Communication

Rommel Luis C. Israel III 1
COMMUNICATION

WHAT IS COMMUNICATION?
 Process of sharing information
 Process of generating and
transmitting meanings

ELEMENTS
OF
COMMUNICATION
PROCESS

REFERENT- the stimulus(object, emotion,
idea, need, or act)
SENDER- encoder, the person who
initiates the interpersonal
communication or message
MESSAGE- the information that is sent or
expressed by the sender

CHANNEL- means of conveying messages
(visual, auditory, tactile
senses)
RECEIVER- decoder, the person to whom
the message is sent
FEEDBACK- helps to reveal whether the
meaning of the message is
received.

8 TYPES
OF
COMMUNICATION
According to CONDON

1. PHATIC COMMUNICATION
 The focus is not to convey a message
but to indicate that the sender is open
to further communication than the
presence of another person is
recognized
“How is it going?”
“How are you doing?”

2. PREVENTIVE
 This verbal or non-verbal exchange is
designed to discourage any further
attempt at communication
“That was discussed in yesterday’s
lecture.”

3. INFORMATION
SENDING/RECORDING FUNCTION
 This is purely a pragmatic (realistic,
matter-of-fact, no-nonsense) form of
communication
School Absentee List
Charting Vital Signs

4. INSTRUMENTAL FUNCTION
 Intended to produce an action or a
desired effect
The patient may say:
“Please demonstrate how cleanse my
wound again.”

5. AFFECTIVE
 Intended to convey the feelings of the
speaker for the listener
 It may go positive or negative
“Congratulations, You are one month
pregnant!”
“How would you make such a dumb
mistake?”

6. CATHARSIS
 Permits one to “Let Off Steam” to give
way to emotions
 Vary in intensity from mild to strong
expressions.

7. MAGIC WORDS
 Words are thought to have a power to
be able to cause an effect
“Knock on wood.”

8. RITUAL
 Relates to the languages used to in the
performance of certain rites or
ceremonies which involve other person
on specific occasion with every
prescribed detail.
Capping Ceremony
Taking the Nightingales Pledge
Marriage Rite: “Dju Vui Vai, Yu Doi Mai”

KINDS
OF
COMMUNICATION WHERE
MANAGERS ARE INVOLVED

INTERPERSONAL
 Process of exchanging information and
meaning from one person to another in
small group of people
ORGANIZATIONAL
 Use of established communication systems
to receive and relay information to people
within an organization as well as to
relevant individuals or groups outside the
organization

COMMUNICATION
 Most essential skills in nursing
 Encompasses study of the of the
patient’s behavior
VERBAL
OBSERVABLE
ACTIONS
NON-VERBAL

Perceptive in
Recognizing
NURSE
Effect of
the
patient’s
adaptive
efforts on
his or her
Behavior
OWN
ADAPTIVE
BEHAVIOR
EFFECTIVE
COMMUNICATION
NURSE-PATIENT
RELATIONSHIP
COLLABORATION WITH
HEALTH TEAM

NURSES RESPONSIBILITY
 Initiate the relationship by introducing
herself
 State the purpose of the relationship
 State the limitation of the relationship:
a. Frequency of interaction
b. Duration of the relationship
c. Nature of the relationship

 The relationship should be “Patient-
Centered”
 Pursue mutually-identified goals
 Explore appropriate feelings of the patient
 Encourage patient to verbalize the feelings
about the relationship and its termination
 Expression of nurse’s thoughts to the
patient about the relationship

MODES
OF
COMMUNICATION

VERBAL COMUNICATION
 Spoken or written words
NON-VERBAL COMMUNICATION
 Without the use of words
 Gestures (sometimes more powerful
than words)

BARRIERS
TO EFFECTIVE
COMMUNICATION

 GIVING AN OPINION
- takes decision-making away from
the client
- it inhibits spontaneity, stalls
problem-solving, and creates doubt
 OFFERING OF FALSE RE-ASSURANCE

 BEING DEFENSIVE
- suggests that the interviewee has no
right to an opinion
 SHOWING APPROVAL OR DIS-APPROVAL
- offering excessive praise implies that
the behavior praised is the only
acceptable one. Dis-approval is also
harmful.

 STEREO-TYPING
- stereotypes are generalized beliefs held
about the people
- inhibits communication
 CHANGING THE SUBJECT MATTER
INAPPROPRIATELY
-interviewees thoughts and spontaneity
are interrupted, hence, inadequate
provision of information.

TECHNIQUES THAT ENHANCE
COMMUNICATION

PARAPHRASING
 Stating in newer and fewer words the
basic content of the client’s message
“In other words…”
“You seem to be saying…”

RE-STATING
 Repeating the main idea expressed by
the client saying the same key words
that he has just spoken.
Client: “My life is full of pain.”
You: “Your life has been full of pain?

REFLECTING
 Describing briefly to the client the
apparent meaning of the emotional
tone of his verbal and non-verbal
communication.
Client: “My brother spends all of my
money and then has the nerve to ask
for more.”
You: “ This causes you to feel angry?”

EXPLORING
 Examining important ideas, experiences, or
relationships more freely.
Client: “I do not get along well with my wife.”
You: “Give me example of you and your wife
not getting along.”
Client: “I feel healthy today.”
You: “Tell me more about how healthy you are
today.”

GIVING INFORMATION
 Making facts available; supplying
knowledge from which decision can be
made.
“My purpose of being here…”
“Washing the wounds with guava
decoction will..”

SEEKING CLARIFICATION
 Helping clients clarify their own
thoughts and maximizes mutual
understanding between the client and
the health provider
“I am not sure if I follow you.”
“What would you say is the main point of
what you said?”

VERBALIZING THE IMPLIED
 Puts into concrete terms what the client
implies, making communications more
explicit.
Clinet: “I can’t talk to you or anyone else.
It’s a waste of time.”
You: “Do you feel no one understands?”

ENCOURAGING EVALUATION
 Aids client in considering people and
events within his own set of values.
“How do you feel about….”
“Does this contribute to your comfort?”

SUMMARIZING
 Brining together important points of
discussion to enhance understanding
“You said that…”
“During the past 30 minutes, you and I
have discussed…”

ENCOURAGING FORMULATION
OF PLAN OF ACTION
 Identifying alternative actions for
interpersonal situations
“Next time this comes up, what might you
do to handle it?”
What could you do to improve the weight
of your child?”

GIVING RECOGNITION
 Indicates awareness of change and
personal efforts. Does not imply good
or bad, Right or Wrong.
“Good morning Mrs. De La Cruz. I noticed
you shaved this morning.”
“You carry the baby better today.”

SILENCE
 Giving the client time to collect his
thoughts or to think through a point.

MAKING OBSERVATIONS
 Noticing the client’s behavior in order to
describe thoughts and feelings for
mutual understanding.
“You appear tensed.”
“I noticed you are biting your lips”

PLACING THE EVENTS IN TIME
OR SEQUENCE
 Notes cause-effect relationships and
identifies patterns of health or illness
“What happened before?”
“When did this happen?”

GIVING BROAD OPENINGS
 Clarifies that the lead is to be taken by
the client
“Where would you like to begin?”
“What are you thinking about”
What would you like to discuss today?

OFFERING GENERAL LEADS
 Allows client to take direction in the
discussion. Indicates that the health
care provider is interested in what
comes next.
“Go on.”
“And then?”
“Tell me about it”

Active listening is
listening attentively and
responding relevantly.

The Health Care Provider
observes the client’s total
network of communication, both
verbal and non-verbal
messages.

Caring and concern for the
client maybe communicated by
acknowledging, understanding
of messages.

Active listening is giving
undivided attention to the client.
The client feel that he is not
alone but is with someone who
is working with him closely and
sincerely.

THINGS TO REMEBER

 Don’t ask “Why”
 this is non-therapeutic
 Avoid passing the buck
 passing the responsibility is non-therapeutic
 Don’t give false re-assurance
 Avoid nurse-centered responses
 the “I” of the nurse in the communication
 Recognize the patient’s feelings

THERAPEUTIC PHRASES

 It seems/You seem
 It sounds/you sound
 Tell me
 I’ll stay with you
 I’ll check with you
 I’ll sit with you
 I understand

NON-THERAPEUTIC PHRASES

 Value judgement
Examples:
You’re good/bad
You’re best/least
Label the patient
 Command
Examples:
You should
You must
You need

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