The document discusses communication processes and defines communication as the exchange of information between individuals through symbols. It outlines the key elements of communication including the sender, message, channel, receiver, feedback, and environment. It also describes different types of communication based on means of delivery, purpose, levels, and patterns. Barriers to communication and methods to overcome barriers are explored. Communication is summarized as a complex process involving the transmission of messages between individuals through various channels and elements that can be facilitated or impeded by numerous factors.
Nurse Managers are required to be aware of the techniques that can help them ensure effective management of educational/service unit. Communication is one of the most important activities in the nursing management. It is the foundation upon which the manager achieves organizational objectives.
Communication is a process of change. In order to achieve the desired result, the communication necessarily is effective and purposive.
we communicate when we talk and also when we don't talk. the sharing of ideas, thoughts, perceptions, belief between two individuals (client and nurse) which will help nurse to provide effective care and treatment to the client.
Information, Education & communication for health (IEC)christenashantaram
This is designed to help the students acquire an understanding of the principles and methods of communication and teaching. It helps to develop skill in communicating effectively, maintaining effective interpersonal relations, teaching individuals and groups in clinical, community health and educational settings.
Nurse Managers are required to be aware of the techniques that can help them ensure effective management of educational/service unit. Communication is one of the most important activities in the nursing management. It is the foundation upon which the manager achieves organizational objectives.
Communication is a process of change. In order to achieve the desired result, the communication necessarily is effective and purposive.
we communicate when we talk and also when we don't talk. the sharing of ideas, thoughts, perceptions, belief between two individuals (client and nurse) which will help nurse to provide effective care and treatment to the client.
Information, Education & communication for health (IEC)christenashantaram
This is designed to help the students acquire an understanding of the principles and methods of communication and teaching. It helps to develop skill in communicating effectively, maintaining effective interpersonal relations, teaching individuals and groups in clinical, community health and educational settings.
this is a basic of nursing foundation of unit 4 complete and the students can used it for reference for their exam and to improve their communication skills
“Patient Education is an individualized, systematic, structured process to assess and impart knowledge or develop a skill in order to effect a change in behavior. The goal is to increase comprehension and participation in the self-management of health care needs.”
“A restraint is any manual method, physical or mechanical device, material or equipment that immobilizes or reduces the ability of a patient to move his/her arms, legs, body or head freely” (e.g. -Safe keeper bed, Posey bed, safety mitt, soft limb restraint), or a restraint is a drug or medication when it is used as a restriction to manage the patient's behavior or restrict the patient's freedom of movement and is not standard treatment or dosage for the patient's condition A restraint does not include devices, such as orthopedically prescribed devices, surgical dressings or bandages, protective helmets, or other methods that involve the physical holding of a patient for the purpose of conducting routine physical examinations or tests, or to protect the patient from falling out of bed, or to permit the patient to participate in activities without the risk of physical harm., side rails, airways, trapeze etc.
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Healthcare environments need to provide a balance between the need for practical and clinical activities or procedures to take place within them, while creating an environment that can contribute to a good experience.
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Fluorosis is a cosmetic condition that affects the teeth. It's caused by overexposure to fluoride during the first eight years of life. This is the time when most permanent teeth are being formed. After the teeth come in, the teeth of those affected by fluorosis may appear mildly discolored.
Evaluation is a process used to determine what has happened during a given activity or in an institution.Evaluation requires many skills that are as important as other elements of the instructional process.
Human resource management in hospital and community servicesKULDEEP VYAS
HRM is the function within an organization that focuses on recruitment ,managing and providing direction for the people working in that organization.
*It is the organizational function dealing with issues related to people such as hiring, compensation, performance management ,safety, organization development, wellness, benefits, employee motivation, communication, administration and training.
Moulding or training of the mind and character to bring about desired behaviour is known as discipline.it helps a person to have some control over another person.
Patient ASSIGNMENT does not only mean that dividing the patient among available staff nurses but it is assigning an individual patient or group of patients to nurses according to the required nursing care needs and nurses capability to provide the quality care
Directing leading in hospital and community servicesKULDEEP VYAS
Directing is the fourth phase of the management process, it can also be called as coordinating or activating
*Here the leadership and the management skills are both required in order to accomplish the goal of the organization.
*It consists of 2 major components like guidance and supervision which is to be done during job process which help the nurses to utilize their total skills and knowledge in providing the quality care.
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Pesticides include insecticides, herbicides and fungicides. There are several thousand different types in use and almost all of them are possible causes of water pollution. For example, DDT, malathion, parathion, delthametrine and others have been sprayed in the environment for long periods of time for the control of disease vectors such as mosquitoes, and to control the growth of weeds and other pests.
Material management in hospital and community servicesKULDEEP VYAS
Material management is a methodical technique that includes planning strategies, systemizing and regulating the flow of material from procurement till the point of disembarkation.
It is the process of coordination and controlling the activities in an organization. It includes the responsibility of purchasing the materials, their scheduling from supply or from other internal sources, their handling, storage and movement through the organization, and their delivery.
-It is a statement of anticipated results during a designated
time period expressed financial and nonfinancial terms.
-Three essential steps in the control process are establishing standards, comparing results with standards and taking corrective action.
-Budgeting process starts when top-level management establishes the strategies and goals for the organization.
The client classification system or patient classification system is the cluster of clients that has been categorized on the specific characteristics, needs ,requirements and their severity of the disease conditions based on which patient assignment is made to provide nursing care.
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that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
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(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
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combined into a single substance use disorder (SUD) on a continuum
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TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
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This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
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Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
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micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
2. CHN-I Kuldeep Vyas M.Sc. (N) CHN 2
Introduction…
• The term communication is derived from the
latin word communis, meaning common.
• In general, communication refers to the
reciprocal exchange of information, ideas,
facts, opinions, beliefs, feelings & attitudes
through verbal or nonverbal means between
two people or within a group of people.
3. CHN-I Kuldeep Vyas M.Sc. (N) CHN 3
Definition of communication
• Communication is a process by which
information is exchanged between individuals
through a common system of symbols & signs
of behavior.
- Webster’s Dictionary
• Communication is interchange of thoughts,
opinions or information by speech, writing or
signs.
- Robert Andersion
4. CHN-I Kuldeep Vyas M.Sc. (N) CHN 4
Meaning of Communication
Communication as
• A process through which individuals mutually
exchange their ideas, values, thoughts, feeling &
actions with one or more people.
• The transfer of information from the sender to the
receiver so that it is understood in the right context.
• The process of initiating, transmitting & receiving
information.
• The means of making the transfer of information
productive & goal oriented.
• The process of sharing information, ideas &
attitudes between individual.
6. CHN-I Kuldeep Vyas M.Sc. (N) CHN 6
Elements of the communication
Referent:
• A referent motivates the sender (or receiver) to
share information (message, objects, sounds, sights,
time schedule, ideas, perceptions, sensation,
emotion, odour, etc.) that may initiate
communication.
• For example, a nurse, sighting a patient with
difficulty in breathing may serve as a referent to the
nurse promoting her to initiate communicationwith
the patient.
7. CHN-I Kuldeep Vyas M.Sc. (N) CHN 7
Elements of the communication
Sender:
• A sender is a person who encodes & sends the
message to the expected receiver through an
appropriate channel.
• A sender is the source of the message that is
generated to be delivered to the receiver after
appropriate stimulus from the referent.
8. CHN-I Kuldeep Vyas M.Sc. (N) CHN 8
Elements of the communication
Message:
• The message is the content of communication &
may contain verbal, nonverbal or symbolic
language.
• Perception & personal factors of the sender &
receiver may sometimes distort this element &
the intended outcome of communication may not
be achieved. For ex, the same message may be
communicated or perceived differently by two
individuals.
9. CHN-I Kuldeep Vyas M.Sc. (N) CHN 9
Channel:
• A channel is a medium through which a messageis
sent or received between two or morepeople.
• Several channels can be used to send or receivethe
message, i.e seeing, hearing, touching, smelling, &
tasting.
• While selecting channels of communication, several
factors must be considered: availability of channel()s,
purpose, suitability, types of receivers, types of
message, preference of sender & receivers,
communication skills of the sender, cost, etc.
Elements of the communication
10. CHN-I Kuldeep Vyas M.Sc. (N) CHN 10
Count…
Classification of channels of communication:
• Visual channel: Facial expression, body language,
posture, gestures, pictures & written words,
electronic mails, mass media, etc.
• Auditory channel: Spoken words, sounds,
telephone or mobile communications, delivering
audio content (radio, voicemail), etc.
• Tactile channel: Touch sensations, therapeutic
touch, etc.
• Combined channel: Audiovisual media, consoling
a person with touch & spoken words.
11. CHN-I Kuldeep Vyas M.Sc. (N) CHN 11
Receiver:
• A receiver is an individual or a group of
individuals intended to receive, decode &
interpret the message sent by the
sender/source of message.
• A receiver also known as decoder.
• He is expected to have the ability & skills to
receive, decode & interpret the message.
Elements of the communication
12. CHN-I Kuldeep Vyas M.Sc. (N) CHN 12
Feedback:
• It is a return message sent by the receiver tothe
sender.
• It is most essential element of the communication
process as it shows that the receiver hasunderstood
the primary message sent by the sender & the
communication process is now considercomplete.
• A successful communication must be a two-way
process where the sender sends the message &
receives feedback from the receiver.
• These feedback could be verbal & nonverbal.
Elements of the communication
13. CHN-I Kuldeep Vyas M.Sc. (N) CHN 13
Confounding elements:
• These elements are not a direct part of the flow of the
communication process but influence the communication
process significantly indirected.
• These elements are interpersonal variables of thesender
& the receiver & the environment where the
communication process take place.
• Interpersonal variables such as perception, beliefs, values,
sociocultural background, educational & developmental
levels, emotion, gender, physical & mental health, etc.
may significantly affect the communication process.
Elements of the communication
14. TYPES OF COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 14
I. Based on the means of delivering the
message
II. Based on the purpose of communication
III. Based on the levels of communication
IV. Based on the pattern of communication
15. I. Based on the means of delivering the message
a) Verbal communication:
• It occurs through the medium of spoken or
written.
• A combination of several words is used & each
words conveys a specific meaning.
• Some important elements of verbal
communication are language, vocabulary,
denotative & connotative meaning, pacing,
intonation, clarity, consciousness, preciseness,
comprehension, brevity, timing & relevance.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 15
16. CHN-I Kuldeep Vyas M.Sc. (N) CHN 16
Count…
Subtypes of verbal communication:
• Spoken communication
• Written communication
• Telecommunication
• Electronic communication
17. I. Based on the means of delivering the message
b) Nonverbal communication
• This communication occurs without words;
where the five senses & whole range of body
movements, posture, gesture, facial
expressions & silence are used for sending &
receiving the message.
• Nonverbal communication is a more accurate
way of communication because it convey the
true & intended meaning of the message.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 17
18. CHN-I Kuldeep Vyas M.Sc. (N) CHN 18
Count…
Nonverbal communication may be accomplished by the
following means:
Touch
Eye contact
Facial expression
Posture
Posture
Gait
gesture
Physical appearance
Sound
Silence
19. II. Based on the purpose of communication
a) Formal communication
• Formal communication follows line of authority
& is generally used in organization to achieve
organizational objectives.
• For example, the nursing superintendent of a
hospital will communicate with staff nurse
through assistant nursing superintendents,
supervisors & ward-in-charge nurses.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 19
20. b) Informal communication
• Informal communication does not follow line
of authority.
• Examples of informal communication are
gossip, chitchat & kitty parties.
• It is very fast & usually takes place in social
groups like friends, family, peer groups, etc.
II. Based on the purpose of communication
CHN-I Kuldeep Vyas M.Sc. (N) CHN 20
21. II. Based on the purpose of communication
c) Therapeutic communication:
• Therapeutic communication takes place
between a health care personnel & a patient,
with the purpose of modifying the patient
behavior.
• This is accomplished with repeated interaction
using certain essential attribute such as trust,
empathy, tenderness, concern &
nonjudgemental attitude.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 21
22. III. Based on the levels of communication
a) Intrapersonal communication
• It take place within an individual; we may also
say it is self-talk.
• It is crucial because it provides a person with an
opportunity to assess self or a situation, before
acting on it, ultimately affecting the person
behavior.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 22
23. III. Based on the levels of communication
b) Interpersonal communication
• It takes place whenever two or more people
interact & exchange messages or ideas.
• This is also one of the most common forms of
communication in our daily lives.
• Interpersonal communication may further
categories into assertive, nonassertive &
aggressive communication.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 23
24. c) Transpersonal communication
• It takes place within a person’s spiritual
domain.
• The purpose of transpersonal communication
is to realize selfhood, enhance spirituality &
answer questions that are spiritual in nature.
III. Based on the levels of communication
CHN-I Kuldeep Vyas M.Sc. (N) CHN 24
25. III. Based on the levels of communication
d) Small-group communication
• An example of a small-group communication
is when nurse interact with two or more
individuals face-to-face or use a medium (like
a conference call).
• Patient care conferences, staff meetings &
reports are good examples of small-group
communication.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 25
26. III. Based on the levels of communication
e) Public communication
• Public is generally defined as a large group of
people.
• Communication with such a large group of
people is known as public communication.
• Public communication requires essential skills to
influence people at large & media material to
reach member of the public clearly & loudly.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 26
27. f) Organizational communication
• It takes place when individuals & groups
within an organization communicate with
each other to achieve established
organizational goals.
III. Based on the levels of communication
CHN-I Kuldeep Vyas M.Sc. (N) CHN 27
28. IV.Based on the pattern of communication
a) One-way communication
• It take place when message are delivered
to the audience from the communicator
only without constant feedback.
• A common example of one-way
communication is lecture delivered in a
classroom.
CHN-I Kuldeep Vyas M.Sc. (N) CHN 28
29. b) Two-way communication
• It takes place when both the communicator &
audience take part in the process.
• The audience may raise questions & add
information, ideas & opinions on the subject.
IV. Based on the pattern of communication
CHN-I Kuldeep Vyas M.Sc. (N) CHN 29
30. c) One-to-one communication
• Communication between one sender & one
recipient at one time is termed as one-to-one
communication.
• A nurse providing information to a patient is
an example of one-to-one communication
IV. Based on the pattern of communication
CHN-I Kuldeep Vyas M.Sc. (N) CHN 30
31. d) One-to-many communication
• Where one person communicates with may
people at the same time, it is termed as one-
to-many communication.
• A nurse providing health education to a
community is an example of one-to-many
communication.
IV. Based on the pattern of communication
CHN-I Kuldeep Vyas M.Sc. (N) CHN 31
32. e) Many-to-one communication
• Many-to-one communication takes place
when several people communicate with one
person at the same time.
• A panel of expert taking an interview is an
example of many-to-one communication.
IV. Based on the pattern of communication
CHN-I Kuldeep Vyas M.Sc. (N) CHN 32
33. FACILITATORS OF COMMUNICATION
Seven Cs of effective communication
Seven Cs of
effective
communication
Completeness
Clarity
Courtesy
Consideration
Concreteness
Correctness
CHN-I Kuldeep Vyas M.Sc. (N) CHN 33
34. CHN-I Kuldeep Vyas M.Sc. (N) CHN 34
Count…
Other attributes
• Positive attitude
• Improving communication skills
• Getting feedback of communication skills
• Goal-oriented communication
• Using creative alternative approaches
• Minimizing negative impact
• Warmth & friendliness
• Openness & respect
• Empathy
• Comfortable environment
35. BARRIERS OF COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 35
I. Physiological barriers
• Poor retention due to memory problem
• Lack of attention
• Discomfort due to illness
• Poor sensory perception
• Hearing problems
• Poor listening skills
• Information overload
• Gender physiological differences
36. II. Environmental barriers
• Loud background noise
• Poor lighting
• Uncomfortable setting
• Unhygienic surrounding & bad odour
• Very hot or cold room
• Distance
BARRIERS OF COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 36
38. IV.Social barriers
• Diffidence in social norms, values & behavior
• Social taboos
• Different social strata
V.Cultural barriers
• Ethnic, religious & cultural differences
• Cultural tradition, values & behavior
BARRIERS OF COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 38
39. VI. Semantic barriers
• Language barriers
• Faulty language translation
• Individual differences in expression &
perception
• Past experiences of an individual failure to
listen
BARRIERS OF COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 39
40. VII. Organizational barriers
• Organizational policy,
rules & regulation
• Technical failure
• Time pressure
• Complexity of
organization structure
due to hierarchy
• Size of the organization
VIII. Communication
process-related barriers
• Unclear & conflicting
message
• Stereotypical approach
• Inappropriate channels
• Lack of or poor feedback
BARRIERS OF COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 40
41. METHODS TO OVERCOME BARRIERS OF
COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 41
I. Methods to overcome physiological barriers
• Keep in each other’s retention & recollection
abilities.
• Pay attention during the sharing of information
• Ensure each other comfort.
• Ensure the intactness of sensory perception.
• The limitation of hearing abilities must keep in
mind.
• Active listening.
• Information overload must avoid.
42. METHODS TO OVERCOME BARRIERS OF
COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 42
II. Methods to overcome environmental
barriers
• Good lighting must be ensured to facilitate
nonverbal communication.
• A comfortable seating arrangement.
• A hygienic & odour-free environment.
43. CHN-I Kuldeep Vyas M.Sc. (N) CHN 43
III. Methods to overcome psychological barriers
• Happy & trustworthy manner
• Should not harbour negative emotions
• Avoid feeling of prejudice, resentment &
antagonism.
• Free from fear, anxiety & confusion
METHODS TO OVERCOME BARRIERS
OF COMMUNICATION
44. CHN-I Kuldeep Vyas M.Sc. (N) CHN 44
IV.Methods to overcome social barriers
• The difference in social norms, values &
behavior must be give consideration.
• Social beliefs must be kept in mind.
METHODS TO OVERCOME BARRIERS
OF COMMUNICATION
45. CHN-I Kuldeep Vyas M.Sc. (N) CHN 45
METHODS TO OVERCOME BARRIERS
OF COMMUNICATION
V.Methods to overcome cultural barriers
• Consider cultural differences
• Consider cultural traditions, values & behavior.
VI Methods to overcome semantic barriers
• Use the same language
• Considered difference in the expression &
perception of message
46. CHN-I Kuldeep Vyas M.Sc. (N) CHN 46
METHODS TO OVERCOME BARRIERS
OF COMMUNICATION
VII. Methods to overcome organizational
barriers
• Considered Organizational policy, rules &
regulation.
• Organization structure must be simple &
noncomplex
• Large organization must divided into smaller
subset
47. CHN-I Kuldeep Vyas M.Sc. (N) CHN 47
VIII. Methods to overcome communication
process-related barriers
• An appropriate channel must be used.
• A stereotypical approach must be avoided in
communication.
• The message must be clear & nonconflicting
• Proper feedback must be ensured by the
recipient.
METHODS TO OVERCOME BARRIERS
OF COMMUNICATION
48. TECHNIQUES OF EFFECTIVE
COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 48
I. Conversational skills
• Focusing
• Paraphrasing
• Sharing information
• Providing information
• Asking relevant
question
• Clarifying &
summarizing
• Sharing humor
II. Listening skills
• Active listening
• Using silence
• Listening with purpose
• Acknowledgement of
message
• Giving feedback
49. III. Technical skills
• Using touch
• Using nonverbal cues
• Sharing feeling
• Sharing observations
• Sharing hope
• Presenting reality
• Sharing empathy
TECHNIQUES OF EFFECTIVE
COMMUNICATION
CHN-I Kuldeep Vyas M.Sc. (N) CHN 49