RESEARCH ARTICLE Open Access
Evidence of nonverbal communication
between nurses and older adults: a scoping
review
Esther L. Wanko Keutchafo* , Jane Kerr and Mary Ann Jarvis
Abstract
Background: Communication is an integral part of life and of nurse-patient relationships. Effective communication
with patients can improve the quality of care. However, the specific communication needs of older adults can
render communication between them and nurses as less effective with negative outcomes.
Methods: This scoping review aims at describing the type of nonverbal communication used by nurses to
communicate with older adults. It also describes the older adults’ perceptions of nurses’ nonverbal communication
behaviors. It followed (Int J Soc Res 8: 19-32, 2005) framework. Grey literature and 11 databases were systematically
searched for studies published in English and French, using search terms synonymous with nonverbal
communication between nurses and older adults for the period 2000 to 2019.
Results: The search revealed limited published research addressing nonverbal communication between older
adults and nurses. The studies eligible for quality assessment were found to be of high quality. Twenty-two studies
were included and highlighted haptics, kinesics, proxemics, and vocalics as most frequently used by nurses when
communicating with older adults; while studies showed limited use of artefacts and chronemics. There was no
mention of nurses’ use of silence as a nonverbal communication strategy. Additionally, there were both older
adults’ positive and negative responses to nurses’ nonverbal communication behaviors.
Conclusion: Nurses should be self-aware of their nonverbal communication behaviors with older adults as well as the
way in which the meanings of the messages might be misinterpreted. In addition, nurses should identify their own
style of nonverbal communication and understand its modification as necessary in accordance with patient’s needs.
Keywords: Nonverbal communication, Nurses, Older adults
Background
Communication is a multi-dimensional, multi-factorial
phenomenon and a dynamic, complex process, closely re-
lated to the environment in which an individual’s experiences
are shared [1]. Regardless of age, without communication,
people would not be able to make their concerns known or
make sense of what is happening to them [2]. Communica-
tion links each and every person to their environment [3],
and it is an essential aspect of people’s lives [4]. In healthcare
settings, communication is essential in establishing nurse-
patient relationships which contribute to meaningful engage-
ment with patients, and the fulfilment of their care and social
needs [5]. Effective communication is a crucial aspect of
nursing care and nurse-patient relationships [6–8]. In health-
care encounters with older adults, communication is import-
ant, in particular to understand each person’s needs and to
support health and well-being [9]. However, ol.
The document summarizes a research dialogue on online behavior change and disease management research sponsored by the National Cancer Institute and The Robert Wood Johnson Foundation. Participants discussed fundamental differences between online and offline interventions, critical gaps in research methods, and approaches to addressing barriers to e-health intervention research. Key gaps identified included a lack of standardized assessment methods, recruitment of diverse samples, and appropriate research designs. Participants recommended developing standards for research procedures, measures, data collection and analysis to advance the field.
A Systematic Review Of The Effectiveness Of Nurse Communication With Patients...Rhonda Cetnar
This document is a systematic review that examines research on communication between nurses and patients with complex communication needs (CCN). The review analyzed 12 studies that explored: (1) the importance of effective nurse-patient communication; (2) barriers to communication; (3) supports needed for communication; and (4) recommendations to improve communication. The studies found that effective communication is critical for quality care but is challenging for patients with CCN. Barriers included nurses having little training to support CCN patients. Supports like augmentative and alternative communication (AAC) devices and caregiver assistance were found to help communication. The review recommends that nurses receive training to better communicate with CCN patients, including using AAC strategies.
NURS 521 Nursing Informatics And Technology.docxstirlingvwriters
This document discusses the application of clinical information systems in nursing. It reviews 4 peer-reviewed articles on this topic. The articles found that clinical information systems can help reduce medical errors, improve care quality by enhancing workflow and access to patient information, and engage patients more in their care when interactive technology is used. However, challenges remain around data integration across healthcare systems and technical, human, and organizational constraints. The document concludes that clinical information systems provide opportunities to improve care but must be effectively implemented and upgraded so nurses can benefit from these technologies.
- The document describes a study that evaluated the effects of simulation on improving communication between interprofessional teams transferring patients with stroke between facilities.
- Teams participated in simulations and developed an interprofessional handoff tool. Communication scores improved significantly after the second simulation using the new tool, especially around sharing best practices.
- While most measures improved, only sharing of best practices saw a statistically significant increase, suggesting the tool helped interprofessional collaboration.
- The document presents a study that compares the types of social support exchanged between patients on two different communication functions (discussion forums and personal journals) of an online health social network for patients with alcoholism.
- The study found that discussion forums were used more for informational support like sharing advice and experiences, while personal journals were used more for emotional support like validation and encouragement.
- This difference in the types of social support exchanged on each communication function could be related to factors like their public or private nature or the social roles people take on in the online community.
Healthy thanks to communication . Belim & Vaz de AlmeidaISCSP
This document discusses a model of communication competencies that can optimize health literacy. The model focuses on assertiveness, clear language, and positivity used by healthcare professionals in interactions with patients. The research validating the model included a literature review and focus group with medical experts. The focus group validated the three key concepts of the model and emphasized assertiveness includes active listening, clear language uses simple words and verbs, and positivity involves a positive approach with patients. The results confirm investing in these communication competencies improves patient health literacy and clinical outcomes.
Introduction Healthcare system is considered one of the busiest.pdfbkbk37
The document discusses the application of clinical information systems in nursing. It reviews 4 peer-reviewed articles on the topic. The articles found that clinical information systems can improve workflow and reduce medical errors. However, challenges remain around data integration and sharing patient data across healthcare systems. The document concludes that clinical systems provide opportunities to improve care if effectively implemented and regularly updated to support nurses.
The document summarizes a research dialogue on online behavior change and disease management research sponsored by the National Cancer Institute and The Robert Wood Johnson Foundation. Participants discussed fundamental differences between online and offline interventions, critical gaps in research methods, and approaches to addressing barriers to e-health intervention research. Key gaps identified included a lack of standardized assessment methods, recruitment of diverse samples, and appropriate research designs. Participants recommended developing standards for research procedures, measures, data collection and analysis to advance the field.
A Systematic Review Of The Effectiveness Of Nurse Communication With Patients...Rhonda Cetnar
This document is a systematic review that examines research on communication between nurses and patients with complex communication needs (CCN). The review analyzed 12 studies that explored: (1) the importance of effective nurse-patient communication; (2) barriers to communication; (3) supports needed for communication; and (4) recommendations to improve communication. The studies found that effective communication is critical for quality care but is challenging for patients with CCN. Barriers included nurses having little training to support CCN patients. Supports like augmentative and alternative communication (AAC) devices and caregiver assistance were found to help communication. The review recommends that nurses receive training to better communicate with CCN patients, including using AAC strategies.
NURS 521 Nursing Informatics And Technology.docxstirlingvwriters
This document discusses the application of clinical information systems in nursing. It reviews 4 peer-reviewed articles on this topic. The articles found that clinical information systems can help reduce medical errors, improve care quality by enhancing workflow and access to patient information, and engage patients more in their care when interactive technology is used. However, challenges remain around data integration across healthcare systems and technical, human, and organizational constraints. The document concludes that clinical information systems provide opportunities to improve care but must be effectively implemented and upgraded so nurses can benefit from these technologies.
- The document describes a study that evaluated the effects of simulation on improving communication between interprofessional teams transferring patients with stroke between facilities.
- Teams participated in simulations and developed an interprofessional handoff tool. Communication scores improved significantly after the second simulation using the new tool, especially around sharing best practices.
- While most measures improved, only sharing of best practices saw a statistically significant increase, suggesting the tool helped interprofessional collaboration.
- The document presents a study that compares the types of social support exchanged between patients on two different communication functions (discussion forums and personal journals) of an online health social network for patients with alcoholism.
- The study found that discussion forums were used more for informational support like sharing advice and experiences, while personal journals were used more for emotional support like validation and encouragement.
- This difference in the types of social support exchanged on each communication function could be related to factors like their public or private nature or the social roles people take on in the online community.
Healthy thanks to communication . Belim & Vaz de AlmeidaISCSP
This document discusses a model of communication competencies that can optimize health literacy. The model focuses on assertiveness, clear language, and positivity used by healthcare professionals in interactions with patients. The research validating the model included a literature review and focus group with medical experts. The focus group validated the three key concepts of the model and emphasized assertiveness includes active listening, clear language uses simple words and verbs, and positivity involves a positive approach with patients. The results confirm investing in these communication competencies improves patient health literacy and clinical outcomes.
Introduction Healthcare system is considered one of the busiest.pdfbkbk37
The document discusses the application of clinical information systems in nursing. It reviews 4 peer-reviewed articles on the topic. The articles found that clinical information systems can improve workflow and reduce medical errors. However, challenges remain around data integration and sharing patient data across healthcare systems. The document concludes that clinical systems provide opportunities to improve care if effectively implemented and regularly updated to support nurses.
Use MS Word to check your grammar and spelling prior to posting. Y.docxjolleybendicty
Use MS Word to check your grammar and spelling prior to posting. You will not be able to view your classmates' responses until you have submitted your initial post. Keep in mind that the system monitors your actions within the forum. Keep in mind that the rules regarding plagiarism and academic dishonesty apply to discussion forms, so don't copy or submit another's work; Cite your work, and provide references if/when necessary.
· prompt and it must be a minimum of 250 words. Citations, titles, copying questions, references, and other identifying information does not count toward word count.
· You are required to use proper grammar and spelling. When using other sources, citations using APA style are required.
· Direct quotes are not permitted in discussion posting,
Discussion Topic:
In Chapter 3 of your textbook, various methodological techniques for studying the social world are discussed. A key aspect of sociological research is utilizing the power of observation. Applying what you have learned about sociological research: First, discuss the role of observational research as a key methodology for studying society. Second, utilizing nonparticipant observation, participant observation, ethnography or netnography observe and record a detailed account of a social context or virtual social context that you are no stranger to (think local coffee shop, shopping mall, church or night club, a blog, twitter feed, or Instagram) from a sociological perspective. Be careful to be objective and ethically neutral. Do not include judgments or opinions of behaviors but rather, as best as possible, systematic observations. Third, discuss how a common-sense view of that social setting may look different from a sociological one. Does looking through the lens of sociological research methodology transform how that social space may be viewed. Substantiate your views. Fourth and finally, post a response to another classmate's posting discussing your thoughts in a respectful and thoughtful manner. What stood out to you about their observations and the behaviors occurring?
Currie et al. BMC Health Services Research (2015) 15:162
DOI 10.1186/s12913-015-0825-0
RESEARCH ARTICLE Open Access
Attitudes towards the use and acceptance of
eHealth technologies: a case study of older adults
living with chronic pain and implications for rural
healthcare
Margaret Currie1†, Lorna J Philip2*† and Anne Roberts3
Abstract
Background: Providing health services to an ageing population is challenging, and in rural areas even more so. It is
expensive to provide high quality services to small populations who are widely dispersed; staff and patients are
often required to travel considerable distances to access services, and the economic downturn has created a
climate where delivery costs are under constant review. There is potential for technology to overcome some of
these problems by decreasing or ceasing the need for patients and health professionals to travel to attend/de.
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BCCore Communicat.docxjustine1simpson78276
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BC
Core Communication Competencies in
Patient-Centered Care
Abstract: Effective communication between the patient
and nurse is an essential requirement for nursing practice
and for patient-centered care. Nursing faculty that teach
in undergraduate and graduate nursing programs play
a signiflcant role in preparing the nursing workforce to
communicate effectively and provide patient-centered care.
Patient-centered care, interprofessional collaboration, and
informatics are necessary knowledge, skills, and attitudes
for nurses across educational levels in order to meet the
needs of patients, and improve the quality and safety of the
health care system environment. The focus of this article is to
provide information on core nursing competencies for effective
communication and to discuss communication tools used in
patient-centered care, interprofessional collaboration, and
informatics.
Key Words: Communication, Nurse, Patient-Centered Care,
Interprofessional Collaboration, Informatics
In the last decade the Institute of Medicine (IOM) hasreleased reports that address quality and safety in healthcare systems, health professions and nursing (IOM, 1999,
2001,2003a, 2003b, 2010). A core component of quality care
is patient-centered care. Patient centered care is care based on
a partnership between the patient, their families, and the health
care provider that is focused on the patient's values, preferences,
and needs. Effective communication between the patient and
health professionals is an essential requirement for patient-
centered care (IOM, 2001). Furthermore, health professions
education should include core competencies in patient-centered
care in order to meet the needs of patients and the changing
health care system (IOM, 2003a). Nursing faculty play a
significant role in preparing the nursing workforce to provide
patient-centered care and to communicate effectively. Patient-
centered care, interprofessional collaboration, and informatics
are necessary knowledge, skills, and attitudes (KSAs) for pre-
licensure nurses and nurses returning for graduate education in
order to communicate effectively and to improve the quality and
safety of the health care system environment (Cronenwett, et
al., 2007; Cronenvvett,et al.,2009; Massachusetts Department of
Higher Education Nurse of the Future Competency Committee,
2010)). This article will synthesize core nursing competencies
The ABNF Journal
for effective communication and patient-centered care and
discuss communication tools used in patient-centered care,
interprofessional collaboration, and informatics. Existing
communication competencies from nursing and health
professional resources are interrelated and important for
nursing faculty in curriculum development, and it is equally
important for nursing students to comprehend the concept of
communication when providing patient-centered care.
EFFECTIVE COMMUNICATION
The American Nurses Association (ANA, 2.
Chapter 33 professional communication and team collaborationMirza Baig
This document discusses the importance of communication and team collaboration in healthcare. It notes that poor communication can lead to medical errors and harm patients. Effective teams are characterized by trust, respect, and collaboration. While barriers like hierarchies and cultural differences can interfere with communication, tools from other high-risk fields like aviation crew resource management have shown that standardized communication techniques can improve outcomes by reducing errors.
Development and evaluation of an intervention to support family caregivers of...beatriz9911
This study aimed to develop and evaluate an intervention to support family caregivers of cancer patients providing home-based end-of-life care. In Phase 1, interviews with 29 caregivers identified their needs for practical information and support skills. Based on these findings, the researchers created an informational booklet as the preferred format. In Phase 2, 31 caregivers and 14 nurses evaluated the booklet. Caregivers reported feeling more positive, reassured, and competent in their caregiving role after using the booklet. Nurses found the booklet useful and received fewer calls from caregivers who used it. However, caregivers indicated they would have benefited from receiving the booklet earlier in the care trajectory. The researchers concluded the
A Proposed Framework for Supporting Behaviour Change by Translating Personali...Ulster University
The aim of this position paper is to examine the case for supporting behaviour change in pre-diabetic obese people in order to improve their health. The paper sets out the background and motivation for supporting behaviour change before outlining the relevant literature in this health and wellbeing area. The paper then explores the feasibility of SmartLife - a patient-driven application involving healthcare practitioners and peer support interaction with a focus on failure-free, positive reinforcement, patient empowerment and wellbeing.
Integrative Health Care Shift Benefits and Challenges among Health Care Profe...ijtsrd
Nurses play an important role in supporting patients with any illness who often seek information regarding alternative therapy. Within their scope of practice, it is expected that nurses have sufficient knowledge about the safety and effective use of alternative therapies, and positive attitudes toward supporting patients who wish to use such therapies. An alternative therapy refers to the health treatments which go along with the medical care, and it is based on natural and traditional methods. It includes natural therapies, herbal medicines yoga, aromatherapy, batch flower medicines, spiritual therapies etc. They offer people the chance to try therapies outside of their standard medical care. These treatment methods are totally different from allopathic medical practices. An evaluative approach with one group pre test, post test design was used for this study. The study was conducted in selected rural areas of Tamilnadu. The samples comprised of 600 health professionals. Convenient sampling technique was used to select the samples. Data was collected using structured knowledge questionnaire before and after administering the structured health education program. The study proved their knowledge improved remarkably after administering the education. The findings of the study support the need for providing information to improve the knowledge of the health professionals regarding complementary therapies in the perspectives of integrating health care shift towards alternative therapies. So the findings have also proved that the information booklet was effective in terms of gain in knowledge scores. Dr. Pushpamala Ramaiah | Dr. Sahar Mohammed Aly | Dr. Afnan Abdulltif Albokhary ""Integrative Health Care Shift- Benefits and Challenges among Health Care Professionals"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30044.pdf
Paper Url : https://www.ijtsrd.com/medicine/nursing/30044/integrative-health-care-shift--benefits-and-challenges-among-health-care-professionals/dr-pushpamala-ramaiah
Ethical Issues Related to Social MediaThe use of social media in.docxhumphrieskalyn
Ethical Issues Related to Social Media
The use of social media in the healthcare setting can have significant impact on nursing practice. The impacts are common both in individual and organizational levels. The impacts of using social media in the clinical practice are both negative and positive (Jackson, Fraser, & Ash, 2014). The negative impact of using social media in the healthcare are attributed to various ethical issues. The advancement in information technology has increased the use of social media platforms in communication. Nurses are expected to develop professional skills and competencies in nursing informatics to improve their clinical practice. The use of social media has potential benefits to the users. unfortunately, irresponsible use of social media platforms is a fraught with hazards. There have been cases of patients stalking their nurses, providers blogging denigrating descriptions about patients under their care, and nurses disclosing sensitive or confidential and private information about their patients (Jackson et al., 2014). These negative impacts, for example, disclosing of private information is one of the leading factors that is linked with ethical issues when using social media in the clinical practice.
The use of social media platforms in the healthcare has raised various professional issues that include concerns related to confidentiality and privacy; professional boundaries; integrity, trustworthiness of health care professionals; line between personal and professional identity; and accountability (Denecke et al., 2015). Privacy and confidentiality are the main factors that cause ethical issues with the use of social media in the healthcare setting. Lack of privacy and confidentiality of patient’s sensitive information has been cited as the main cause of ethical issues when using various social media platforms in the healthcare setting. Privacy is controlled by the patient while confidentiality is controlled by the nurses and both should be promoting when using social media in the clinical practice (Denecke et al., 2015).
Maintaining privacy and confidentiality are important in maintaining nurse-patient relationship and addressing the related ethical issues in nursing practice. Maintaining trust of the patients is integral for ensuring provision of competent nursing care. Nurses should be committed to promote confidentiality of patient’s information when using social media to avoid the related ethical issues (Denecke et al., 2015). Lack of confidentiality may result to a situation where patients are disinclined to share intimate clinical information concerning themselves and their medical histories; thus, compromising with the delivery of quality, holistic, competent, and individualized care in nursing practice.
Sharing patient’s data through various social media platforms may result to ethical issues if informed consent is not considered. Sensitive patient’s information should be shared with the consent of.
Communication competences-are-the-keya-model-of-communication-for-the-healthp...ISCSP
This document presents a model of communication for healthcare professionals to improve patient health literacy. The model includes three key communication competences: assertiveness, clear language, and positivity. Focus groups with medical professionals validated this three-factor model. They agreed that active listening, openly speaking, using simple language and verbs, and having a positive orientation toward patients are important aspects of these competences. The results confirm that developing communication skills in healthcare professionals can optimize patient health literacy and clinical practices.
Community perspectives on task-shifting/ sharing: a multi-country survey to i...gnpplus
This document summarizes the results of a global survey on community perspectives regarding task-shifting of HIV services from doctors to nurses and community health workers. The survey received responses from over 1000 people in 122 countries. While most respondents supported task-shifting if nurses and health workers received proper training, their views differed on which specific tasks should be shifted. Respondents identified lack of training, inadequate pay, and unsupportive policies as barriers to effective task-shifting. The survey provided insights into community acceptance of task-shifting but had limitations due to its online format and non-random sampling.
The document summarizes a systematic review of 14 studies that evaluated the use of social media tools in medical education. The studies generally found that:
1) Social media interventions were associated with improved knowledge, attitudes, and skills for physicians-in-training, as assessed by various measures like exam scores, surveys, and analysis of blog reflections.
2) The most commonly reported opportunities of using social media were promoting learner engagement, feedback, and collaboration/professional development. The most common challenges were technical issues, variable learner participation, and privacy/security concerns.
3) While learner satisfaction with social media interventions was often reported as positive, studies comparing social media to other teaching methods sometimes found no difference or mixed results on
Towards EHR Interoperability in Tanzania Hospitals : Issues, Challenges and O...IJCSEA Journal
This study aimed at identifying the issue, challenges and opportunities from the health consumers in Tanzania towards interoperability of electronic health records. Reaching that level of seamless data sharing among Hospitals needs the cooperation of all stakeholders especially the health consumer whose data are the ones to be shared. Without their acceptance that means there is nothing to share. Recognizing that we conducted a study in Tanzania to identify the challenges, issues and opportunities towards health information exchange through interoperable EHRs. The study was conducted in three major cities of Tanzania to identify the security, privacy and confidentiality issues of information sharing together with related challenges to data sharing. This was in order to come up with a clear picture of how to implement some EHRs that will be trusted by health consumers. The participants (n=240) were surveyed on computer usage, EHRs knowledge, demographics, security and privacy issues. A total of 200 surveys were completed and returned (83.3% response rate). Among them 67.5% were women, 62.6% had not heard of EHRs, 73% were highly concerned about the privacy and security of their information. 75% believed that introduction of various security mechanisms will make EHRs more secure and thus better. We conducted a number of chi-square tests (p<0.05) and we realized that there was a strong relationship among the variable of age, computer use, EHRs knowledge and the concerns for privacy and security. The study also showed that there was just a small difference of 8.5% between those people who think EHRs are safer than paper records and those who think otherwise. The general observation of the study was that in order to make EHRs successful in our Hospitals then the issue of security, and health consumer involvement were they two key towards the road of successful EHRs in our hospitals practices and that will make consumers more willing to allow their records to be shared among different health organizations. So besides the issues identified, this study helped us to identify the key requirements which will be implemented in our proposed framework
This document outlines the doctoral thesis of Dr. Svin Deneckere on improving teamwork and preventing burnout through the use of care pathways. It discusses the growing need for teamwork in healthcare due to factors like increasing specialization and fragmented structures. Care pathways are presented as a tool to improve teamwork by facilitating communication, coordinating roles, and documenting care processes. The thesis involved 4 studies: 1) developing a set of indicators for measuring teamwork; 2) a literature review finding care pathways can improve teamwork; 3) a cluster randomized controlled trial finding care pathways positively impact teamwork; and 4) process evaluations of implementation. The thesis examines how care pathways can enhance teamwork in healthcare organizations.
The document discusses effective communication between dental teams and elderly patients. It identifies three stages of aging: entering old age, transitional phase, and frail old age. Communication is important considering the diversity of the elderly population and conditions they may have. Effective communication can be two-way (dyadic) or three-way (triadic) and requires training. The Calgary-Cambridge Guide identifies four themes to medical communication: gathering information, biomedical perspective of disease, patient perspective of illness, and background information.
This study aimed at identifying the issue, challenges and opportunities from the health consumers in
Tanzania towards interoperability of electronic health records. Reaching that level of seamless data
sharing among Hospitals needs the cooperation of all stakeholders especially the health consumer whose
data are the ones to be shared. Without their acceptance that means there is nothing to share. Recognizing
that we conducted a study in Tanzania to identify the challenges, issues and opportunities towards health
information exchange through interoperable EHRs. The study was conducted in three major cities of
Tanzania to identify the security, privacy and confidentiality issues of information sharing together with
related challenges to data sharing. This was in order to come up with a clear picture of how to implement
some EHRs that will be trusted by health consumers. The participants (n=240) were surveyed on computer
usage, EHRs knowledge, demographics, security and privacy issues. A total of 200 surveys were completed
and returned (83.3% response rate). Among them 67.5% were women, 62.6% had not heard of EHRs, 73%
were highly concerned about the privacy and security of their information. 75% believed that introduction
of various security mechanisms will make EHRs more secure and thus better. We conducted a number of
chi-square tests (p<0.05) and we realized that there was a strong relationship among the variable of age,
computer use, EHRs knowledge and the concerns for privacy and security.The study also showed that there
was just a small difference of 8.5% between those people who think EHRs are safer than paper records and
those who think otherwise. The general observation of the study was that in order to make EHRs successful
in our Hospitals then the issue of security, and health consumer involvement were they two key towards the
road of successful EHRs in our hospitals practices and that will make consumers more willing to allow
their records to be shared among different health organizations. So besides the issues identified, this study
helped us to identify the key requirements which will be implemented in our proposed framework.
The document discusses clinical decision support systems (CDSS) which are electronic tools that assist clinicians in making clinical decisions for patients. CDSS helps clinicians focus more on interacting with patients by providing clinical guidelines, recommendations, and diagnostic and prescribing support. While these systems can help with continuity of care, implementing them can also lead to confusion and lack of communication if not done properly. The aim is to compare the design and implementation of CDSS to assess diagnostic accuracy before and after its use in patient care.
Informatics and nursing 2015 2016.odette richardsOdette Richards
This document summarizes a literature review of research papers in clinical informatics and digital health in nursing from 2015-2016. It describes the search strategy and criteria for including papers, which resulted in 73 papers being shortlisted. Of these, 5 top papers were chosen that either identified gaps in the literature or demonstrated improved patient care through digital health innovations. The document discusses each of these 5 papers and their relevance. It concludes with recommendations and limitations of the literature review.
0Running Head NON-VERBAL COMMUNICATIONS 10NON-VERBAL C.docxsmithhedwards48727
0
Running Head: NON-VERBAL COMMUNICATIONS 1
0
NON-VERBAL COMMUNICATION
Contributor, N. T. (2019, December 23). Communication skills 3: non-verbal communication. Retrieved from https://www.nursingtimes.net/clinical-archive/assessment-skills/communication-skills-3-non-verbal-communication-15-01-2018/
Non-verbal communication is primarily about body language, but other factors such as the layout or decoration of a room, or someone’s clothing or appearance, can also communicate messages. Non-verbal communication can be a supplemental for verbal communication and can reinforce or substitute a spoken message. The non-verbal communication can be different in each situation and each encounter. It is affected by the patient’s sensitivities, how one is regarded and the situation itself. it is very important to facilitate the positive non-verbal interactions in the health care settings. Body language can be crucial as it aids in communication and also helps to decode and react appropriately to other people’s visual and cues. Also, the cultural differences can affect the non-verbal communication as some non-verbal communication can be considered appropriate in some cultures. Thus, it is required to have some knowledge regarding cultural differences and cultural competence.
Liu, Calvo, A., R., Lim, & Renee. (2016, June 7). Improving Medical Students' Awareness of Their Non-Verbal Communication through Automated Non-Verbal Behavior Feedback. Retrieved from https://www.frontiersin.org/articles/10.3389/fict.2016.00011/full
The non-verbal communication of clinicians has an impact on patients’ satisfaction and health outcomes. Yet medical students are not receiving enough training on the appropriate non-verbal behaviors in clinical consultations. Computer vision techniques have been used for detecting different kinds of non-verbal behaviors, and they can be incorporated in educational systems that help medical students to develop communication skills. We describe EQClinic, a system that combines a tele-health platform with automated non-verbal behavior recognition. The system aims to help medical students improve their communication skills through a combination of human and automatically generated feedback. EQClinic provides fully automated calendaring and video conferencing features for doctors or medical students to interview patients. We describe a pilot (18 dyadic interactions) in which standardized patients (SPs) (i.e., someone acting as a real patient) were interviewed by medical students and provided assessments and comments about their performance. After the interview, computer vision and audio processing algorithms were used to recognize students’ non-verbal behaviors known to influence the quality of a medical consultation: including turn taking, speaking ratio, sound volume, sound pitch, smiling, frowning, head leaning, head tilting, nodding, shaking, face-touch gestures and overall body movements. The results showed that students’ awareness.
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docxWilheminaRossi174
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
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Use MS Word to check your grammar and spelling prior to posting. You will not be able to view your classmates' responses until you have submitted your initial post. Keep in mind that the system monitors your actions within the forum. Keep in mind that the rules regarding plagiarism and academic dishonesty apply to discussion forms, so don't copy or submit another's work; Cite your work, and provide references if/when necessary.
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Discussion Topic:
In Chapter 3 of your textbook, various methodological techniques for studying the social world are discussed. A key aspect of sociological research is utilizing the power of observation. Applying what you have learned about sociological research: First, discuss the role of observational research as a key methodology for studying society. Second, utilizing nonparticipant observation, participant observation, ethnography or netnography observe and record a detailed account of a social context or virtual social context that you are no stranger to (think local coffee shop, shopping mall, church or night club, a blog, twitter feed, or Instagram) from a sociological perspective. Be careful to be objective and ethically neutral. Do not include judgments or opinions of behaviors but rather, as best as possible, systematic observations. Third, discuss how a common-sense view of that social setting may look different from a sociological one. Does looking through the lens of sociological research methodology transform how that social space may be viewed. Substantiate your views. Fourth and finally, post a response to another classmate's posting discussing your thoughts in a respectful and thoughtful manner. What stood out to you about their observations and the behaviors occurring?
Currie et al. BMC Health Services Research (2015) 15:162
DOI 10.1186/s12913-015-0825-0
RESEARCH ARTICLE Open Access
Attitudes towards the use and acceptance of
eHealth technologies: a case study of older adults
living with chronic pain and implications for rural
healthcare
Margaret Currie1†, Lorna J Philip2*† and Anne Roberts3
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Background: Providing health services to an ageing population is challenging, and in rural areas even more so. It is
expensive to provide high quality services to small populations who are widely dispersed; staff and patients are
often required to travel considerable distances to access services, and the economic downturn has created a
climate where delivery costs are under constant review. There is potential for technology to overcome some of
these problems by decreasing or ceasing the need for patients and health professionals to travel to attend/de.
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Core Communication Competencies in
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Patient-centered care, interprofessional collaboration, and
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Key Words: Communication, Nurse, Patient-Centered Care,
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significant role in preparing the nursing workforce to provide
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This study aimed at identifying the issue, challenges and opportunities from the health consumers in
Tanzania towards interoperability of electronic health records. Reaching that level of seamless data
sharing among Hospitals needs the cooperation of all stakeholders especially the health consumer whose
data are the ones to be shared. Without their acceptance that means there is nothing to share. Recognizing
that we conducted a study in Tanzania to identify the challenges, issues and opportunities towards health
information exchange through interoperable EHRs. The study was conducted in three major cities of
Tanzania to identify the security, privacy and confidentiality issues of information sharing together with
related challenges to data sharing. This was in order to come up with a clear picture of how to implement
some EHRs that will be trusted by health consumers. The participants (n=240) were surveyed on computer
usage, EHRs knowledge, demographics, security and privacy issues. A total of 200 surveys were completed
and returned (83.3% response rate). Among them 67.5% were women, 62.6% had not heard of EHRs, 73%
were highly concerned about the privacy and security of their information. 75% believed that introduction
of various security mechanisms will make EHRs more secure and thus better. We conducted a number of
chi-square tests (p<0.05) and we realized that there was a strong relationship among the variable of age,
computer use, EHRs knowledge and the concerns for privacy and security.The study also showed that there
was just a small difference of 8.5% between those people who think EHRs are safer than paper records and
those who think otherwise. The general observation of the study was that in order to make EHRs successful
in our Hospitals then the issue of security, and health consumer involvement were they two key towards the
road of successful EHRs in our hospitals practices and that will make consumers more willing to allow
their records to be shared among different health organizations. So besides the issues identified, this study
helped us to identify the key requirements which will be implemented in our proposed framework.
The document discusses clinical decision support systems (CDSS) which are electronic tools that assist clinicians in making clinical decisions for patients. CDSS helps clinicians focus more on interacting with patients by providing clinical guidelines, recommendations, and diagnostic and prescribing support. While these systems can help with continuity of care, implementing them can also lead to confusion and lack of communication if not done properly. The aim is to compare the design and implementation of CDSS to assess diagnostic accuracy before and after its use in patient care.
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This document summarizes a literature review of research papers in clinical informatics and digital health in nursing from 2015-2016. It describes the search strategy and criteria for including papers, which resulted in 73 papers being shortlisted. Of these, 5 top papers were chosen that either identified gaps in the literature or demonstrated improved patient care through digital health innovations. The document discusses each of these 5 papers and their relevance. It concludes with recommendations and limitations of the literature review.
0Running Head NON-VERBAL COMMUNICATIONS 10NON-VERBAL C.docxsmithhedwards48727
0
Running Head: NON-VERBAL COMMUNICATIONS 1
0
NON-VERBAL COMMUNICATION
Contributor, N. T. (2019, December 23). Communication skills 3: non-verbal communication. Retrieved from https://www.nursingtimes.net/clinical-archive/assessment-skills/communication-skills-3-non-verbal-communication-15-01-2018/
Non-verbal communication is primarily about body language, but other factors such as the layout or decoration of a room, or someone’s clothing or appearance, can also communicate messages. Non-verbal communication can be a supplemental for verbal communication and can reinforce or substitute a spoken message. The non-verbal communication can be different in each situation and each encounter. It is affected by the patient’s sensitivities, how one is regarded and the situation itself. it is very important to facilitate the positive non-verbal interactions in the health care settings. Body language can be crucial as it aids in communication and also helps to decode and react appropriately to other people’s visual and cues. Also, the cultural differences can affect the non-verbal communication as some non-verbal communication can be considered appropriate in some cultures. Thus, it is required to have some knowledge regarding cultural differences and cultural competence.
Liu, Calvo, A., R., Lim, & Renee. (2016, June 7). Improving Medical Students' Awareness of Their Non-Verbal Communication through Automated Non-Verbal Behavior Feedback. Retrieved from https://www.frontiersin.org/articles/10.3389/fict.2016.00011/full
The non-verbal communication of clinicians has an impact on patients’ satisfaction and health outcomes. Yet medical students are not receiving enough training on the appropriate non-verbal behaviors in clinical consultations. Computer vision techniques have been used for detecting different kinds of non-verbal behaviors, and they can be incorporated in educational systems that help medical students to develop communication skills. We describe EQClinic, a system that combines a tele-health platform with automated non-verbal behavior recognition. The system aims to help medical students improve their communication skills through a combination of human and automatically generated feedback. EQClinic provides fully automated calendaring and video conferencing features for doctors or medical students to interview patients. We describe a pilot (18 dyadic interactions) in which standardized patients (SPs) (i.e., someone acting as a real patient) were interviewed by medical students and provided assessments and comments about their performance. After the interview, computer vision and audio processing algorithms were used to recognize students’ non-verbal behaviors known to influence the quality of a medical consultation: including turn taking, speaking ratio, sound volume, sound pitch, smiling, frowning, head leaning, head tilting, nodding, shaking, face-touch gestures and overall body movements. The results showed that students’ awareness.
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Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docxWilheminaRossi174
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Serial KillersFor this assignment you will review a serial kille.docxWilheminaRossi174
Serial Killers
For this assignment you will review a serial killer's case in depth. The killer you choose to review will also be the subject of your Week 5 final assignment, so keep your research material handy.
First, choose
one
of the following serial killers:
David Berkowitz ("Son of Sam") taunted police over a year and shot 15 people (6 died) in New York City. The movie "Summer of Sam" was about this time.
Gary Ridgway (the "Green River Killer") holds the American record for most victims. He confessed to killing 48 over a 16-year period but is suspected of having killed many more!
Wayne B. Williams is believed to be the killer of 24 children and young men in Atlanta, though there is still some doubt.
John Allen Muhammad and Lee Boyd Malvo were the "DC snipers" who shot 13 people (ten died) over three weeks in the Washington DC area in 2002.
Ted Bundy: Confessed to almost 30 murders (there may have been more). He was known for being smart and good-looking, and acted as his own lawyer.
Jeffrey Dahmer: His case captured worldwide attention after his capture, mostly due to his habit of keeping parts of his victims long after their deaths, as well as cannibalism and necrophilia.
Kristen Gilbert: An example of a female serial killer, she was a nurse who killed hospital patients in her care.
For this assignment, create a report in Microsoft Word that covers the following points:
Summarize the case: time period, location, number of victims, etc.
Describe the killer's background, methods, and area of operation.
How did the killer select his or her victims? Was there anything that the victims did to provoke the killer?
By analyzing all of the above information, you should now be able to propose a
three-part typology
and explain your analysis. Your typology should describe the killer's
motivation, location, and organized or disorganized factors. For instance, John Wayne Gacy might be described as a
Power/Control, local, organized killer.
.
SESSION 1Michael Delarosa, Department ManagerWhat sugg.docxWilheminaRossi174
SESSION 1
Michael Delarosa, Department Manager
What suggestions do you have for improvement in regards to training new supervisors?
Make sure there are opportunities for hands on problem solving. Too much of our training is theory
and supervisors need to be focused on the real-world problems that come up.
What challenges do supervisors in our plants encounter that training would help them resolve?
I'd say that a lot of the challenges we see relate to the diversity on the line. There are a lot of different
types of people working at CapraTek and they don't always play well together.
What are the most important abilities for supervisors in our plants?
Well… the first thing that comes to mind is the ability to find information. Whether it's technical
information or answers for the people who report to you. Another key ability though is the ability to
acquire technical expertise. No one comes in knowing it all, but the ability to gain necessary
knowledge is very important.
What knowledge does a new supervisor need?
A solid understanding of the job itself. Supervisors provide a lot of training to new employees, so they
need to know our systems and processes inside and out.
Should training be conducted face to face, online, or a combination of both?
I'd say a combination. There are some topics that don't really need a classroom experience, but
others where the face-to-face interaction provides as much as the actual training materials. If it had to
be one or the other, I'd definitely say face to face.
Leland Butler, Shift Supervisor
What suggestions do you have for improvement in regards to training new supervisors?
Don't think you can cover this stuff once and be done with it. I went through supervisor training when I
was promoted, but I've gotta admit, I don't remember much of it. That kind of stuff doesn't always
stick unless you're doing it. Having an opportunity to be in the job and then get training on what you're
actually dealing with is better than sitting in a training room listening to someone talk about theories
and policies.
What challenges do supervisors in our plants encounter that training would help them resolve?
Well… like I said, being able to apply the leadership and supervisory ideas in realistic situations. I'm a
hands-on kind of person and it's always better if I can do something, so maybe like getting training on
performance reviews or some of the paperwork we're all dealing with. That would be helpful.
What are the most important abilities for supervisors in our plants?
Communication and flexibility. Hands down. You need to be able to shift gears decisively and
communicate with your team.
What knowledge does a new supervisor need?
He or she needs to know what the role of their team is to the division. How it all fits together. A good
supervisor needs to be able to communicate to the people who report to him what's going on and why
things are the way they are. So, he's got to be in .
Selecting & Implementing Interventions – Assignment #4
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Behavioral Interventions
Behav. Intervent. 19: 205–228 (2004)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bin.161
MODIFICATIONS TOBASIC FUNCTIONAL
ANALYSIS PROCEDURES IN SCHOOL
SETTINGS: A SELECTIVE REVIEW
Janet Ellis* and Sandy Magee
University of North Texas, Denton, TX, USA
This review describes applied behavioral research involving functional analyses conducted in public
school settings. Functional analyses in public school settings often require added conditions. The
modified conditions described herein include changes to experimental designs, antecedent changes that
include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified
escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention,
and altered escape. Copyright # 2004 John Wiley & Sons, Ltd.
INTRODUCTION
The primary body of functional analysis (FA) literature has historically focused on
persons with developmental disabilities in institutional/residential settings who
engaged in severe self-injurious behavior (SIB). Mace and Lalli (1991) noted that
interventions based on FAs conducted in experimental settings under highly
controlled analog conditions may be effective only to the extent that those analog
conditions match the subject’s natural environment. Johnston (1993) recommended
that, once a procedure has been experimentally developed, its value and applicability
should be assessed under practical/natural conditions. Further, passage of Public Law
105-17, Individuals with Disabilities Education Act (IDEA), in 1997 mandated that a
‘functional behavioral assessment’ be conducted on students who exhibit significant
behavior and adjustment problems. For at least these reasons, FA research has moved
beyond the tightly controlled laboratory setting and into more natural environments
involving more diverse populations. Development of behavioral assessments of
problem behavior in school settings had empirical roots—for example, 36 years ago
Thomas, Becker, and Armstrong (1968) noted that classroom teacher’s disapproval
increased rates of student’s disruptive behavior. These assessments allowed effective
Copyright # 2004 John Wiley & Sons, Ltd.
*Correspondence to: Janet Ellis, Department of Behavior Analysis, University of North Texas, P.O. Box 310919,
Denton, TX 76203-0919, USA. E-mail: [email protected]
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icense
behavior change procedures to be implemented in t.
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/299831446
A Case Study of Global Leadership Development
Best Practice
Article · April 2016
CITATIONS
0
READS
1,059
4 authors, including:
Some of the authors of this publication are also working on these related projects:
Refreshing leadership development for the 21st century View project
Sebastian Salicru
University of Technology Sydney
13 PUBLICATIONS 4 CITATIONS
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A Case Study of Global
Leadership Development
Best Practice
“GLD is a challenging task that has become more imp.
Shared Reading FrameworkFollow this framework when viewing the v.docxWilheminaRossi174
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
Self-disclosureDepth of reflectionResponse demonstrates an in.docxWilheminaRossi174
Self-disclosure/Depth of reflection
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning.
Analysis/Connection to reading and outside experiences
In-depth synthesis of thoughtfully selected aspects of experiences related to the course topics. Makes clear connections between what is learned from readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, includes reference to at least two readings other than those assigned for class.
Connection to course objectives and BSN outcomes
Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN program outcome. (Review your syllabus and students handbook to help make connections)
Structure, organization and grammar
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
APA format, page limitations and spelling
Follows APA professional writing style of using 12 point Times New Roman
font, 1inch margins all around, correct
APA headings, and correct format of title page.
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docxWilheminaRossi174
Seemingly riding on the coattails of SARS-CoV-2, the alarming spread of monkeypox across western Europe and the United States has filled the news cycle through the summer of 2022. Monkeypox is an orthopoxvirus, similar in presentation to smallpox and chickenpox (Varicella zoster). In contrast to the related poxviruses, monkeypox has been reported to spread by sexual contact and direct skin-to-skin contact, as well as through the traditional respiratory droplet route. While there is currently no effective treatment for infected individuals, two vaccines with good efficacy are available to help stem the spread of the disease. Likewise, individuals that have been vaccinated against smallpox with vaccinia virus have some protection against contracting monkeypox. While changes in sexual behavior among vulnerable populations has so far limited the outbreak, the disease is still spreading throughout the country and has caused a handful of deaths.
What is the life cycle of monkeypox, and how exactly is it spread? What does the fact that vaccination against smallpox provides some protection against monkeypox indicate about this virus? Also, what does the spread of monkeypox reveal about the susceptibility of the population to smallpox, a disease that has been considered eradicated worldwide since the late 1980s?
In addition to your original response, you will need to respond to at least two other students’ original posts. Responses should be substantive in nature instead of just reiterating what the original poster stated, or a “good job explaining” or “me too” type of post.
Please note that in your response, plagiarism is not allowed. Please do NOT simply cut and paste information from books, journals, websites, or other sources. In addition, direct quotation of sources, regardless of whether or not the source is cited, is not allowed. Please summarize the material and what you have learned in your own words.
.
See the attachment of 1 Article belowPlease answer all the que.docxWilheminaRossi174
See the attachment of 1 Article below
Please answer all the questions below in 1-2 pages (in MLA)
1) the important concepts and terms of the readings
2) the most important arguments of the readings
3) the parts of the readings they found confusing or unclear
4) how this reading relates to previous class readings, lectures, and discussions
You do not need to have a work cited page unless you have outside materials. Please let me know if you have questions.
.
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSIONNameI.docxWilheminaRossi174
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSION
Name
Institution
Date
School
Hello everyone and welcome to today’s presentation. The school in focus is Highland High School which has 9 to 12th grade.
2
Name
Highland High School
Grade levels
9 to 12
Mission
The mssion of the school is to “Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”. The vision of the school is Students will “Own Their learning”
3
Mission statement
“Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”
Vision statement
Students will “Own Their learning”
Strategies that embed the mission and vision
It is possible for a school to convey its ethos, mission, goals, and values to its students, staff, and parents in a variety of different methods. A school's prospectus or handbook should present information in a way that is clear and easy to comprehend, taking into account the diverse ethnic group in the area and maybe translating the text into many languages. The website of the school is the spot that makes the most sense to transmit any sort of information regarding the institution as a whole, including its ethos and so on. The internet is the first place that people search for information in this day and age since it can be accessed from anywhere in the world and every school now has its own personal website. Again, in order to experience the true environment of the school, it is necessary to combine this mode of communication with a trip to the location itself.
4
Strategy 1
Communication
Repetitive communication of the mission and vision ensures it is embedded (Jensen et al., 2018)
Communications will target all stakeholders
Technology tools will be used to facilitate communication to all stakeholders
Strategies that embed the mission and vision cont…
A well-defined statement that provides an explanation of the line of work that an individual plans to pursue over the entirety of his career is an example of a career objective. It is essential for each and every student to articulate their aspirations for their future careers. They are able to devise more efficient action plans as a result of this.
5
Strategy 2
Helping students establish career goals
Students will be encouraged to work hard to actualize the goals
Successful careers enable students to become productive members of the society (Şenol & Lesinger, 2018)
Strategies that embed the mission and vision cont…
Finding and employing the appropriate faculty members is possibly the single most significant factor that will determine the institution's long-term success. Even though conducting interviews and making hires is seen by many as an art form, there are tried-and-true strategies that the school may employ to boost its chances of finding the proper people to work there. These approaches are suppo.
Select a healthcare legislature of interest. Discuss the historica.docxWilheminaRossi174
Select a healthcare legislature of interest. Discuss the historical background of the legislation. For example, the person(s) who presented the bill. The committees the bill went through, and revision of the bill until it was passed into law. For example, health insurance is a problem within the USA. The ACA bill was created and pass into law.
.
See discussions, stats, and author profiles for this publicati.docxWilheminaRossi174
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/13998136
Self-management within a token economy for students with
learning disabilities
Article in Research in Developmental Disabilities · May 1997
DOI: 10.1016/S0891-4222(96)00045-5 · Source: PubMed
CITATIONS
17
READS
1,084
3 authors, including:
Some of the authors of this publication are also working on these related projects:
Self-regulation View project
Animal Assisted Physical Activity View project
Al Cavalier
University of Delaware
29 PUBLICATIONS 491 CITATIONS
SEE PROFILE
Ralph P Ferretti
University of Delaware
46 PUBLICATIONS 1,276 CITATIONS
SEE PROFILE
All content following this page was uploaded by Al Cavalier on 30 June 2018.
The user has requested enhancement of the downloaded file.
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https://ww.
Segmented Assimilation Theory and theLife Model An Integrat.docxWilheminaRossi174
Segmented Assimilation Theory and the
Life Model: An Integrated Approach to
Understanding Immigrants and Their Children
Lissette M. Piedra and David W Engstrom
The life model offers social workers a promising framework to use in assisting immigrant
families. However, the complexities of adaptation to a new country may make it difficult
for social workers to operate from a purely ecological approach. The authors use segmented
assimilation theory to better account for the specificities of the immigrant experience. They
argue that by adding concepts from segmented assimilation theory to the life model, social
workers can better understand the environmental Stressors that increase the vulnerabilities
of immigrants to the potentially harsh experience of adapting to a new country. With these
concepts, social workers who work with immigrant families will be better positioned to
achieve their central goal: enhancing person and environment fit.
KEY WORDS: acculturation; assimilation; immigrants; life model; second generation
Nearly a century ago,Jane Addams (1910)
observed that immigrants needed help
integrating their European and American
experiences to give them meaning and a sense of
relation:
Power to see life as a whole is more needed in
the immigrant quarter of the city than anywhere
else Why should the chasm between fathers
and sons, yawning at the feet of each generation,
be made so unnecessarily cruel and impassable
to these bewildered immigrants? (p. 172)
The inability of some immigrant families to
integrate the cultural capital from the world left
behind with the demands of the new society creates
a gulf of experience between immigrants and their
children that can undermine the parental relation-
ship. Today, the issue of family cohesion in the face
of acculturative Stressors remains central to the im-
migrant experience and creates a sense of urgency
because it is so linked with the success of the second
generation. The size of the immigrant population
and the role their children \vill play in future labor
markets (Morales & Bonilla, 1993; Sullivan, 2006)
moves the problem from the realm of the person
to the status of a larger public concern.
Immigrant families are rapidly becoming the
"typical" American family. More than one in seven
families in the United States is headed by a foreign-
born adult. Children of immigrant parents are the
fastest growing segment of the nation's child popula-
tion (Capps, Fix, Ost, Reardon-Anderson, & Passel,
2004).The U.S. Census Bureau (2003) reported that
slightly more than 14 million children (approxi-
mately one in five) live in immigrant families; the
percentage is even higher (22 percent) for children
under the age of six (U.S. Census Bureau, 2001).
At a structural level, these changing demographics
create large-scale and long-range effects that bear
on many social services and many issues of social
pohcy (Sullivan, 2006). Specifically, the population
growth of native-born children in nonwhite.
Select a local, state, or national public policy that is relev.docxWilheminaRossi174
Select a local, state, or national public policy that is relevant today in the local, regional, or national news
Examples:
Local: community or urban growth (examples: results of rezoning, reuse of public structures, closed down school/public buildings that will convert to private business enterprise).
State: Private land converted to public spaces (examples: airports, road, or highway usage).
Federal: Gun policy, drug policy, immigration (examples: effects on jobs, background checks, cultural changes in communities).
Identify how the policy was formulated from a historical standpoint and identify which stakeholders were involved in the process.
Appraise the position whether the policy creates a benefit for one group (or stakeholder) while other groups experience disadvantages or negative challenges because of public policy implementation.
.
School of Community and Environmental HealthMPH Program .docxWilheminaRossi174
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
School Effects on Psychological Outcomes During Adolescence.docxWilheminaRossi174
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Search the gene belonging to the accession id you selected in week 2.docxWilheminaRossi174
Search the gene belonging to the accession id you selected in week 2. Use both Ensembl
https://useast.ensembl.org/index.html
and UCSC
https://genome.ucsc.edu/cgi-bin/hgGateway
genomic browsers to get these genomic/sequence features.
For transcript information including UTRs. provide:
Chromosome
Gene location
Coordinates (exons and introns) these are positions in the sequence
Total exon count -> state if this was the same as what you retrieved from NCBI. Note it could be different because it is a different organism.
ORF Strand: some tools present with signs such as -/+, others will state positive/negative or forward/reverse
promoter region
Coding Region
Coordinates (start and end sequence positions)
coding exon count (this may differ from the total count).
positions for coding exons
Compare and contrast the level of information provided by the two genomic browsers against each other and against the information you were able to get from NCBI resources
.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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RESEARCH ARTICLE Open AccessEvidence of nonverbal communic.docx
1. RESEARCH ARTICLE Open Access
Evidence of nonverbal communication
between nurses and older adults: a scoping
review
Esther L. Wanko Keutchafo* , Jane Kerr and Mary Ann Jarvis
Abstract
Background: Communication is an integral part of life and of
nurse-patient relationships. Effective communication
with patients can improve the quality of care. However, the
specific communication needs of older adults can
render communication between them and nurses as less effective
with negative outcomes.
Methods: This scoping review aims at describing the type of
nonverbal communication used by nurses to
communicate with older adults. It also describes the older
adults’ perceptions of nurses’ nonverbal communication
behaviors. It followed (Int J Soc Res 8: 19-32, 2005)
framework. Grey literature and 11 databases were
systematically
searched for studies published in English and French, using
search terms synonymous with nonverbal
communication between nurses and older adults for the period
2000 to 2019.
Results: The search revealed limited published research
addressing nonverbal communication between older
adults and nurses. The studies eligible for quality assessment
were found to be of high quality. Twenty-two studies
2. were included and highlighted haptics, kinesics, proxemics, and
vocalics as most frequently used by nurses when
communicating with older adults; while studies showed limited
use of artefacts and chronemics. There was no
mention of nurses’ use of silence as a nonverbal communication
strategy. Additionally, there were both older
adults’ positive and negative responses to nurses’ nonverbal
communication behaviors.
Conclusion: Nurses should be self-aware of their nonverbal
communication behaviors with older adults as well as the
way in which the meanings of the messages might be
misinterpreted. In addition, nurses should identify their own
style of nonverbal communication and understand its
modification as necessary in accordance with patient’s needs.
Keywords: Nonverbal communication, Nurses, Older adults
Background
Communication is a multi-dimensional, multi-factorial
phenomenon and a dynamic, complex process, closely re-
lated to the environment in which an individual’s experiences
are shared [1]. Regardless of age, without communication,
people would not be able to make their concerns known or
make sense of what is happening to them [2]. Communica-
tion links each and every person to their environment [3],
and it is an essential aspect of people’s lives [4]. In healthcare
settings, communication is essential in establishing nurse-
patient relationships which contribute to meaningful engage-
ment with patients, and the fulfilment of their care and social
needs [5]. Effective communication is a crucial aspect of
nursing care and nurse-patient relationships [6–8]. In health-
care encounters with older adults, communication is import-
ant, in particular to understand each person’s needs and to
support health and well-being [9]. However, older adults
4. 00443-9&domain=pdf
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mailto:[email protected]
disabilities may restrict their interaction, participation and ef-
fective communication [11].
Communication occurs through verbal or nonverbal
modalities [12, 13]. Nonverbal communication (NVC) is
defined as a variety of communicative behaviors that do
not carry linguistic content [14] and are the messages
transmitted without using any words [15, 16]. NVC can
act as a counter measure or an adjunct to verbal mes-
sages, in that it is more reliable if there is inconsistency
between verbal and nonverbal messages [17]. Therefore,
it is important that there is congruence between nonver-
bal and verbal messages [18], with research showing that
patients are particularly alert to nurses and nurse-aids
nonverbal behaviors [17, 19–21], especially when they
are anxious and feel uncertain [14]. Despite the value of
communication, it has been shown that healthcare
workers spent very little time communicating with pa-
tients not satisfied with the information they received
and how it was communicated [22]. Though verbal com-
munication behaviors of healthcare providers have been
extensively studied, their NVC behaviors have received
less attention [17].
Scholars have varied in their estimations of the pro-
portion of NVC in communication, with estimates as
high as 93% [23], with other estimates of 60 to 90% [24].
5. Moreover, scholars have described different modalities
of NVC, including artefacts (presence of physical and
environmental objects), chronemics (use and perception
of time), haptics (use of touch), kinesics (form of move-
ment of the body), physical appearance (body type and
clothing), proxemics (use of space and distance), vocalics
(aspects of the voice), and silences [23, 25–27].
Concern needs to be directed on NVC and its different
modalities as critical contributors to high quality care
which plays a significant role in demonstrating respect
for patients, fostering empathy and trusting provider-
patient relationships [24]. A significant relationship ex-
ists between patient’s perceptions of empathy and eye
contact and social touch [28], with touch, and gestures
described as communication facilitators [27]. Nurses'
positive facial expressions demonstrate signs of bonding,
respect and affection towards older patients [29] while
voice tones have contributed decisively to the success of
interactions with older adults [30]. On the other hand,
limited time has been reported by patients to have a
negative impact on communication [31, 32], demon-
strated in gestures of irritability which have caused em-
barrassment in older patients [29], and speaking fast has
been a further communication barrier between nurses
and patients [32]. The present review suggests the im-
portance of understanding NVC between nurses and
older adults, and underscores the need for focused re-
search to address the gap in the knowledge of communi-
cation in geriatric care. The primary aim of the study
was to identify the type of NVC strategies used by
nurses to communicate with older adults in both acute
care settings and long-term care settings.
Methods
6. In order to map evidence-based knowledge and gaps
[33–35] related to NVC between nurses and older
adults, a systematic scoping review was conducted. Scop-
ing reviews are useful to map the existing literature
around a particular topic by charting findings and identi-
fying research gaps [36], especially when the topic is
complex or poorly reviewed [37]. A scoping review was
chosen over a systematic review because the purpose of
the study was to identify knowledge gaps related to non-
verbal communication, as opposed to confirming or re-
futing the basis of current practice against relevant
evidence [38]. The study adopted the framework pro-
posed by Arksey and O’Malley [36] and further refined
by Levac et al. [39]. The Preferred Reporting Items for
Systematic reviews and Meta-Analyses extension for
Scoping Reviews (PRISMA-ScR) Checklist [34] was
followed for this review (Additional file 1).
Research questions
The main question for this review was: What is the evi-
dence of NVC between nurses and older adults? The sub
questions were: (i) What are the different modalities of
NVC used in geriatric nursing care? (ii) What are the
functions of using the different NVC modalities? (iii) How
do older persons respond to different NVC modalities?
Eligibility criteria
The JBI framework of Population, Concept, Context
(PCC) was used to determine the eligibility of the re-
search question for this review (Table 1).
Population
Nurses including nursing students were considered in
addition to qualified nurses and nurse aides because they
are the largest population of healthcare workers [40].
7. Concept
The focus was NVC between nurses and older adults
(≥60 years). For the purpose of this review, the United
Nations cut-off of 60 years and older referring to the
older adult population in Africa [41] was considered; yet,
most Upper Income Countries have accepted the
chronological age of 65 years and older, the age of retire-
ment, as a definition of an older adult [42]. Socio-
economic and disease reasons suggest that 65 years is
not readily applicable to the African context [43].
Older adults with dementia were excluded although
they are able to send and receive nonverbal information
[39]. Dementia care combines comorbidities, cognitive
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
2 of 13
and functional decline; leading to complex needs and
ever-increasing difficulty for the patient in articulation
[44], which is viewed as a challenging form of care.
Context
Acute settings and nursing homes were included into
the context. In nursing homes, care is usually carried
out by nursing staff with different levels of education
and training [45]. Furthermore, community settings were
excluded from the context because hospitalization is po-
tentially stressful and involves unpleasant experiences
for patients and their families [1], and thus offers a
greater opportunity to identify the phenomenon under
discussion.
Search strategy
8. The search terms for this review originated from
indexed subject headings, keywords of relevant studies,
that recurred repetitively, and the Medical Subject Head-
ings (MeSH) terms. The term ‘nonverbal communica-
tion’ was used as a starting point to develop a search
string and identified other keywords to refer to NVC.
The string/Boolean search terms for this review in-
cluded: Participants (“nurses” OR “registered nurse” OR
“professional nurses” OR “students nurses” OR “nurse
aides”) AND Concept (“nonverbal communication” OR
“kinesics” OR “proxemics” OR “artefacts” OR “chrone-
mics” OR “haptics” OR “vocalics” OR “physical appear-
ance” OR “active listening” OR “silences”) AND Context
(“old people” OR “elder” OR “elderly” OR “older people”
OR “aged” OR “geriatrics”).
Database searching
A range of sources were used to ensure a comprehensive
coverage of the literature. An initial search was con-
ducted in August 2017, repeated and finalized in No-
vember 2019 The search made use of the following
databases: Pubmed, Science Direct, Sabinet, Academic
search complete, CINAHL with Full Text, Education
Source, Health Source- Consumer Edition, Health
Source: Nursing/Academic Edition, and MEDLINE.
Google Scholar and Open Grey engines were also used
to source relevant literature. Additionally, the reference
lists of the included studies were used to search for add-
itional studies. Only studies written in either English or
French were retrieved.
Evidence of nurses’ NVC strategies while communicat-
ing with older adults, conducted in acute settings, and
published in English or in French between 2000 and
2019 were included. Quantitative, qualitative, mixed-
9. methods primary research studies, and reviews published
in peer-reviewed journals, and grey literature that ad-
dressed the research question such as book chapters,
thesis and reports were included. Evidence on communi-
cation with older adults suffering from communication
impairment or dementia, in psychiatric units or commu-
nities, published in languages other than English or
French were excluded. Evidence published before 2000
were excluded.
Study selection
The titles were reviewed against the eligibility criteria by
EW. This initial search was monitored, exported into
EndNote X9 reference manager, for abstract and full text
screening by EW. The duplicated studies were deleted,
followed by independent reviewing of the abstracts by
EW and JK. Studies deemed ‘unclear’ were advanced to
the subsequent screening stage. Assistance from the
study university library services was requested when full
texts could not be retrieved from the databases and five
full texts were provided. Full text of 75 eligible studies
were independently filtered by EW and JK using Google
forms. Additionally, a search of the reference list of all
identified reports and studies for additional studies was
performed by EW. MAJ pronounced on the discrepan-
cies that occurred during the abstract screening and the
full text screening until a consensus was reached.
Data extraction
Information relevant to the aim of this study were ex-
tracted independently by EW and JK. A data extraction
form was developed electronically using Google forms.
Table 1 PCC framework used to determine the eligibility of the
research question
10. Criteria Inclusion Exclusion
Population Professional nurses, registered nurses, enrolled
nurses, nurse
aides
Nursing students
Nurses working in community settings
All other healthcare workers
Informal geriatric care givers
Concept Nonverbal communication strategies and interpreted
meaning
between nurses and older adults (≥60 years)
Verbal communication between nurses and older adults
Nonverbal communication strategies of older adults
Nonverbal communication with nurses and older adults with
communication impairments or disorders or dementia.
Context Acute settings, nursing homes, long-term care Acute
hospital settings
End-of-life / Terminal care unit;
Psychiatric / mental health care unit;
Communities
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
3 of 13
Extracted data included bibliographic details, country
and setting, aim/objective, study design, targeted popula-
tion, nurses’ nonverbal strategies used while communi-
cating with older adults, older adults’ interpretation of
nurses’ nonverbal behaviors, and relevant outcomes of
11. interest. Discussions between EK and JK refined the
table of information extracted.
Quality appraisal
The Mixed Methods Appraisal Tool (MMAT), version
2018 [46] was independently used by EW and JK to crit-
ically appraise the quality of the included primary stud-
ies. Discussion was used to resolve discrepancies. The
MMAT allowed for assessment of the appropriateness of
the aim of the study, adequacy and methodology, study
design, participant recruitment, data collection, data
analysis, and the presented findings [46]. The quality
of studies was graded with a quality score ranging
from ≤ 50% as low quality, 51–75% considered as an
average quality, and 76–100% considered as high
quality (Table 3).
Collating and summarizing the data
Content thematic analysis approach [64] was employed
to extract relevant data that answered the study ques-
tions. The results of the included studies were summa-
rized, manually coded, and presented using a narrative
approach. The nurses’ NVC behaviors were categorized
under nine items namely (i) artefacts; (ii) chronemics;
(iii) haptics; (iv) kinesics; (v) proxemics; (vi) vocalics;
(vii) physical appearance; (viii) active listening; and (ix)
silence.
Results
Two hundred and fifty-seven (257) studies met the eligi-
bility criteria following the deletion of 478 duplicates
from the 735 studies identified at the title screening
stage (Fig. 1).
Fig. 1 PRISMA 2009 Flow Diagram
12. Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
4 of 13
Characteristics of included studies
Tables 2 and 3 summarize the characteristics of the 22
included studies. All included studies were published in
English and no eligible French studies were identified.
Study designs
Diverse research methods were employed within the 22
included studies. Thirteen studies were qualitative stud-
ies using individual interviews [19, 47, 55, 58, 60, 65],
focus groups [51, 65], participant observations including
video recordings [30, 47–49, 52, 57, 60], and participant
logs [54]. There were one survey [59], one randomized
controlled trial study [62] as well as one mixed methods
study [53]. The other studies were a review [50] and two
reflections [61, 63]. Three studies were related to con-
tinuous professional development [3, 4, 56].
Quality of evidence
Of the 22 included studies, 16 studies underwent meth-
odological quality assessment using the MMAT version
2018 [46]. The remaining six [3, 4, 50, 56, 61, 63] were
excluded from the quality appraisal because they were
Table 2 Characteristics of the included studies (1)
Author(s) and year Country Setting Design Sample sizes Quality
appraisal
Johnsson et al. 2018
13. [47]
Sweden Wards in a department of
medicine for older people
Qualitative: observations, field
conversations, and semi-structured
interviews
40 nurses and 40 older
adults
100%
Freitas 2016 [30] Brazil Family health unit Qualitative: video
recording 32 nurses and 32 older
adults
100%
Small et al. 2015 [48] Canada Long term care Qualitative:
observation (video recording)s 27 staff and 27 older
adults
100%
Freitas 2014 [49] Brazil Family health unit Qualitative: video
recording 32 nurses and 32 older
adults
100%
Levy-Storms et al. 2011
[51]
USA Nursing home Qualitative: focus groups 17 nurse aides and
14. 15
older adults
100%
Medvene and Lann-
Wolcott 2010 [19]
USA Assisted living facility and
nursing home
Qualitative: individual interviews 16 nurse aides 100%
Backhaus 2009 [52] Japan Nursing home Qualitative:
observations 100 nurses and 57
older adults
100%
Gilbert and Hayes 2009
[53]
USA Nurse practitioners’ offices Mixed: observations (video
recordings),
survey
31 nurse practitioners
and 155 older adults
100%
Sorensen 2009 [54] the
Balkans
Nursing home and
rehabilitation unit
15. Qualitative: nursing students’ logs 10 third-year nursing
students
100%
Williams and Warren
2009 [55]
USA Assisted living facility Qualitative: interviews and
fieldwork 11 nursing assistants
and 39 older adults
100%
Carpiac-Claver and Levy-
Storms 2007 [57]
USA Nursing homes and assisted
living facilities in USA
Qualitative: observations (video
recordings)
17 nurse aides and 17
older adults
100%
Kaakinen et al. 2001 [65] USA Care facilities, clinics, and
private practice
Qualitative: one focus group and in-depth
interviews
12 nurse practitioners 100%
16. Jonas 2006 [58] Canada Long term care Qualitative: semi-
structured interviews 19 older adults 100%
Tuohy 2003 [60] Ireland Continuing care unit Qualitative:
participant observations and
eight semi-structured interviews
8 s year diploma
nursing students
100%
Butts 2001 [62] USA Two nursing homes Quantitative:
randomized control trial 72 older adults 100%
Park and Song 2005 [59] Korea Medical, surgical, and
ophthalmology units
Quantitative: survey 136 nurses and 100
older adults
80%
Daly 2017 [4] Ireland Not reported Grey: Continuous
Professional
Development
N/A N/A
Williams 2013 [50] USA Literature Review N/A N/A
Calcagno 2008 [56] USA Long-term care Grey: Continuous
Professional
Development
17. N/A N/A
Linda 2002 [3] UK Not reported Grey: Continuous Professional
Development
N/A N/A
Bush 2001 [61] Germany Not reported Grey: author’ s reflection
N/A N/A
Babikian 2000 [63] USA Long term care Grey: authors’
reflection N/A N/A
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
5 of 13
Table 3 Characteristics of the included studies (2)
Author(s) and
year
Objective Outcomes reported Conclusions
2018 Johnsson
et al. 2018
[47]
To describe how nurses communicate with older
patients and their relatives in a department of
medicine for older people in western Sweden
Nurses’ nonverbal communication strategies:
standing position, eye gaze, speaking faster,
speaking louder, speaking with a friendly tone,
18. kneeling down, closing the door, smiling, facial
expressions, smiling
Proxemics, kinesics,
vocalics
2017 Daly 2017 [4] To explore communication between nurses
and
older adults, with an emphasis on promoting
effective communication in practice
Nurses’ nonverbal communication strategies:
considering the environment, using touch
appropriately, positioning oneself at the same
level, active and compassionate listening
Artefacts, haptics,
proxemics, active
listening
2016 Freitas 2016
[30]
To assess proxemics communication between
nurse and elderly in nursing consultation
Nurses’ nonverbal communication strategies:
posture-Sex, sociofugo-sociopeto axis, distance
evaluation, kinaesthetic, contact behaviour, visual
code, thermal code, olfactory code, voice Volume
kinesics, vocalics,
haptics, proxemics,
artefacts
2015 Small et al.
19. 2015 [48]
To explore the nature of communication between
care staff and residents when they do not share
the same language and ethno cultural
backgrounds
Nurses’ nonverbal communication strategies:
pointing, touching, eye gazing, smiling, sitting
next, head nodding, playful gestures
kinesics, proxemics,
haptics
2014 Freitas 2014
[49]
To analyse the performance of nurses in nursing
consultation for the elderly based on the
theoretical framework of Hall
Nurses’ nonverbal communication strategies:
posture-sex, sociofugo-Sociopeto axis, distance
evaluation, kinaesthetic, contact behaviour, visual
code, thermal code, olfactory code, voice Volume
kinesics, vocalics,
haptics, proxemics
2013 Williams 2013
[50]
To review evidence-based strategies for effective
communication with older adults across long-term
care settings
20. Nurses’ nonverbal communication strategies: eye
contact, facial expressions, singing, humming,
touching.
Patients’ responses of nurses’ nonverbal
communication strategies: dominance, disinterest
kinesics, haptics
negative responses
2011 Levy-Storms
et al. 2011
[51]
To characterise the meaning of and experiences
with individualized care from the perspectives of
both nursing aides and nursing-home residents
Nurses’ nonverbal communication strategies:
listening, touching the shoulder
Patients’ responses of nurses’ nonverbal
communication strategies: respect, favouritism
haptics, active
listening
Mixed responses
2010 Medvene and
Lann-Wolcott
2010 [19]
To identify the communication behaviours and
strategies used by socially skilled geriatric nurse
aides working with residents in long term care
facilities
Nurses’ nonverbal communication strategies:
21. touching, smiling, spending time with, observing
body posture;
haptics, kinesics,
chronemics
2009 Backhaus
2009 [52]
To examine the special nature of communication
between residents and staff in a Japanese elderly
care institution by taking a cross-cultural
perspective
Nurses’ nonverbal communication strategies: kiss,
hand shake, military tone
haptics, vocalics
2009 Gilbert and
Hayes 2009
[53]
To examine contributions of older patients’ and
nurse practioners’ characteristics and the content
and relationship components of their
communication to patients’ proximal outcomes
and longer-term outcomes, and contributions of
proximal outcomes to longer-term outcomes
Nurses’ nonverbal communication strategies: gaze,
nod or shake of the head, eyebrow movement,
smile, touch
kinesics, haptics
22. 2009 Sorensen
2009 [54]
To demonstrate and discuss how personal
competence, with emphasis on communication
and empathy, can be developed by nursing
students through international clinical practice
Nurses’ nonverbal communication strategies: body
contact, pointing, nodding, smiling, laughing,
active listening, voice pitch, thumbs up,
kinesics, vocalics,
active listening,
haptics
2009 Williams and
Warren 2009
[55]
To explore how communication affects issues
relating to residents maintaining cognitive and
physical functioning so that they are able to
remain in residence
Nurses’ nonverbal communication strategies: talk
louder.
Patients’ responses of nurses’ nonverbal
communication strategies: rudeness; disinterest in;
disdain for; perceived hypocrisy; threats to
noncompliance; infantilization of residents;
adultification of residents;
Vocalics
Negative responses
23. 2008 Calcagno
2008 [56]
To provide pointers to help clinicians listen to the
needs and concerns of their clients
Nurses’ nonverbal communication strategies:
greeting with a smile and handshake, sitting face-
to-face, leaning forward, sitting close enough, lis-
tening, having an open posture
active listening,
kinesics, proxemics
2007 Carpiac- To identify types and examples of nurse aide-
Nurses’ nonverbal communication strategies: kinesics, haptics,
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
6 of 13
not primary studies. The 16 studies which underwent
methodological quality assessment showed high meth-
odological quality and scored between 80 and 100%. Of
these studies, 15 studies [19, 30, 47–49, 51–55, 57, 58,
60, 62, 65] scored 100%, and one [59] scored 80%.
Study results
Three outcomes were reported in the studies: the NVC
behaviors of nurses, the functions of those behaviors and
the responses of older adults to the NVC behaviors.
Nurses’ NVC behaviors and their functions
Of the 22 included studies, 20 reported on nurses’ NVC
behaviors including haptics, kinesics, proxemics, vo-
24. calics, active listening, artefacts, and chronemics. There
was no mention of physical appearance nor silences in
all the included studies.
Haptics
Haptics were reported in 17 studies [3, 4, 19, 30, 48–54,
57, 60–63, 65] of which 12 studies, which underwent
quality appraisal, were of high quality. Haptics were
identified when nurses shook hands with older adults,
held their hands, stroked or touched their hands. Nurses
also kissed older adults, hugged them or gave them a pat
on the shoulder.
In a study aiming at examining the special nature of
communication between residents and staff in a Japanese
elderly care institution, haptics were referred to as a
handshake given by a member of staff against one older
adults will [52]. This type of touch was used in a joking
manner in Japan, where handshakes are uncommon, but
was imposed on the older adult who did not appreciate
it [52]. In another study conducted on types and exam-
ples of nurse aides-initiated communication with long-
term care residents during mealtime assistance, haptics
referred to a handshake when staff praised the older
adults for eating all their food or to a touch on the arm
for raising attention [57]. Stroking older adults’ hands
were reported to be a means of conveying attention or
affection while holding one older adult’s head back was
used by a nurse to appease a negative response from the
Table 3 Characteristics of the included studies (2) (Continued)
Author(s) and
year
25. Objective Outcomes reported Conclusions
Claver and
Levy-Storms
2007 [57]
initiated communication with long-term care resi-
dents during mealtime assistance in the context of
residents’ responses
smiling, touching, laughing, singing, eye gazing,
leaning forward, nodding, shaking hands, high
pitch, soft tone
vocalics
2001 Kaakinen
et al. 2001
[65]
To describe communication between nurse
practitioners and elderly clients
Nurses’ nonverbal communication strategies:
touch, time, flyers, listening, drawings, pamphlets,
written instructions; books; education files
artefacts, chronemics,
haptics, active
listening
2006 Jonas 2006
[58]
To explore the experience of being listened to for
older adults living in long-term care facilities
26. Patients’ responses of nurses’ nonverbal
communication strategies: nurturing contentment,
vital genuine connections, respect and benefit
Active listening
Positive responses
2005 Park and
Song 2005
[59]
To determine and compare the communication
barriers perceived by older inpatients and nurses
caring for them, with the aim of identifying the
disparities between the perceptions of the two
parties
Nurses’ nonverbal communication strategies:
speaking far away, without eye contact, with mask
on, too loudly, too fast.
Patients’ responses of nurses’ nonverbal
communication strategies: working without a
sincere attitude, being unfriendly, showing no
respect
proxemics, kinesics,
artefacts, vocalics
negative responses
2003 Tuohy 2003
[60]
To ascertain how student nurses communicate
with older people
27. Nurses’ nonverbal communication strategies:
talking louder and slower, eye contact, facial
expressions, appropriate touch
vocalics, kinesics,
haptics
2002 Linda 2002
[3]
To explore the skills that are required for effective
communication with older people
Nurses’ nonverbal communication strategies: body
movements, postures, gestures, touch, proximity,
pace of approach, eye contact, demeaning tone,
speaking too quickly
kinesics, vocalics,
haptics, proxemics
2001 Bush 2001
[61]
Author’s reflection on active listening Nurses’ nonverbal
communication strategies:
leaning over, holding hand, active listening, eye
contact, spending more time, notes, learning
tools, posture, physical proximity
haptics, kinesics,
active listening,
chronemic, artefacts,
proxemics
2001 Butts 2001
28. [62]
To examine whether comfort touch improved the
perceptions of self-esteem, well-being and social
processes, health status, life satisfaction and self-
actualization, and faith or belief and self-
responsibility
Patients’ responses to nurses’ nonverbal
communication strategies: improved perception of
self-esteem, well-being, social processes, health
status, life satisfaction, self-actualisation, and faith
or belief
Haptics
Positive responses
2000 Babikian 2000
[63]
Author’s reflection on her encounter with an old
person
Nurses’ nonverbal communication strategies:
holding of hand, sitting next to
proxemics, haptics
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
7 of 13
older adult in a study exploring the nature of communi-
cation between care staff and residents who did not
share the same languages and ethno-cultural back-
29. grounds [48].
Hugs were mentioned as a deliberate communication
strategy used by a nurse practitioner to meet the unique
needs of older adults in a study aimed at describing
communication between nurse practitioners and older
adults [65]. Hugs were also reported by nurses as a con-
scious NVC strategy specific to each older adult to es-
tablish rapport and prevent communication breakdowns
between nurses and older adults [48]. An example was
demonstrated through staff rubbing the sleepy older adult
under the chin as a form of stimulus [48]. Additionally, a
pat on the shoulder was mentioned as a caring gesture in
a study aimed at characterizing the meaning of and expe-
riences with individualized care from the perspectives of
both nursing aides and nursing home residents [51].
However, a kiss on an older adult male’s forehead was
described as inappropriate conduct [52].
Kinesics
Kinesics was reported in 14 studies [19, 30, 48–50, 53,
54, 56, 57, 59–61] of which 8 studies, which underwent
quality appraisal, were of high quality. Nursing students
developing personal competence in international clinical
practice, used pointing and thumbs up, as movements of
the hands, to communicate nonverbally when words
were in short supply [54]. Further, a Swedish study de-
scribed nurses’ use of pointing to communicate with
older adults and their relatives in a department of
medicine for older adults [47].
Kinesics also referred to as movements of the head,
included facial expressions, movements of the eyes, and
head nods. Student nurses’ use of facial expressions and
eye contact were described as components of effective
communication with older adults [60]. While facial
30. expressions such as a smile and laugher were reported
to both quickly and amicably resolve disagreements
between staff and older adults, smiles were seen as
enhancers of the communication in a study where staff
occasionally engaged in smiling with older adults [48]. A
nurses’ smile was also seen as a way to either convey the
message [54], to initiate communication [57] or an
attempt to create a positive atmosphere during the
meeting with older adults [47].
Student nurses described head nodding as a means to
convey their message nonverbally when communicating
with older adults [54]. Nodding was also used to convey
communicative intent nonverbally, to indicate acceptance
or rejection of staff’s actions [48], and to address or to
praise the older adult [57]. Additionally, nodding was used
by nurses to show that they had understood what older
adults and their relatives had said [47].
Eye gaze was seen as nurses’ willingness to be engaged
in conversation in a review on evidence-based strategies
for effective communication with older adults across
long-term care settings [50]. Eye gaze was also used to
gain older adults’ attention, or as means to both connect
relationally and instrumentally [48]. Additionally, eye
gazing was used to gain older adults’ attention, when the
nature of communication between care staff and resi-
dents using different languages and having ethno-
cultural backgrounds was explored [48]. Eye contact was
suggested as advice to effectively communicate with
older adults [3], or a means of improving communication
skills [61]. However, Visual Code factor was among the
factors that received the lowest scores in a study analyzing
the performance of nurses in nursing consultation for the
older adults based on the theoretical framework of Hall
[49]. The low score was justified by the unpreparedness of
31. nurses about the aging process [49].
Movements of the body included leaning over older
adults to assess their progress [61] or to check on them
in a study conducted on types and examples of nurse
aide-initiated communication with long-term care resi-
dents during mealtime assistance [57]. Additionally,
leaning forward was a means to indicate the nurses’
eagerness and readiness to listen to the older adults’
stories, in a study providing pointers to help clinicians
listen to the needs and concerns of older adults [56].
Proxemics
Proxemics, defined as the social meaning of space and
interactive field, which determines how relationships
occur [115] were reported in 10 studies [3, 4, 30, 47, 49,
56, 59, 61, 63], and included physical proximity and
physical distance. Of these studies, eight were of high
quality based on the MMAT assessment.
Speaking far away was mentioned as a nurse-related
communication barrier perceived by both older adults
and nurses [59]. Additionally, a Swedish study noted that
nurses remained standing while using a medical voice to
communicate with older adults, [47]. In contrast, nurses
positioning themselves at the same level as older adults
was a strategy to support their communication with
older adults [4]. Sitting next to older adults was part of
the playful gestures nurses engaged in, in a study which
explored the nature of communication between care
staff and residents with different languages and ethno-
cultural backgrounds [48]. Likewise, pointers to help cli-
nicians listen to the needs and concerns of older persons
included physical presence to enhance the ability to
listen and show interest [46], sitting by the older adult’s
side to hold their hand [63], sitting face to face to indi-
32. cate presence and the readiness to listen [56]. On the
contrary to the literature supporting engagement on the
same plane, kneeling down was also used by nurses to
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
8 of 13
make eye contact with older adults and seen in the
instance of planning a good home return [47].
Vocalics
Vocalics were reported in nine studies [30, 47, 49, 52,
54, 55, 57, 59, 60] where they described different aspects
of the voice tone and sense of calm. All the eight studies
that underwent quality appraisal were of high quality.
A military tone with endearment used to address an
older adult, in a Japanese elderly care institution, was not
appreciated even though used in jest [52]. Conversely, al-
though to no avail, a soft tone was used by a nurse to en-
courage an older adult to eat her food [57]. Additionally,
speaking too quickly and in a demeaning tone were re-
ported as barriers to effective communication [3]. Likewise,
speaking too loudly and speaking too fast were nurse-
related communication barriers as perceived by nurses and
older adults [59]. Speaking faster and with a monotonous
tone were reported when nurses used a medical voice to
communicate with older adults as well as speaking louder
and with great emphasis on selected words were reported
when nurses used a power voice [47].
Conversely, speaking calmly contributed to create mu-
tual trust in the student nurse-older adult relationships
in a study demonstrating that communication and em-
33. pathy can be developed by student nurses through clin-
ical practice [54]. Speaking slower was a means for
student nurses to be understood by older adults [60],
and speaking with a friendly tone was used by nurses to
increase the knowledge of older adults [47]. Additionally,
the tone used by nurses favored communication with
older adults and made possible the understanding of
what was being expressed in a study aimed at assessing
proxemics communication between nurse and elderly in
nursing consultation [30].
Listening
Listening was reported in seven studies [4, 51, 54, 56, 58,
61, 65] of which four studies were eligible for quality
appraisal and scored 100% on the MMAT assessment.
In one instance, listening was reported as a means to
help nurses assess older adults’ physical condition more
effectively [61]. Active listening coupled with compas-
sionate listening was a strategy to support nurses’ com-
munication with older adults [4], and proven to be
helpful [65]. Emphatic, non-judgmental listening, while
being aware of the body language of the older adults,
provided pointers to help nurses listen to the needs and
concerns of their clients [56].
Actively listening to older adults’ verbal and NVC be-
haviors was seen as leading to individualized care and a
sign of respect to older adults in a study characterizing
the meaning of and experiences with individualized care
from the perspectives of both nursing aides and nursing-
home residents [51]. Nursing students, associated active
listening in relation to NVC as an empathic response
and an open - minded attitude [54].
34. Artefacts
Artefacts were reported in five of the 22 included studies
[4, 30, 59, 61, 65] of which three studies eligible for
quality appraisal were of high quality.
Artefacts were communication supports and aids that
can support nurses’ communication with older adults
[4]. Artefacts included notes and hands-on learning tools
as strategies to improve communication [61] as well as
flyers, pamphlets, written instructions, books and educa-
tion files [65].
When promoting effective communication in practice,
it was advised that nurses should be mindful of the phys-
ical environment that can affect interactions between
them and older adults [4]. The results show that nurses
closed the door of an older adult’s room to avoid any
disturbance of the communication exchange in Sweden
[47], while nurses performed their service with the door
opened and allowed excessive entry of others into the
room while consulting older adults in Brazil [30]. Nurses
should guarantee privacy and should avoid speaking
while wearing a mask as it is considered as an impedi-
ment to effective communication [59].
Chronemics
There was lesser reporting of chronemics and NVC, de-
scribed in only three studies [19, 61, 65] and only one study
eligible for quality assessment was of good quality [19].
In a study aimed at identifying the communication be-
haviors and strategies used by socially skilled geriatric
nurse aides working with residents in long term care fa-
cilities, spending time with older adults was described by
the nurses as giving them positive regard, explained as
being respectful, acknowledging and showing interest
35. and approval [19]. In a reflection on active listening,
spending more time with older patients was mentioned
as a means to promote feelings of acceptance, and exer-
cising patience as the most challenging part of the com-
munication process [61]. Likewise, time was found to
positively affect nurse practitioners-older adults relation-
ships [65].
Old adults’ responses to nurses’ NVC behaviors
Six studies [50, 51, 55, 58, 59, 62] reported on the older
adults’ responses to nurses’ NVC behaviors. The responses
were either positive or negative.
Positive responses
Positive responses to nurses’ NVC behaviors were re-
ported in three studies [51, 58, 62]. Comfort touch from
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
9 of 13
nurses was shown to improve the perceptions of self-
esteem, well-being, social processes, health status, life
satisfaction, self-actualization, and faith or belief [62]
while a pat on the shoulder was perceived as a sign of
respect [51]. In a study exploring the experience of being
listened to, for older adults living in long-term care facil-
ities, results showed they expressed their satisfaction,
gratification, and unburdening and described their rela-
tionships with the nurses who listened to them as being
close like friends or family [58].
Negative responses
Negative responses to nurses’ NVC behaviors were re-
ported in four studies [50, 51, 55, 59]. In a study aimed
36. at exploring how communication affects issues relating
to residents maintaining cognitive and physical function-
ing in order to remain in the residence, vocalics were
perceived by the nurses as rudeness, disinterest, “infant-
ilisation” and “adultification” [55]. In a study with the
aim to determine and compare the communication bar-
riers perceived by older adults and nurses caring for
them, speaking far away, without eye contact, wearing a
mask and too loud was perceived as being unfriendly,
working without a sincere attitude, and showing no re-
spect [59]. In a review of evidence-based strategies for
effective communication with older adults across long-
term care settings, touching their buttocks or looming
over them were perceived by older adults as dominance,
while glancing at their watch or down the hall was
perceived as a sign of disinterest [50].
Discussion
This systematic scoping review explored evidence on
NVC between nurses and older adults, focusing on cog-
nitively intact older adults with no mental illness nor
communication impairment. A total of 22 studies were
included. Haptics, kinesics, proxemics, and vocalics were
the most frequently used NVC strategies by nurses when
communicating with older adults, of which 15 scored
100% on MATT. This study’s findings further demon-
strate a limited use of artefacts and chronemics as forms
of NVC. Physical appearance regarding NVC was not
mentioned in any of the included studies nor was si-
lence. The results evidenced limited published research
in the select topic and in particular for studies located in
Asia and Africa, as well as for quantitative studies.
Though the majority of studies were qualitative designs,
which do not allow generalization of findings, the quality
of the included studies ensures credibility.
The majority of the studies included in this review
37. illustrate the different modalities of nurses’ NVC behaviors
in geriatric nursing care. The most cited NVC behaviors
were haptics perhaps because touch is an essential and
often unavoidable part of nursing care [66]. Haptics or
communication by touch [67] can include aggressive touch,
accidental touch, playful touch, task related touch [68] or
task-oriented touch, touch promoting physical comfort,
and touch providing emotional containment [66, 68]. In the
included studies, touch was used to joke, to praise, to get
attention, to convey attention, to stimulate, and to show
care. In one instance, touch was not appreciated by the
older adult [52], which highlights that touch can lead to
either positive or negative outcomes, depending on the
nurses’ awareness and intention [69]. Touch can be a nurs-
ing tool [70], but nurses need to use touch appropriately,
taking into consideration preferences and avoiding its
imposition on older adults.
Kinesics are different from haptics in the sense that
there is no contact with a person, and only movements
of the hands, head, and the body are used. Kinesics were
used when words were in short supply, to convey mes-
sages, to indicate acceptance or rejection by either party,
to resolve disagreements amicably and with speed, to
initiate communication, to get attention, and lastly to
praise. Gesturing with a meaning of rejection or disap-
proval as well as abrupt gestures interrupt the exchange
of messages [71], highlighting the need for nurses to en-
sure correct decoding of kinesics [71]. Also, it is import-
ant that nurses keep eye contact with older adults
during interactions, keeping in mind that the permission
of this contact may vary depending on culture [30].
Proxemics included personal space and territoriality
38. [72] and included sitting next to, face-to-face, beside the
person, kneeling, looming over, and speaking far away
from the person. Proximity can therefore indicate pres-
ence, readiness to listen, and a sign of interest in the
older adult. Distance can be seen as a barrier to effective
communication with older adults. There should be a bal-
ance between distance and proximity, with nurses mind-
ful of the often-invasive nature of nursing, and the need
to create a therapeutic space where older adults’ privacy
is not violated.
Vocalics are often associated with “elderspeak”, which
in addition includes oversimplifying the language, speak-
ing at a slow rate, loud, and with a demeaning tone [73].
In this study, vocalics included speaking with a military
or a demeaning tone, speaking too fast or too loud,
which led to negative outcomes while speaking calmly or
slower led to positive outcomes. Conversely, speaking
with a soft tone also led to a negative outcome [57]. In
light of the importance of nurses developing self-
awareness of the tone that they use to communicate, an
opportunity exists for them to use audio recordings to
reflect on their tone [3].
Physical appearance was not mentioned in any of the
included studies; yet, the clothing worn in nursing is a
form of NVC that frequently shapes people’s judgments
about others, regardless of whether or not the
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
10 of 13
perceptions are true [74]. Therefore, nurses should be
aware that the way they present themselves through
39. their uniforms might indirectly communicate something
about the care they render.
Positive responses to nurses’ NVC behaviors included
improved perceptions of self-esteem, well-being, health
status, and faith as well as expressed satisfaction and
gratification when being listened to by nurses. On the
other hand, older adults viewed vocalics used by nurses
as a sign of rudeness and disinterest, while nurses who
used proxemics were perceived as being unfriendly,
working without a sincere attitude, and showing no re-
spect. In order to avoid negative responses from older
adults, a level of trust between nurses and older adults
needs to precede touch [75]. Though nurses–patients’
communication is influenced by conditions that arise in
hospital settings, [76], nurses need to adjust their com-
munication style to each situation and each patient [77].
Implications for practice
Awareness of NVC will lead to a greater understanding
of the messages exchanged [74]. When the essence of
nursing care falls short, all other initiatives are more
likely to fail as well [78], implying that if communication
with older adults is hindered or tampered with, every-
thing else nurses engage in is likely to fail. Nurses need
to be self-aware of their NVC as well as the way in
which the meanings of the messages might be misinter-
preted, highlighting a need for interventions to aid
nurses to interact and communicate holistically with
older adults [79]. Additionally, when nurses are aware
that older adults are not a homogenous group subject to
general assumptions of care [4], communication barriers
created by nurses create barriers [61] would be avoided.
Implications for education
An emphasis should be placed on teaching effective
40. communication to prepare future healthcare providers
to minimize miscommunication, deliver safe, quality
care, and contribute to anti-ageism measures. Also, the
training of nurse on NVC will enable the establishment
of bonds with older adults and culminate in effective
care [49]. Preparation of the neophytes will ensure a sus-
tainable, older-person centered and appropriately trained
workforce as advocated by the WHO (2016) [43].
Implications for research
This scoping review draws attention to the limited evi-
dence, specific to NVC between nurses and older adults
without mental illness, or communication impairment,
indicating a gap in literature, in particular in Asian and
African countries. In addition, this review highlights the
need for further research to provide an African insight
into NVC to answer the WHO call for more data to
understand the needs and the status of older adults in
Africa [80]. We further recommend a study to determine
the impact of nurses’ NVC behaviors on older adults’
satisfaction and safety of care. Though time constraints
can sometimes prevent nurses from providing the atten-
tive communication older adults seek, it is important
that nurses identify their own style of NVC and under-
stand how to modify, when necessary, their interactions
with patients, in particular older persons.
Strengths and limitations
Strengths
This study is possibly the first scoping review to map
evidence on NVC between nurses and older adults with
neither mental illness nor communication impairment.
This study demonstrated a substantial gap in the NVC
literature to guide future research on older adults with
no mental illness or communication impairment. The
41. study’s methodology also allowed the inclusion of differ-
ent study designs, and the identification of relevant stud-
ies methodically charting, and analyzing the outcomes.
Limitations
Despite the inclusion of MeSH terms, it is possible that
research on NVC existed under different terminologies,
which were not captured in this review. As only
abstracts written in English and French were included,
some relevant studies may have been missed. Several
studies of NVC between nurses and older adults may
have been reported only in contexts of mental illnesses
or communication deficiencies, leading to their exclu-
sion from this review. Additionally, studies on NVC be-
tween other healthcare workers and older adults have
not been reviewed.
Conclusions
This study explored evidence on NVC between nurses
and older adults with no mental illness nor communica-
tion impairment. The results revealed that haptics, kin-
esics, proxemics, and vocalics were the most frequently
used NVC strategies by nurses while there was a limited
use of artefacts and chronemics as forms of NVC. Fur-
thermore, physical appearance and silence were not
mentioned in any of the 22 included studies. Nurses
used NVC strategies to joke, to praise, to get or convey
attention, to stimulate, to show care, to indicate accept-
ance or rejection, to resolve disagreements amicably, to
initiate communication, to indicate presence, readiness
to listen, and a sign of interest in the older adults. Lastly,
older adults responded to nurses’ NVC behaviors either
in a positive way or in a negative way.
Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
11 of 13
42. Supplementary information
Supplementary information accompanies this paper at
https://doi.org/10.
1186/s12912-020-00443-9.
Additional file 1.
Additional file 2.
Abbreviations
MMAT: Mixed Methods Appraisal Tool; MeSH: Medical
Subject Headings;
NVC: Nonverbal Communication; PCC: Population, Concept,
Context; PRISMA-
ScR: Preferred Reporting Items for Systematic Reviews and
Meta-Analyses ex-
tension for Scoping Reviews; WHO: World Health organization
Acknowledgements
The authors acknowledge the systematic reviews workshops
organized by
the School of Nursing and Public Health of University of
KwaZulu-Natal for
the provision of resources towards this review.
Authors’ contributions
EW conceptualized the study under the supervision of JK, and
designed the
methodology. EW, JK, and MAJ contributed to writing the
manuscript. MAJ
critically reviewed the manuscript. All authors read and
approved the
manuscript.
43. Funding
(Not applicable).
Availability of data and materials
Data sharing is not applicable to this article.
Ethics approval and consent to participate
(Not applicable).
Consent for publication
(Not applicable).
Competing interests
The authors declare that they have no competing interests.
Received: 9 December 2019 Accepted: 4 June 2020
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Springer Nature remains neutral with regard to jurisdictional
claims in
published maps and institutional affiliations.
56. Wanko Keutchafo et al. BMC Nursing (2020) 19:53 Page
13 of 13
http://www.who.int/topics/health_systems/en/
http://www.who.int/topics/health_systems/en/
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through-service-learning/
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through-service-learning/
https://ir.uiowa.edu/nursing_pubs/1890AbstractBackgroundMet
hodsResultsConclusionBackgroundMethodsResearch
questionsEligibility criteriaPopulationConceptContextSearch
strategyDatabase searchingStudy selectionData
extractionQuality appraisalCollating and summarizing the
dataResultsCharacteristics of included studiesStudy
designsQuality of evidenceStudy resultsNurses’ NVC behaviors
and their
functionsHapticsKinesicsProxemicsVocalicsListeningArtefactsC
hronemicsOld adults’ responses to nurses’ NVC
behaviorsPositive responsesNegative
responsesDiscussionImplications for practiceImplications for
educationImplications for researchStrengths and
limitationsStrengthsLimitationsConclusionsSupplementary
informationAbbreviationsAcknowledgementsAuthors’
contributionsFundingAvailability of data and materialsEthics
approval and consent to participateConsent for
publicationCompeting interestsReferencesPublisher’s Note
·
Week 10 - Overview & Learning Objectives
Week 10 - Overview & Learning Objectives
Attached Files:
·
Chapter 10-Leading Teams.pptx
Chapter 10-Leading Teams.pptx - Alternative
Formats (1.061 MB)
57. Assigned Readings:
Chapter 10. Leading Teams.
Overview:
This week’s readings teach you how to turn a group of
individuals into a collaborative team that achieves high
performance through a shared mission and collective
responsibility, and identify challenges associated with
teamwork and explain why people sometimes have negative
feelings about working in a team. You will also learn how to
lead a team to high performance by providing a compelling
purpose and clear objectives, clarifying roles and
responsibilities, designing the team in terms of size and
diversity, giving team members decision authority, and
providing support and coaching.
Learning Objectives:
1. Turn a group of individuals into a collaborative team that
achieves high performance through a shared mission and
collective responsibility.
1. Identify challenges associated with teamwork, and explain
why people sometimes have negative feelings about working in
a team.
1. Lead a team to high performance by providing a compelling
purpose and clear objectives, clarifying roles and
responsibilities, designing the team in terms of size and
diversity, giving team members decision authority, and
providing support and coaching.
1. Understand and handle the stages of team development,
and know how to promote cohesiveness and shape productive
team norms.
1. Understand the challenges and benefits of virtual teams and
the team leader behaviors that contribute to virtual team
effectiveness.
1. Handle conflicts that inevitably arise among members of a
team.
1.
58. Reflection and Discussion Forum Week 10
Reflection and Discussion Forum Week 10
Assigned Readings:
Chapter 10. Leading Teams.
Initial Postings: Read and reflect on the assigned readings for
the week. Then post what you thought was the most important
concept(s), method(s), term(s), and/or any other thing that you
felt was worthy of your understanding in each assigned textbook
chapter.Your initial post should be based upon the assigned
reading for the week, so the textbook should be a source listed
in your reference section and cited within the body of the text.
Other sources are not required but feel free to use them if they
aid in your discussion.
Also, provide a graduate-level response to each of the following
questions:
2. The chapter suggests that very small teams (say, three to six
members) perform better, and most people prefer to work in
small teams. However, many companies use teams of 100 or
more people to perform complex tasks, such as creating and
developing a new product. Do you think a unit of that size can
truly function as a team? Discuss.
2. If you were the leader of a team developing a new computer
game, how might you apply negotiation to resolve a conflict
between two strong-willed members related to which features to
include in the game?
[Your post must be substantive and demonstrate insight gained
from the course material.
Postings must be in the student's own words - do not
provide quotes!]
[Your initial post should be at least
450+ words and in APA format (including Times New
Roman with font size 12 and double spaced). Post the actual
body of your paper in the discussion thread then attach a Word
version of the paper for APA review]
59. Submitting the Initial Posting:Your initial posting should be
completed by
Thursday, 11:59 p.m. EST.
Response to Other Student Postings: Respond substantively to
the post of at least two peers, by
Friday, 11:59 p.m. EST. A peer response such as “I
agree with her,” or “I liked what he said about that” or similar
comments are not considered substantive and will not be
counted for course credit.
[Continue the discussion through
Sunday,11:59 p.m. EST by highlighting differences
between your postings and your colleagues' postings. Provide
additional insights or alternative perspectives]
Evaluation of posts and responses: Your initial posts and peer
responses will be evaluated on the basis of the kind of critical
thinking and engagement displayed. The grading rubric
evaluates the content based on seven areas:
Content Knowledge & Structure, Critical Thinking, Clarity &
Effective Communication, Integration of Knowledge & Articles,
Presentation, Writing Mechanics, and Response to Other
Students.
1.
Activity 10
Provide a detailed account of the challenges and benefits of
virtual teams and the team leader behaviors that contribute to
virtual team effectiveness. Discuss the elements of diversity,
equity, inclusion, and respect that must be considered in this
process. Please support your response with scholarly sources.
The assignment is to answer the question provided above in
essay form. This is to be in narrative form. Bullet points should
not to be used. The paper should be at least 1.5 - 2 pages in
length, Times New Roman 12-pt font, double-spaced, 1 inch
60. margins and utilizing at least five outside scholarly or
professional source related to organizational behavior. This
does not mean blogs or websites. This source should be a
published article in a scholarly journal. This source should
provide substance and not just be mentioned briefly to fulfill
this criteria. The textbook should also be utilized. Do not use
quotes. Do not insert excess line spacing. APA formatting and
citation should be used.
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