This document discusses interpersonal communication skills for special populations. It begins by defining key terms like communication, communication skills, and the communication process. It then discusses qualities of good communicators and various verbal and nonverbal communication skills. Specific techniques are described for overcoming communication barriers with populations like those who have disabilities, chronic illnesses, or conditions like hearing impairment, visual impairment, physical disabilities, mental illnesses, or effects of stroke. The role of nurses in assessing needs and adapting communication methods to meet the needs of special populations is emphasized.

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interpersonal communication skills
Presentation · November 2021
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2. 

3. 
Presented by
Fatma Ibrahim Abdel-latif
Megahed
Family and community health
nursing, Egypt
Interpersonal communication
skills for special population

4. 
At the end of this lecture each student will be able
to:-
1. Define communication and communication skills.
2. Enumerate the functions of communication.
3. Identify the qualities of good communicator.
4. Identify communication process.
5. Describe nonverbal and verbal communication skills.
6. Discuss communication techniques.
Learning Objectives:

5. 
7. Identify factors influencing communication.
8. Give short account about special population ( disable
population & chronically ill patients).
9. Discuss the role of nurse as educator to overcome
communication difficulties with special population.
Cont.

6. 
The ability to develop trustful & cooperative
relationship with other people and to exchange
information without misunderstanding is skills that
are important for every health worker to develop
and use.
Communication is a social process, which is
essential for survival. It is a way of reaching others
through ideas, facts, thoughts, feelings, and values.
Its ultimate aim is to bring about changes in
behavior.
Introduction :

7. 
It is to health education as the blood stream to
the human being.
It affects how people in health education
session relate to each other.
Without effective communication, health
educator can accomplish very little.
Cont.

8. 
It’s a sending – receiving process for channeling
messages between individuals in a person to person
relationship. One individual is the transmitter and the
other is the receiver of the messages.
It is a way of exchanging and sharing ideas, attitudes,
values, options, and facts.
It’s a dynamic serious interpersonal process involves
verbal and non verbal exchange of view or idea.
 Definition of communication:

9. 
They are learnable, trainable and adaptable just
like any other skills.
They are verbal and non-verbal words, phrases,
voice tones, facial expressions, gestures, and
body language that you use in the interaction
between you and another person.
 Definition of communication skills:

10. 
1. Control and survival as no body can live alone.
2. Motivation to accept idea and change behavior.
3. Emotional expression and personality
development through social interaction &
relationship with others.
4. Provide information about up to date knowledge
in all fields by channel of communication.
 The functions of communication:

11. 
Respect and empathy for the client.
Good communication skills.
Tolerance of values and beliefs different from
one's own.
Unbiased attitudes.
Patience.
Possession of technical knowledge and skills.
Awareness of gender issues.
 The qualities of good communicator:

12. 
1. Decide the objectives of your communication ( what
results do you want?).
2. Decide who is ( are ) the best senders and the best
receivers.
3. Decide how to send the message so that the receiver's
understands it properly.
4. Send the message.
5. Check your message has been received and
comprehended .
6. Achieve objectives.
 The steps of effective communication
process:

13. 
Message
Encoding
Transmitting
(channel):
receiver
Decoding
Action
Feedback
Sender
Cont.

14. 
(1) Verbal Communication:
It is the transmission of message by means of spoken
words.
It has two types: oral & written communication.
(2) Non–verbal communication:
It is what is observed and sensed through the use of body
language, gestures, facial expressions and tone of voice,
and also the use of pictures, icons, and symbols without
words.
 Nonverbal and verbal communication
skills:

15. 
Effective communicationis:
20%what you say
80%how you say it

16. 
A. Oral communication:
1. Informal conversation / discussion.
2. Interviews ( formal one –to- one discussions).
3. Meetings / conferences.
4. Telephone.
5. Public announcement.
Cont.
(1)Verbal communication:

17. 
B. Written communication:
1. Letters & faxes.
2. Reports.
3. E-mail.
Cont.
(1)Verbal communication:

18. 
Verbalskills
Simplify
Precise
words
Clear
meaning
Appropriate
language
Vocabulary
building
Use
feedback
Cont.
(1)Verbal skills:

19. 

20. 
Body language
(posture&
body contact)
Physical
appearance
Head &
hand
movements
Facial
expression
Directionof
eye contact
Non verbal
aspects of
speech (tone
volume)
Space &
distances
Environment
Timing
Cont.
(2)Non verbal skills:

21. 

22. 
A. Therapeutically communication (effective).
B. Non therapeutically communication ( ineffective ).
 Communication techniques:

23. 
1. Active listening.
2. Silence.
3. Restating.
4. Using an open ended questions or statement.
5. Accepting.
6. Clarifying.
7. Comment.
Cont.
a. Therapeutically communication (effective).

24. 
1. Advising.
2. False reassurance.
3. Disagreement & disapproval.
4. Probing too much.
5. Rejection.
Cont.
b. Non therapeutically communication (ineffective).

25. 
1. Developmental stage & age.
2. Perceptions ( personal view of events).
3. Values.
4. Emotions.
5. Sociocultural background.
6. Gender.
7. Knowledge & experience.
8. Roles & relationship.
9. Environment ( calm or noise ).
 Factors influencing communication:

26. 
A. Disable population.
B. Chronically ill patients.
 Special population:

27. 

28. 
Disability :
 Is any restriction or lack ( resulting from an impairment ) of ability
to perform an activity in the manner or within the range considered
normal for a human being at that chronological age.
 It may result from injury, heredity, or congenital defects.
Types of disability:
 It can be categorized into two major types : ( physical & mental).
 These disabilities may have a neurological, physiological, or
cognitive basis, can affect thinking process, and may involve
sensorimotor/ neuromuscular functioning.
Cont.
a. Disable population

29. 
Chronic disease:
 It is an impairment or deviation from normal with one or more of
the following:
1. Being permanent.
2. Leaves disability.
3. Long period of supervision & care.
 It refers to any condition or illness lasting 3 or more months and
requiring at least one month of hospitalization for example, stroke.
Cont.
b. Chronically ill patients

30. 
 The role of nurse as educator to
overcome communication difficulties
with special population:

31. 
1) In case of hearing impairment:
1. Assess the needs of clients with respect to the nature of their
problems ( amount & types of new information needed and
readiness to learn ).
2. When conveying message, rely on their visual senses.
3. Not only obtain information from clients, but also use assessment
skills observation, testing and interviewing of family members &
significant others.
4. Identify communication preferences of the clients then use the
best and suitable modes of communication :
Cont.

32. 
A. Sign language ( hand gestures & facial expressions):
 When working with an interpreter, be sure to stand or sit next
to him.
 Talk at normal pace, and look & talk directly to deaf person
when speaking.
 Don't be rigid & stiff.
 Be sure to get the client's attention.
Cont.

33. 

34. 
B. Lip reading :
 Only a skilled lip- reader will obtain any real benefit
from this form of communication.
 You should provide sufficient lighting on your face.
 Refrain from talking with your mouth full, while
chewing gum.
 Refrain from talking & walking at the same time.
Cont.

35. 

36. 
C. Written words :
 Written communication is the safest approach ,even though it
is time consuming and sometimes stressful.
 Keep the message as simple as possible.
 Be certain to provide printed materials and use visual aids
such as drawings , models or simple pictures.
Cont.

37. 

38. 
D. Other modes :
 Verbalization by client.
 Sound augmentation.
Cont.

39. 
2) In case of visual impairment:
1. Secure the services of low – vision specialist, who can
prescribe optical devices such as a magnifying lens.
2. Always announce your presence, identify yourself, and
explain clearly why you are there and what you are doing.
3. When conveying messages rely on their auditory & tactile
senses.
4. Audiotape & cassette recorders are very useful tools.
5. Repetition allows the opportunity for memorization to
reinforce learning.
Cont.

40. 
3) In case of physical disability:
1. Assess the obstacles to learning readiness ( denial & lack of
physical endurance).
2. Use group approach to teaching ( trails and errors).
3. Involve family members ( appropriate support).
4. Use simple rather than complex statements.
5. Give step by step direction.
6. Allow time to responses.
Cont.

41. 

42. 
4) In case of chronically mental illness:
1. Using small and brief words, repeating information over
and over-use simple drawings or symbols.
2. Keep session short and frequent.
3. Involve all possible resources, including the client and
his family.
4. Using computer assisted instruction, videotapes and
role modeling with him.
5. A certificate of recognition may be given to each patient when
he completes education program as a powerful motivator.
Cont.

43. 
5) In case of cerebrovascular accident ( stroke):
 It is a major crisis for both the person & the family.
 Aphasia is a communication problem, either with speaking,
writing, or understanding which is the most common
residual deficit of a stroke.
 Either expressive or receptive aphasia we should use the following
guidelines:
1. Don't use baby talk .
2. Speak in normal tones.
3. Speak in short, slow, simple sentences.
Cont.

44. 
4. Allow the person time to answer (be patient).
5. Involve family.
6. Keep destruction to a minimum.
7. Be aware that it may extend into the reading modality so, there are
two methods of re teaching reading were used : ( multisensory
technique & visual-verbal technique).
8. Keep your session filled with praise and always acknowledge the
client's frustration.
Cont.

45. 
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