NUR219 Use of Technologies to Assist in Effective Communication

NUR219 Use of Technologies to Assist in Effective Communication NUR219 Use of Technologies to Assist in Effective Communication DISCUSSION BOARD ASSIGNMENT: Discuss why “use of technologies to assist in effective communication in a variety of healthcare settings” is listed as an expected nurse competency by QSEN and other nursing organizations. Refer to three points “Electronic Records” discussed in the textbook which is “Interoperability, portability, and ease of use.” NUR219 Use of Technologies to Assist in Effective Communication ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS nur219_5_underst Interpersonal Relationships Professional Communication Skills for Nurses SEVENTH EDITION Elizabeth C. Arnold, PhD, RN, PMHCNS-BC Associate Professor, Retired, University of Maryland School of Nursing, Baltimore, Maryland Family Nurse Psychotherapist, Montgomery Village, Maryland Kathleen Underman Boggs, PhD, FNPCS Family Nurse Practitioner, Associate Professor Emeritus, College of Health and Human Services, University of North Carolina Charlotte, Charlotte, North Carolina 2 Table of Contents Cover image Title page Copyright Dedication Reviewers and contributor Acknowledgments Preface Part I. Conceptual Foundations of Interpersonal Relationships and Professional Communication Skills Chapter 1. Theory Based Perspectives and Contemporary Dynamics Basic Concepts The Discipline of Nursing The Science of Nursing Communication Theory Applications The Future of Nursing Summary Discussion Questions Chapter 2. Professional Guides for Nursing Communication Basic Concepts Organizations or Agencies Issuing Health Care Communication Guidelines Professional Nursing Organizations Issuing Health Care Communication Guidelines Other Professional Organizations and Accrediting Agencies Issuing Communication Guidelines Affecting Nursing Ethical standards and Issues Legal Standards Applications Evidence-Based Practice Standards Using the Nursing Process in Nurse-Client Relationships Application of Ethical and Legal Guidelines Summary 3 Discussion Questions Chapter 3. Clinical Judgment and Ethical Decision Making Basic Concepts Ethical Reasoning Critical Thinking Applications Participation in clinical Research Solving Ethical Dilemmas in Nursing Professional Values Acquisition Applying Critical Thinking to the Clinical Decision-Making Process Summary Discussion Questions Chapter 4. Clarity and Safety in Communication Basic Concepts General Safety Communication Guidelines for Organizations Barriers to Safe, Effective Communication in the Health Care System Innovations that Foster Safety Applications Tools for Safer Care Team Training Models Client Safety Outcomes of Team Training Programs Other Specific Nursing Efforts Summary Discussion Questions Part II. Essential Communication Skills Chapter 5. Developing Therapeutic Communication Skills Basic Concepts Verbal Communication Nonverbal. NUR219 Use of Technologies to Assist in Effective Communication (Behavioral) Communication Purpose of Client-Centered Communication Theoretical Perspectives Applications Building Rapport Asking Questions Empathetic Listening for Understanding Themes Observing Nonverbal Behaviors Observing Communication Patterns Using Active Listening Responses Verbal Responses 4 Other Forms of Communication Using Technology in Communication Summary Reflective Discussion Questions Chapter 6. Variation in Communication Styles Basic Concepts Verbal Communication Verbal Style Factors that Influence Nurse-to-Client Professional Communication Nonverbal Communication Communication Accommodation Theory Effects of Sociocultural Factors on Communication Applications Interpersonal Competence Style Factors that Influence Relationships Advocate for Continuity of Care Summary Discussion Questions Chapter 7. Intercultural Communication Basic Concepts Applications Cultural Competence Care of the Culturally Diverse Client Theoretical Frameworks Cultural Implications in Client-Centered Decision Making Working with Language Barriers Communication Principles Key Cultural Groups Poverty Summary Discussion Questions Chapter 8. Therapeutic Communication in Groups Basic Concepts Characteristics of Small Group Communication Applications to Health-Related Groups Group Leadership Applications Applications in Therapeutic Groups Types of Therapeutic Groups Group Principles Applied to Professional Work Groups Summary Discussion Questions 5 Part III. Therapeutic Interpersonal Relationship Skills Chapter 9. Self Concept in Professional Interpersonal Relationships Basic Concepts Theoretical Frameworks Applications Patterns and Nursing Diagnosis Related to Self-Concepts Personal Identity Self-Esteem Self-Efficacy Summary Discussion Questions Chapter 10. Developing Therapeutic Relationships Basic Concepts Definitions Level of Involvement Therapeutic Use of Self Applications Adaptation for Short-Term Relationships Summary Discussion Questions Chapter 11. Bridges and Barriers in Therapeutic Relationships Basic Concepts Respect Caring Empowerment Trust Empathy Mutuality Veracity Other Barriers to the Relationship Applications Steps in the Caring Process Strategies for Empowerment Application of Empathy to Levels of Nursing Actions Reduction of Barriers in Nurse-Client Relationships Veracity and Trust Respect for Personal Space Violation of Confidentiality Avoiding Cross-Cultural Dissonance. NUR219 Use of Technologies to Assist in Effective Communication 6 Summary Discussion Questions Chapter 12. Communicating with Families Basic Concepts Family Composition Theoretical Frameworks Applications Assessment Applying the Nursing Process Summary Discussion Questions Chapter 13. Resolving Conflicts between Nurse and Client Basic Concepts Nature of Conflict Causes of Conflict Risk for Violence: Incidence Statistics Stage of Anger Conflict Outcomes: Why Work for Conflict Resolution? Understand Own Personal Responses to Conflict Outcome: Positive Growth Outcome: Dysfunction, Such as Unresolved Conflict Nature of Assertive Behavior Safety Applications Preventing Conflict Assessing the Presence of Conflict in the Nurse-Client Relationship Techniques for Conflict Resolution Nursing Communication Interventions: Following the C.A.R.E. Steps The Anger Management Process: Nursing Behaviors to Avoid Violent Client Behavior Conflict Communication Skills Clinical Encounters with Angry Clients Strategies Useful During Clinical Encounters with Violent Clients Defusing Potential Conflicts when Providing Home Health Care Summary Discussion Questions Part IV. Communicating to Foster Health Literacy, Health Promotion and Prevention of Disease among Diverse Populations Chapter 14. Communicating to Encourage Health Literacy, Health 7 Promotion, and Prevention of Disease Basic Concepts Definitions Global and National Health Promotion Agendas Theory-Based Frameworks Applications Health Education for Health Promotion Community Voices in Health Promotion Activities Summary Discussion Questions Chapter 15. Health Teaching and Coaching Basic Concepts Theoretical Frameworks Domains of Learning Core Dimensions of Client Education Applications Summary Discussion Questions Chapter 16. Empowerment Oriented Communication Strategies to Reduce Stress Basic Concepts Stress Frameworks Coping Applications Summary Discussion Questions Part V. Accommodating Clients with Special Communication Needs Chapter 17. Communicating with Clients Experiencing Communication Deficits Basic Concepts Legal Mandates Home-Based Health Care Types of Deficits Applications Early Recognition of Communication Deficits Assessment of Current Communication Abilities Communication Strategies Client Advocacy 8 Summary Discussion questions Chapter 18. Communicating with Children Basic Concepts Attitude Cognition Interpersonal Applications Assessment Communicating with Children with Psychological Behavioral Problems Communicating with Physically Ill Children in the Hospital and Ambulatory Clinic Communication with Infants from Birth to 12 Months Communication with Children 1 to 3 Years of Age (Toddlers) Communication with Children 3 to 5 Years (Preschoolers) Communication with Children 6 to 11 Years (School Age) Communication with Children Older than 11 Years of Age (Adolescents) Forming Health Care Partnerships with Parents Summary Discussion Questions Chapter 19. Communicating with Older Adults Basic Concepts Concepts of Aging Theoretical Frameworks Applications Assessment Strategies with Older Adult Clients Empowerment: Building on Client Strengths Relationships with Cognitively Impaired Older Adults Summary Discussion Questions Chapter 20. Communicating with Clients in Crisis Basic Concepts Theoretical Frameworks Applications Structuring Crisis Intervention Strategies Mental Health Emergencies Disaster Management Helping Children Cope With Trauma Helping Older Adults Cope With Trauma Summary Discussion Questions Chapter 21. Communicating with Clients and Families at End of Life 9 Basic Concepts Theoretical Frameworks The Nature of Grief and Grieving Patterns of Grieving Applications Pain Management Communication in End-of-Life Care Addressing Cultural and Spiritual Needs Palliative Care for Children Helping Clients Achieve a Good Death Caring of the Client After Death Stress Issues for Nurses in Palliative Care Settings Summary Discussion Questions Part VI. Collaborative and Professional Communication Chapter 22. Role Relationships and Interprofessional Communication Basic Concepts Nursing Education and Professional Role Development Applications Creating Supportive Work Environments Developing Leadership Skill Sets Client Advocacy Roles Summary Discussion Questions Chapter 23. Communicating with Other Health Professionals. NUR219 Use of Technologies to Assist in Effective Communication Basic Concepts Standards for a Healthy Work Environment Creating A Collaborative Culture of Regard to Eliminate Disruptive Behavior Applications Conflict Resolution Conflict Resolution Delegation or Supervision of Unlicensed Personnel Strategies A Nurse Can Use to Communicate and Help Create a Better Work Environment Advocacy Strategies to Remove Barriers to Communication with Other Professionals Develop A Support System Organizational Strategies for Conflict Prevention and Resolution: Work Toward an Organizational Climate of Mutual Respect Summary 10 Discussion Questions Chapter 24. Communicating for Continuity of Care Basic Concepts Continuity of Care Concepts Applications Relational Continuity Essential Elements of Relational Continuity Informational Continuity Transition and Discharge Planning in Continuity of Care Management Continuity Summary Discussion Questions Chapter 25. Documentation in an Electronic Era Basic Concepts Documenting Client Information Plan of Care Standards: Ethical, Regulatory, and Professional Applications Communicating Medical Orders Workload and Work-Arounds Documenting on A Client’s Health Record Confidentiality Coding Classification of Care: Use of Standardized Terminologies and Taxonomies Reference Terminology Systems that Exchange Data Between Classification Systems Summary Discussion Questions Chapter 26. Communication at the Point of Care: Application of e-Health Technologies Basic Concepts Decentralized Access: Technology for Communicating at the Point of Care Enhanced Work Flow: Remote Site Monitoring, Diagnosis, Treatment, and Communication Computerized Clinical Decision Support Systems Client Engagement Technology for Client Health Self-Management Outcomes of Technology Use Applications Clinical Decision Support Systems Application of Clinical Guidelines to Practice mHealth: Technology for Client Engagement Issues 11 Professional Online Nursing Education Summary Discussion Questions Glossary Photograph Credits Index 12 Copyright 3251 Riverport Lane St. Louis, Missouri 63043 INTERPERSONAL RELATIONSHIPS: PROFESSIONAL COMMUNICATION SKILLS FOR NURSES, SEVENTH EDITION ISBN: 978-0-32324281-3 Copyright © 2016 by Elsevier, Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions. This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein). Notices Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary. Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility. With respect to any drug or pharmaceutical products identified, readers are advised to check the most current information provided (i) on procedures featured or (ii) by the manufacturer of each product to be administered, to verify the recommended dose or formula, the method and duration of administration, and contraindications. It is the responsibility of practitioners, relying on their own experience and knowledge of their patients, to make diagnoses, to determine dosages and the best treatment for each individual patient, and to take all 13 appropriate safety precautions. To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liabilityNUR219 Use of Technologies to Assist in Effective Communication , negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein. Previous editions copyrighted 2011, 2007, 2003, 1999, 1995, and 1989. International Standard Book Number: 978-0-32324281-3 Herdman, T.H. (Ed.) Nursing Diagnoses-Definitions and Classification 2015-2017. Copyright © 2014, 1994-2014 NANDA International. Used by arrangement with John Wiley & Sons Limited. Content Strategist: Jamie Randall Content Development Manager: Jean Fornango Associate Content Development Specialist: Melissa Rawe Publishing Services Manager: Julie Eddy Senior Project Manager: Marquita Parker Designer: Julia Dummitt Printed in the United States of America Last digit is the print number: 9 8 7 6 5 4 3 2 1 14 Dedication To the memory of my husband George Arnold who believed in me and supported me unconditionally, and to all the students I have had the privilege of teaching. Elizabeth C. Arnold To Sydney Lavarnway, may you find strong mentors. Kathleen Underman Boggs 15 Reviewers and contributor Reviewers Amy Ellsworth, AND Nursing Instructor Kirkwood Community College Cedar Rapids, Iowa Cindy Carter, MSN, RN, IBCLC, RLC, ICCE Nursing Instructor Colorado Christian University Indiana Wesleyan University Texas Health Resources Nocona, Texas Kim Clevenger, EdD, MSN, RN, BC Baccalaureate & RN-BSN Program Coordinator Associate Professor of Nursing Morehead State University Morehead, Kentucky Dr. Bonnie DeSimone, EdD, RN, BC Professor of Nursing Coordinator of the ABSN Weekday Division of Nursing Dominican College of Blauvelt Orangeburg, New York Linda Finch, PhD, ANP-BC Associate Professor/Associate Dean-Retired Loewenberg School of Nursing University of MemphisMemphis, Tennessee Shari Kist, PhD, RN, CNE Assistant Professor Goldfarb School of Nursing at Barnes-Jewish College St. Louis, Missouri Robyn C. Leo, MS, RN 16 Associate Professor Nursing Worcester State University Putnam, Connecticut Scott A. Davis Police Officer Crisis Intervention Team (CIT) Coordinator Montgomery County Police Department,Gaithersburg, Maryland Danette Yolanda Wall, DNP, MSN, MBA, ACRN, RN, CPHQ, LNC Chief Operating Officer Odot, LLC Clinical Advisor Quality Improvement Humana CarePlus, Inc. Tampa, Florida Brian Zager, MA PhD Candidate Department of Speech Communication Southern Illinois UniversityCarbondale, Illinois Contributor Shari Kist, PhD, RN, CNE Assistant Professor Goldfarb School of Nursing Barnes-Jewish CollegeSt. Louis, Missouri 17 Acknowledgments Elizabeth C. Arnold Kathleen Underman Boggs The seventh edition of Interpersonal Relationships: Professional Communication Skills for Nurses continues to reflect the ideas and commitment of our students, valued colleagues, clients, and the editorial staff at Elsevier. The first edition, aligned with an interpersonal relationship communication seminar developed at the University of Maryland School of Nursing, was published 25 years ago. Developing effective communication was important then and it remains central to effective clinical practice in contemporary health care.NUR219 Use of Technologies to Assist in Effective Communication The text was originally designed by faculty to facilitate nursing students’ understanding of therapeutic communication in clinical settings, using case examples and experiential simulations. At this point in time, professional nursing role relationships and the use of relational communication in health care is more complex and multilayered. The scope of content in the seventh edition reflects a markedly different contemporary health care landscape, one which is open-ended, clientactivated and interdisciplinary in function and skill development. The vitality of its contents reflects the commitment of faculty and students from many nursing programs and the clinical nurses who have deepened the understanding of the materials presented in this text through their positive support, ideas, and constructive feedback. In particular, the voices of the following faculty and professional nurses have contributed directly and indirectly to the development of this text: Verna Carson, PhD, RN, PCNS; Judith W. Ryan, PhD, RN, CRNP; Michelle Michael, PhD, APRN, PNP; Barbara Harrison, RN, PMH-NP; Ann O’Mara, PhD, RN, AOCN, FAAN; Barbara Dobish, MS, RN; Anne Marie Spellbring, PhD, RN, FAAN; Kristin Bussell, MS, RN, CS-P; Patricia Harris, MS, APRN, NP; and Jacqueline Conrad, BS, RN, from the University of Maryland; Ann Mabe Newman, DSN, RN, CS and David R. Langford, RN, DSNc, from the University of North Carolina Charlotte, and Dr. Bonnie DeSimone from Dominican College of Blauvelt. Nurses in the community: Luwana Cameron, RN; Nancy Pashby, RN; Mary Jane Joseph, RN; and Dr. Stephanie Wright provided valuable input related to their clinical expertise. We are indebted 18 to Dr. Shari Kist of the Goldfarb School of Nursing at the Barnes-Jewish College for her thoughtful revision of Chapter 12. We acknowledge with deep gratitude the unique Elsevier team efforts of Melissa Rawe, Associate Content Development Specialist, Jamie Randall, Content Strategist, and Marquita Parker, Senior Project Manager-book production. Their dedicated commitment to the completion of this text and expertise were notable in making the revision process for this seventh edition a seamless and timely developmental experience. Finally, we acknowledge the loving support of our families and Michael J. Boggs for their unflagging support and encouragement. 19 Preface Elizabeth C. Arnold Kathleen Underman Boggs Recognition of the importance of therapeutic communication and professional relationships with clients and families as a primary means of achieving treatment goals in health care continues to be the underlying theme in Interpersonal Relationships: Professional Communication Skills for Nurses. This seventh edition has been thoroughly revised, rewritten, and updated to meet the challenge of serving as a primary communication resource for nursing students and professional nurses. While maintaining the integrity of previous text versions, the seventh edition introduces a broadened interprofessional perspective on communication, occasioned by historical transformational changes currently occurring in contemporary health care delivery. Expanded content is competency based and draws from many different sources: Joint Commission Standards, the Institute of Medicine (IOM) reports, QSEN, communication theory, Essentials of Baccalaureate Education, systems thinking and interprofessional team-based communication, as advocated by AHRQ’s TeamSTEPPS program. The content, exercises, and case examples are intentionally integrated to support … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

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