Healthcare Communication Assignment: Plan:

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 Introduction 100

Effective communication forms the basis of nursing care, as such, it is vital that nurses are skilled
communicators who can advocate for the needs of the individuals under their care. This assignment
allowed the demonstration of various communication skills learnt through the course of this subject,
including the importance of patient advocacy. Through tools like ‘Chunk and Check’, gathering information
and offering choices, I was able to experience stimulated patient interaction with the aid of various
communication skills.

 Paragraph 1: 150
o Experience:
 Learning outcomes
 Examples

The Subject Learning Outcomes (SLOs) are paralleled in this activity through the demonstration of a patient
interaction, in which the patient is supplied with healthcare information, in addition to the written
reflection on the communication skills conveyed.

Ensuring that we have the ability to communicate freely with patients is of vital importance and being able
to empathise and develop a compassionate relationship with them is even more so. As such, being tasked
to stimulate an unscripted patient interaction in which I had to provide healthcare information on a given
topic, offered the capacity to put taught methods such as ‘Chunk and check’ into practice. In choosing
COVID-19 Testing as my healthcare information, I was aware that large quantities of information would be
provided, thus the need to provide information in manageable chunks, and check for understanding.

The learning outcomes for this subject are clear in the underlying objective of communication,
incorporating possible constraints and opportunities. This assignment similarly allowed opportunity for
both positive and negative communication, in which we had to recognise a possible error or lapse in
communication and find ways to improve. For example, ensuring not to overwhelm the patient was
fundamental, and as such, providing opportunities for the patient to ask questions and encourage their
contribution elicits patient understanding. This is evident across all SLOs, specifically B., in which the skills
and barriers to effective communication are conveyed. Interpersonal communication, described by Jones
and Lawson (2018, page 371) as the "function of language and, along with critical thinking", is pivotal to
patient safety. SLO C., discusses patient safety as interconnected to effective communication. Ensuring a
patient has access to all healthcare information through direct interaction between the nurse and patient
highlights the correlation of communication with safety in healthcare. In this assessment, the direct
conversation between nurse and patient illuminates the importance of interpersonal communication in
increasing patient safety, while providing room for patients to alleviate concerns with healthcare
professionals.

 Paragraph 2: 150
o Response:
 Analysis (personal)
 Contribution to future
 Intellectual + emotional

This assessment was beneficial as it both raised concerns about healthcare communication, while
cementing key concepts that I was comfortable with. For example, I knew that every patient is different
and as such their understanding of situations will differ accordingly, but it is imperative to have skills in
place to ensure that each patient leaves with a full understanding of information provided. Personally,
having tools like chunk and check allowed me as the healthcare professional to ensure that the patient
truly understood what was being said. As this wasn’t a scripted task, I was able to see firsthand if my
explanation was effective and see direct ways in which I could improve it, such as slowing down my talking.

Before this task, my limited experience in providing a ‘patient’ with any form of information was slightly
overwhelming. I had the tools to ensure their understanding but lacked confidence in doing so, as a result
of my inexperience. Thus, this assessment allowed me to identify strengths and weaknesses and adjust
accordingly to ensure the patient’s optimal comprehension of information provided. Tools provided, such
as Chunk and Check were helpful ways to ensure that a patient seeks clarification if needed and
demonstrates to the healthcare worker their level of understanding. However, I was left pondering if there
are other ways to ensure that patient fully grasps what is being said, regardless of topic. It is common for
patients’ anxieties to restrict the asking of questions. A study conducted exploring the influence of anxiety
on communication and outcome revealed individuals with high anxiety were more dependent on the
physician actively asking questions for them to be able to deliver that same information as low anxiety
individuals (Graugaard et al., 2003). So, this activity raised the question of how we can guarantee each
patient is fully satisfied with a complete understanding of information provided to them?

Graugaard PK, Eide H, Finset A, Graugaard, P. K., Eide, H., & Finset, A. (2003). Interaction
analysis of physician-patient communication: the influence of trait anxiety on communication
and outcome. Patient Education & Counseling, 49(2), 149–156. https://doi-
org.ezproxy.lib.uts.edu.au/10.1016/s0738-3991(02)00074-5

Pateints with anxiety rely on the healthcare worker to ask questions to them

Students who provided a lot of biomedical information themselves were less tense after the
consultation. However, students with high anxiety were more dependent on the physician
actively asking biomedical questions for them to be able to deliver that same information. In
contrast to low-anxiety students, those with high anxiety were less satisfied after
consultations involving many psychosocial questions posed by the physician and a good deal
of emotional talk on their own part.

 Paragraph 3: 300
o Self-reflection
 critical evaluation
 connect to behaviours in video
 positive and negative – worked and didn’t

Conducting this activity was useful in the way it allowed a personal understanding of what tools and
techniques worked best in ensuring all healthcare information was offered to the patient. I often found
myself using tools based off chunk and check theology (such as asking the patient to repeat the
information back to me), as this allowed me as the healthcare professional to essentially perceive the
patient’s understanding while solidifying their knowledge.

During the course of the subject, I learned that patients tend to prioritise asking specific questions. When a
patient enters a healthcare interaction with questions, they tend to only think about alleviating their
concern and as such, block out any information given. It is not until they receive an answer when they are
fully attentive. As such, in the video, I asked the patient if they have a pre-existing concerns or questions
before we start to maximise their attention. By asking after the delivery of healthcare information, I am
providing another opportunity for their concerns to be heard. In between all this is where I carried out
theologies of chunk and check to further stimulate the patient. This worked well as it ensured the patient
was attentive throughout the duration of the interaction, encouraging their participation. Assessing their
starting point by asking their prior knowledge in the form of asking if they had any questions discovers
their extent of knowledge and what additional information would be most beneficial. Checking if their
concerns have been addressed in the final stages of the interaction further reinforce a holistic
understanding. Alternatively, asking questions before providing any information demonstrated a lack of
legitimate understanding as at times the patient was misinformed due to false information provided
through deceitful sources. On one hand, being confronted with a patient who is misinformed does allow
the scope to correct them with credible sources, however it does breed room for unnecessary discussion of
invalid sources which can cause confusion and further misinterpretation. I was also reminded of the
importance of treating each patient equally and not assuming any prior knowledge of the situation. This
can cause a patient to leave misinformed or further confused.

Throughout the subject, we were reminded to treat each patient the same, offering the same resources
regardless of situation or values. In this assessment, I was honestly reminded of age and how that can act
as a discriminator. The assumption that with age, comes a better understanding of certain issues can be
plain wrong and so despite interacting with a more mature patient doesn’t mean they have the same
educational understanding as another of the same age.

 Paragraph 4: 200
o Insights:
 Plan for further action
 Purpose and examples

For future situations, this assessment has equipped me with the knowledge of my strengths and
weaknesses, illuminates potential constraints in which I can focus on. In future, I want to further develop
my skills of explanation as I want to ensure that the patient fully understands any information provided to
them, but I also want to ensure that the way I deliver it is not condescending or patronizing, yet still gets all
information across. I also have to remember that in certain situations, my knowledge has been gradually
developing over consistent period of time and most often, is completely new to the patient. Thus, it is
important to grasp if the patient has any existing knowledge and work from as assessing starting point will
identify how to further inform the patient. Providing the patient with other healthcare resources is also
vital to further enhance their understanding. This insight provided through the completion of this
assignment will improve future action. Specific to those concerns directly highlighted, setting small
reminders for myself may improve the experience for the patient and myself in similar situations in the
future. This could be through acronyms or a ‘checklist’ type of cue to ensure all-inclusive patient
intellectual capacity.

 Conclusion 100
Inconclusion, it is through effective communication in which patients can become equipped with sufficient
healthcare knowledge. It is the role of nurses and other healthcare professionals to prioritise patient
understanding and do everything in our power to ensure their satisfaction of knowledge. This assessment
allowed a firsthand perception of a healthcare interaction, highlighting both the assets and liabilities of
these interactions. Being an eyewitness of the benefits and limitations summarised my learning,
highlighting what changes can be made to improve the outcome.

Interpersonal communication is described by Jones and Lawson (2018, pg 371) as the "function of language
and, along with critical thinking." Interpersonal communication is a core aspect of nursing care and
influences everything you will do as a nurse. Interpersonal communication encompasses both the spoken
and written word. For example, it involves discussions we have with our patients, their carers, family
members and visitors.

It is important to note that "interpersonal communication is distinct from therapeutic communication, and
the two terms should not be used interchangeably because they are not synonymous" (Jones and Lawson,
2018, pg 371). Interpersonal communication is a form of communication, and therapeutic communications is
a subtype of interpersonal communication (Jones and Lawson, 2018, pg 371). The difference between
interpersonal communication and therapeutic communication are: interpersonal communication involves the
direct interaction between the nurse and the patient. Therapeutic communication therefore describes the
entire process such as communication with the multidisciplinary team to ensure positive outcomes and the
prevention of harm for patients, along with patient interactions.

Joyce J. Fitzpatrick ed INTERPERSONAL COMMUNICATION. (2017). In Encyclopedia of Nursing

Effective communication forms the basis of nursing care as such it is vital that nurses are skilled
communicators who can advocate for the needs of the individuals under their care.