known as the unfreezing-change-refreezing model that can be used by health care professionals when making discussing treatment for patients (Manchester, et al, 2014). The unfreezing process involves making it possible for people to change their mind. This can be done by helping them overcome a resistance or introducing new information. It is a way to increase the driving forces away from the current situation, such as encouraging a patient to have a diagnostic heart catheter after they have had several episodes of chest discomfort, but is afraid of going to the hospital for a procedure. Change is when there is a change of thought, behavior, or something that moves one from their current or frozen situation. This can be described as the patient agreeing to proceed with the heart catherization, getting on appropriate medication, and following a healthier lifestyle. The Refreezing is established after then change has happened and there is a new habit. For example, after the patient has the heart catheterization, he or she adopts a healthier lifestyle by being compliant with medication and the physician’s treatment recommendations, eating a heart-healthy diet, and exercising.

Communication is more than sending a message from one person to another. Communication involves nonverbal communication such as tone, body language, dialect, paralanguage, proximity, touch, eye contact, gestures, posture, and more. Nonverbal communication between a physician and patient influences patient perception, such as patient satisfaction (Montague, Chen, Xu, Chewning, & Barrett, 2013). Verbal and nonverbal communication barriers such as healthcare jargon, language barriers, emotional barriers, differences in perception and view point, and physical disabilities. Environmental barriers can also disrupt and distort messages. To minimize disruptions and distortions in communication, health care professionals should eliminate noise distractions by taking the patient to a quiet room or closing the door to the exam room or hospital room for privacy. One should speak clearly and slowly, checking for understanding before moving on to the next part of the message. Health care professionals should use a medical certified translator when there is a language barrier or hearing impairment. Reading the patient’s body language can also suggest if the patient is understanding and following along. Cell phones ringers should be turned off to not interrupt the communication. Eye contact demonstrates listening and understanding for both parties. Touch can be clinical and social (Montague, Chen, Xu, Chewning, & Barrett, 2013). A clinician must touch to the patient to assess, diagnose, and treat. However, touching through a handshake, hug, or pat on the back, can be social, therapeutic, and healing. The important part of communication is to make sure one’s message is received and understood. In a clinical setting, this can be confirmed by asking the patient to paraphrase the message. One method used by health care professionals is the Teach-back Method (AHRQ, 2015). This method is used to check the understanding by asking patients to repeat the instruction they were given by using their own words. This method has been shown to improve patient understanding, adherence, and health literacy.

Maxia

References

Agency for Healthcare Research and Quality (AHRQ). (2015). Use the teach-back method: Tool #5. Retrieved from https://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/literacy-toolkit/healthlittoolkit2-tool5.html.

Manchester, J., Gray-Miceli, D. L., Metcalf, J. A., Paolini, C. A., Napier, A. H., Coogle, C. L., & Owens, M. G. (2014). Facilitating Lewin’s change model with collaborative evaluation in promoting evidence based practices of health professionals. Evaluation and Program Planning, 4782-90. doi:10.1016/j.evalprogplan.2014.08.007

Montague, E., Chen, P., Xu, J., Chewning, B., & Barrett B. (2013). Nonverbal interpersonal interactions in clinical encounters and patient perceptions of empathy. Journal of Participatory Medicine. 5(33). Retrieved from https://participatorymedicine.org/journal/evidence/research/2013/08/14/nonverbal-interpersonal-interactions-in-clinical-encounters-and-patient-perceptions-of-empathy.