Motivation is driven by needs, wants and impulses within an individual. It initiates and guides goal-oriented behaviors, and is the driving force behind human actions. Suggestions for improving motivation include reframing one's mindset, imagining success, taking goals one step at a time, and remembering one's reasons for pursuing goals. Core communication skills include listening, nonverbal communication, emotional awareness, questioning, and allow individuals to communicate more effectively and resolve conflicts better.
The document discusses the components of an outline for an informative or persuasive speech, including specifying a general and specific goal, main points that relate to the specific goal, a thesis statement incorporating the goals and main points, and using transitions between each section to help the audience follow the speech's organization and retain the information. It provides examples of how to write main points, a thesis, and transitions that are clear, concise, and directly relate back to the specific speech goal.
This document discusses problems students face with listening in English and potential solutions. It begins with an introduction on the importance of listening skills. Some common problems with listening identified are prejudice, selective listening, distractions, and making assumptions beyond what was said. Suggested solutions include watching English media, giving individual attention without interruptions, and improving pronunciation. The conclusion finds students' listening difficulties stem from challenging syllabi and low motivation, while external problems include limited university facilities. Overall, regular listening practice is advised to enhance skills.
The document discusses listening and barriers to effective listening. It identifies three main types of barriers: physical, physiological, and psychological. Some physical barriers include noise, uncomfortable seating, and message overload. Physiological barriers relate to one's health or disabilities. Psychological barriers involve attitudes, impatience, or uncertainty in the speaker's ability. The document provides tips for improving listening such as focusing attention, letting the speaker finish, and putting oneself in the listener's role to understand the speaker's purpose.
This document discusses using videos and active listening activities in the English classroom. It provides examples of videos that can be used, such as an interview with Joaquin Phoenix and a video of a dog, to model both good and bad active listening skills. Suggested active listening activities include having students discuss topics in groups while some practice active listening and others do not, and telling stories to each other in rounds with decreasing time limits. The document also provides tips and resources for finding and using video clips in the classroom.
Restating as a key technique to achieve better outcomes in problem solving Jaber Hihiden
The document discusses restating as a key technique to achieve better outcomes in problem solving. It explains that restating a problem allows one to broaden their perspective and identify alternative solutions. It then provides examples of different ways to restate a problem, including paraphrasing, taking the opposite view (180 degrees), broadening the focus, redirecting the focus, and repeatedly asking "why" to get to the underlying issue. The conclusion states that restating helps show understanding of the problem and gives a new perspective to get better outcomes.
Active Listening, Questioning Skills & Coaching ConversationsMostafa Ewees
The document discusses active listening skills, questioning techniques, and the GROW coaching model. It defines active listening as focusing attention on the speaker to improve understanding. The 4 steps of active listening are outlined. Open, closed, and probing questions are defined and their uses explained. The GROW model is introduced as a structure for coaching conversations, with the stages of Goal, Reality, Options, and Wrap-up described. Activities to practice these skills are proposed.
This document contains a rubric for evaluating oral presentations. It assesses students on 6 categories: preparedness, vocabulary use, use of complete sentences, effective use of pauses, staying on topic, and listening to other presentations. For each category, it provides criteria for scores of 1 to 4, with 4 being the highest or best score. For example, a score of 4 in preparedness means the student was completely prepared and had obviously rehearsed, while a 1 means the student did not seem at all prepared to present.
Motivation is driven by needs, wants and impulses within an individual. It initiates and guides goal-oriented behaviors, and is the driving force behind human actions. Suggestions for improving motivation include reframing one's mindset, imagining success, taking goals one step at a time, and remembering one's reasons for pursuing goals. Core communication skills include listening, nonverbal communication, emotional awareness, questioning, and allow individuals to communicate more effectively and resolve conflicts better.
The document discusses the components of an outline for an informative or persuasive speech, including specifying a general and specific goal, main points that relate to the specific goal, a thesis statement incorporating the goals and main points, and using transitions between each section to help the audience follow the speech's organization and retain the information. It provides examples of how to write main points, a thesis, and transitions that are clear, concise, and directly relate back to the specific speech goal.
This document discusses problems students face with listening in English and potential solutions. It begins with an introduction on the importance of listening skills. Some common problems with listening identified are prejudice, selective listening, distractions, and making assumptions beyond what was said. Suggested solutions include watching English media, giving individual attention without interruptions, and improving pronunciation. The conclusion finds students' listening difficulties stem from challenging syllabi and low motivation, while external problems include limited university facilities. Overall, regular listening practice is advised to enhance skills.
The document discusses listening and barriers to effective listening. It identifies three main types of barriers: physical, physiological, and psychological. Some physical barriers include noise, uncomfortable seating, and message overload. Physiological barriers relate to one's health or disabilities. Psychological barriers involve attitudes, impatience, or uncertainty in the speaker's ability. The document provides tips for improving listening such as focusing attention, letting the speaker finish, and putting oneself in the listener's role to understand the speaker's purpose.
This document discusses using videos and active listening activities in the English classroom. It provides examples of videos that can be used, such as an interview with Joaquin Phoenix and a video of a dog, to model both good and bad active listening skills. Suggested active listening activities include having students discuss topics in groups while some practice active listening and others do not, and telling stories to each other in rounds with decreasing time limits. The document also provides tips and resources for finding and using video clips in the classroom.
Restating as a key technique to achieve better outcomes in problem solving Jaber Hihiden
The document discusses restating as a key technique to achieve better outcomes in problem solving. It explains that restating a problem allows one to broaden their perspective and identify alternative solutions. It then provides examples of different ways to restate a problem, including paraphrasing, taking the opposite view (180 degrees), broadening the focus, redirecting the focus, and repeatedly asking "why" to get to the underlying issue. The conclusion states that restating helps show understanding of the problem and gives a new perspective to get better outcomes.
Active Listening, Questioning Skills & Coaching ConversationsMostafa Ewees
The document discusses active listening skills, questioning techniques, and the GROW coaching model. It defines active listening as focusing attention on the speaker to improve understanding. The 4 steps of active listening are outlined. Open, closed, and probing questions are defined and their uses explained. The GROW model is introduced as a structure for coaching conversations, with the stages of Goal, Reality, Options, and Wrap-up described. Activities to practice these skills are proposed.
This document contains a rubric for evaluating oral presentations. It assesses students on 6 categories: preparedness, vocabulary use, use of complete sentences, effective use of pauses, staying on topic, and listening to other presentations. For each category, it provides criteria for scores of 1 to 4, with 4 being the highest or best score. For example, a score of 4 in preparedness means the student was completely prepared and had obviously rehearsed, while a 1 means the student did not seem at all prepared to present.
1) Listening is an important language skill that represents a significant amount of time spent communicating and serves as input in the target language.
2) There are challenges to incorporating listening in language courses, such as a lack of engagement in listening activities and homework assignments. Authentic listening materials can help develop listening strategies.
3) When planning listening activities, teachers should consider principles like using simplified vs authentic texts, engaging students in discussions of strategies, and dealing with lower proficiency levels. Regular listening practice and training in strategies is important.
Accountable talk refers to discussions where students listen to each other, build on ideas, ask clarifying questions, and back up opinions with evidence. It encourages critical thinking as students respectfully agree or disagree and learn conversation skills like engaging both ways. Teachers can use prompts and model accountable talk to help students who struggle to participate effectively. Recording conversations allows students to assess their own skills and participation.
EFFECTIVE COMMUNICATION
It reveals that whenever you are talking or conveying a message you should be precise & effective too. It should have a great impact on the audience so that they can understand it. While communicating with a person your words do matter as it is important to draw the ..
Strategies for developing listening skillsAnn Rone
This document discusses strategies for effective listening. It explains that listening provides the basis for language acquisition and enables spoken communication. Effective instructors show students how to adjust their listening for different situations and purposes by developing listening strategies. There are top-down strategies that use background knowledge and prediction, and bottom-up strategies that rely on linguistic elements. Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening. To extract meaning, students should figure out the listening purpose, attend to relevant parts, select appropriate top-down and bottom-up strategies flexibly, and check their comprehension.
This document discusses effective communication skills for teaching. It emphasizes that communication is a two-way process between teachers and students that must be utilized properly to avoid barriers to learning. Both parties should ensure communication is not compromised. The document provides tips for teachers to communicate effectively with students, such as using appropriate vocabulary, checking student understanding, and being aware of student non-verbal cues and emotions. Effective communication involves proper use of both verbal and non-verbal language.
The document discusses factors that affect second language (L2) listening comprehension. It summarizes research showing that individual listener characteristics like working memory capacity and use of metacognitive strategies influence comprehension. Familiarity with the L2, vocabulary size, and background knowledge also impact listening ability. Passage characteristics such as information density, redundancy, syntactic complexity, inclusion of pragmatic constructs, and speaker accent further determine difficulty. The organization of ideas in a passage, including orality and use of discourse markers, additionally affects L2 listening comprehension. However, more research is still needed to fully understand these complex interactions among various influencing factors.
1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
This document provides instructions for a persuasive speech assignment. It outlines that the purpose is to persuade an audience by strengthening or changing their beliefs on a topic. The speech should be 5-6 minutes and students must select a topic they feel strongly about. At least two sources must be used to support the main points and enhance credibility, and these sources must be orally cited. Students must analyze the audience to adapt the speech based on their existing views. The speech should have an introduction, three main points, and conclusion. At least one visual aid must be used without being overreliant on them. The speech will be evaluated based on motivating the audience and organization, content, delivery, and language.
Subject: Oral Communication
Unit II - "Strategies in Various Speech Situation"
This unit focuses on the various ways and situations in which people communicate. It discusses how a communicator's style of speaking changes according to the context and how statements elicit various responses from listeners
The document provides tips for improving listening skills. It recommends that teachers help students understand listening comprehension strategies, plan effective listening activities with pre, during and post activities, and have students keep a listening journal of practice outside class. The more students practice different types of listening comprehension activities, the more their skills will improve.
Effective communication in the classroom is essential for teachers to stimulate students and achieve lesson objectives. Communication includes both transmission and reception with students, colleagues, parents, and others. Both verbal and nonverbal communication impact how messages are received. Positive communication that promotes learning includes praise, affirmation, clear expectations, respect, and body language that shows psychological closeness. Developing communication strategies, avoiding conflicts, and establishing fair consequences are important proactive steps for teachers.
This document outlines the lesson plan for an advanced listening course on health issues. The objectives are to improve listening skills and comprehension, acquire listening strategies, and develop critical thinking. The class will be divided into groups who will participate in warm-up exercises, individual work, group activities, and discussions. Students will evaluate their own performance based on concept understanding, vocabulary, and comment usefulness. The assignment is to summarize an article on a health issue.
This document contains a rubric for evaluating oral presentations with 10 criteria scored from 1 to 10:
1. Attire is scored from casual everyday attire to professional business attire.
2. Preparedness is scored from unprepared with no rehearsal to fully prepared and rehearsed.
3. Speaking and vocabulary is scored from using many unfamiliar words to speaking clearly with correct vocabulary and no errors.
4. Staying on topic is scored from staying on topic less than 75% of the time to staying on topic 100% of the time.
This document discusses different types of questions used in interviewing and counseling, including open-ended and closed-ended questions. Open-ended questions require more than a one or two word answer and invite reflection, while closed-ended questions typically only require a one word response. The document also discusses using questions to gain a deeper understanding of clients, allowing silence, and being genuine.
The document provides a rubric for evaluating oral presentations with categories for grammar, vocabulary, fluency, clarity of speech, and ability to stay on topic. It rates student performance on a scale from 1 to 4 in each category, with 4 being strong and 1 being weak. The rubric will be used by the teacher named Luna to provide feedback to students on their oral presentation skills.
The document provides listening strategies to improve comprehension in three stages: pre-listening, while listening, and post-listening. In pre-listening, understand the context and predict content. While listening, focus on key words, infer meanings, and take notes. Post-listening includes reviewing notes, identifying problems, and ensuring understanding of main points.
Full Day Training Presentation for Dr. PatelHira Zahan
This document provides guidance to dental office staff on best practices for internal marketing and patient care. It discusses how to [1] greet patients warmly, make them feel valued to encourage referrals, and have all staff engaged in ongoing internal marketing. It also covers [2] effective communication techniques like using empathy, addressing concerns, summarizing conversations and using good listening skills, body language, and vocal tone. The goal is to have staff see themselves as ambassadors who can help promote the practice through every patient interaction.
This document discusses the importance and skills of listening. It defines listening as actively processing spoken and nonverbal messages with the intent of understanding in order to respond appropriately, as opposed to merely hearing. Some key points made include that listening allows one to learn more than speaking; it reflects courtesy and improves social and workplace relations. Barriers to effective listening include distractions, bias, and not focusing on understanding the speaker. The document provides tips for active listening such as maintaining eye contact, asking questions, summarizing, and taking notes.
NCIHC's latest Home for Trainers 90-minute webinar on partnering with providers to ensure successful encounters. Webinar intended for interpreter trainers. 1.5 CEUs.
1) Listening is an important language skill that represents a significant amount of time spent communicating and serves as input in the target language.
2) There are challenges to incorporating listening in language courses, such as a lack of engagement in listening activities and homework assignments. Authentic listening materials can help develop listening strategies.
3) When planning listening activities, teachers should consider principles like using simplified vs authentic texts, engaging students in discussions of strategies, and dealing with lower proficiency levels. Regular listening practice and training in strategies is important.
Accountable talk refers to discussions where students listen to each other, build on ideas, ask clarifying questions, and back up opinions with evidence. It encourages critical thinking as students respectfully agree or disagree and learn conversation skills like engaging both ways. Teachers can use prompts and model accountable talk to help students who struggle to participate effectively. Recording conversations allows students to assess their own skills and participation.
EFFECTIVE COMMUNICATION
It reveals that whenever you are talking or conveying a message you should be precise & effective too. It should have a great impact on the audience so that they can understand it. While communicating with a person your words do matter as it is important to draw the ..
Strategies for developing listening skillsAnn Rone
This document discusses strategies for effective listening. It explains that listening provides the basis for language acquisition and enables spoken communication. Effective instructors show students how to adjust their listening for different situations and purposes by developing listening strategies. There are top-down strategies that use background knowledge and prediction, and bottom-up strategies that rely on linguistic elements. Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening. To extract meaning, students should figure out the listening purpose, attend to relevant parts, select appropriate top-down and bottom-up strategies flexibly, and check their comprehension.
This document discusses effective communication skills for teaching. It emphasizes that communication is a two-way process between teachers and students that must be utilized properly to avoid barriers to learning. Both parties should ensure communication is not compromised. The document provides tips for teachers to communicate effectively with students, such as using appropriate vocabulary, checking student understanding, and being aware of student non-verbal cues and emotions. Effective communication involves proper use of both verbal and non-verbal language.
The document discusses factors that affect second language (L2) listening comprehension. It summarizes research showing that individual listener characteristics like working memory capacity and use of metacognitive strategies influence comprehension. Familiarity with the L2, vocabulary size, and background knowledge also impact listening ability. Passage characteristics such as information density, redundancy, syntactic complexity, inclusion of pragmatic constructs, and speaker accent further determine difficulty. The organization of ideas in a passage, including orality and use of discourse markers, additionally affects L2 listening comprehension. However, more research is still needed to fully understand these complex interactions among various influencing factors.
1. The document discusses different types of feedback for spoken language errors: explicit correction, recasts, elicitation, repetition, and metalinguistic feedback.
2. A student survey found that students prefer immediate feedback, especially on pronunciation, during tutorials and activities.
3. Teachers reported using explicit correction for individual sounds and elicitation when errors impede communication. They provide metalinguistic feedback to explain rules.
4. The document suggests focusing feedback on errors that affect meaning and having students apply feedback to improve.
This document provides instructions for a persuasive speech assignment. It outlines that the purpose is to persuade an audience by strengthening or changing their beliefs on a topic. The speech should be 5-6 minutes and students must select a topic they feel strongly about. At least two sources must be used to support the main points and enhance credibility, and these sources must be orally cited. Students must analyze the audience to adapt the speech based on their existing views. The speech should have an introduction, three main points, and conclusion. At least one visual aid must be used without being overreliant on them. The speech will be evaluated based on motivating the audience and organization, content, delivery, and language.
Subject: Oral Communication
Unit II - "Strategies in Various Speech Situation"
This unit focuses on the various ways and situations in which people communicate. It discusses how a communicator's style of speaking changes according to the context and how statements elicit various responses from listeners
The document provides tips for improving listening skills. It recommends that teachers help students understand listening comprehension strategies, plan effective listening activities with pre, during and post activities, and have students keep a listening journal of practice outside class. The more students practice different types of listening comprehension activities, the more their skills will improve.
Effective communication in the classroom is essential for teachers to stimulate students and achieve lesson objectives. Communication includes both transmission and reception with students, colleagues, parents, and others. Both verbal and nonverbal communication impact how messages are received. Positive communication that promotes learning includes praise, affirmation, clear expectations, respect, and body language that shows psychological closeness. Developing communication strategies, avoiding conflicts, and establishing fair consequences are important proactive steps for teachers.
This document outlines the lesson plan for an advanced listening course on health issues. The objectives are to improve listening skills and comprehension, acquire listening strategies, and develop critical thinking. The class will be divided into groups who will participate in warm-up exercises, individual work, group activities, and discussions. Students will evaluate their own performance based on concept understanding, vocabulary, and comment usefulness. The assignment is to summarize an article on a health issue.
This document contains a rubric for evaluating oral presentations with 10 criteria scored from 1 to 10:
1. Attire is scored from casual everyday attire to professional business attire.
2. Preparedness is scored from unprepared with no rehearsal to fully prepared and rehearsed.
3. Speaking and vocabulary is scored from using many unfamiliar words to speaking clearly with correct vocabulary and no errors.
4. Staying on topic is scored from staying on topic less than 75% of the time to staying on topic 100% of the time.
This document discusses different types of questions used in interviewing and counseling, including open-ended and closed-ended questions. Open-ended questions require more than a one or two word answer and invite reflection, while closed-ended questions typically only require a one word response. The document also discusses using questions to gain a deeper understanding of clients, allowing silence, and being genuine.
The document provides a rubric for evaluating oral presentations with categories for grammar, vocabulary, fluency, clarity of speech, and ability to stay on topic. It rates student performance on a scale from 1 to 4 in each category, with 4 being strong and 1 being weak. The rubric will be used by the teacher named Luna to provide feedback to students on their oral presentation skills.
The document provides listening strategies to improve comprehension in three stages: pre-listening, while listening, and post-listening. In pre-listening, understand the context and predict content. While listening, focus on key words, infer meanings, and take notes. Post-listening includes reviewing notes, identifying problems, and ensuring understanding of main points.
Full Day Training Presentation for Dr. PatelHira Zahan
This document provides guidance to dental office staff on best practices for internal marketing and patient care. It discusses how to [1] greet patients warmly, make them feel valued to encourage referrals, and have all staff engaged in ongoing internal marketing. It also covers [2] effective communication techniques like using empathy, addressing concerns, summarizing conversations and using good listening skills, body language, and vocal tone. The goal is to have staff see themselves as ambassadors who can help promote the practice through every patient interaction.
This document discusses the importance and skills of listening. It defines listening as actively processing spoken and nonverbal messages with the intent of understanding in order to respond appropriately, as opposed to merely hearing. Some key points made include that listening allows one to learn more than speaking; it reflects courtesy and improves social and workplace relations. Barriers to effective listening include distractions, bias, and not focusing on understanding the speaker. The document provides tips for active listening such as maintaining eye contact, asking questions, summarizing, and taking notes.
NCIHC's latest Home for Trainers 90-minute webinar on partnering with providers to ensure successful encounters. Webinar intended for interpreter trainers. 1.5 CEUs.
This document discusses therapeutic communication and interpersonal relationships in nursing. It outlines the goals and functions of nurse-patient communication, including allowing patients to express themselves, clarifying issues, and modifying behaviors. It describes different types of communication like verbal, nonverbal, written and meta communication. Elements of the communication process and characteristics of therapeutic communication are explained. The document also covers dynamics of the nurse-patient relationship and techniques to facilitate therapeutic communication.
Project ENRICH Year 2 Synchronous Session 2Uncgsoe123
This document provides an agenda and overview for a synchronous professional development session on strengthening the teaching profession. It introduces the session leaders and establishes collaborative norms. The outcomes and agenda are then outlined, including reviewing mentoring tools, having a practice coaching conversation, learning to make thinking transparent, and analyzing the impact of language. Homework assignments are given to analyze a teaching vignette and create a presentation on teacher development stages. The session aims to develop skills for meaningful coaching conversations and establishing goals to support pre-service teachers.
This PPT speaks about the Power of Communication and the Importance of the same in & out of Businesses & Organisations.
It is fun PPT with simple gestures & easy references which makes it light and knowledgable slides.
Great for Education Institutions - Schools & Colleges as well as Organisations
This document discusses communication in palliative care. It defines communication and outlines types of verbal and non-verbal communication. It discusses skills for effective communication like listening, checking understanding, asking questions and answering questions. It also covers qualities needed for effective communication, barriers to communication, and considerations for communication with children and those with HIV/AIDS. Effective communication is important for providing quality palliative care.
This document discusses therapeutic communication and the nurse-patient relationship. It begins by defining communication and outlining communication skills. It then discusses the importance of establishing a therapeutic relationship between nurses and patients. Some key points include:
The goals of therapeutic communication are to establish a relationship with the patient, identify their main concerns, facilitate expression of emotions, and guide the patient towards resolving issues. Effective communication relies on both verbal and nonverbal skills like active listening. Relationship development occurs in phases from pre-orientation to termination. Building rapport, trust, respect, genuineness and empathy are important characteristics of a positive therapeutic relationship.
The document summarizes the development and evaluation of a training program to improve nurse-patient communication skills at Vanderbilt University Medical Center. It describes conducting a needs assessment that found opportunities to better educate patients. A class was designed using experiential learning theory, with a presentation, practice simulations, and commitment to use "teach back" technique. Evaluations assessed satisfaction, learning, demonstration of skills, and observations of teach back use, finding greater use by nurses who completed the training.
This document discusses counseling, including its definition, key aspects, qualities of an effective counselor, and counseling techniques and frameworks. Counseling is defined as face-to-face communication that helps a person make decisions or solve problems by acting on them. It is a problem-solving process that can be done individually, with groups, or couples. Effective counseling is specific to each client's needs and circumstances, interactive, goal-directed, and respectful of social and cultural contexts. Key qualities of an effective counselor include genuineness, active listening, positive regard, believing in the client, awareness of alternatives, recognition of limitations, patience, non-judgment, and knowledge. Microskills discussed include active listening, open-ended
Therapeutic communication is a face-to-face interaction between nurses and patients that focuses on advancing the physical and emotional well-being of the patient. Nurses use techniques like introducing themselves, actively listening, maintaining an accepting attitude, and encouraging feedback to build trust and support patients. The goals are to make patients feel accepted, improve self-esteem, and positively influence their environment. Nurses document interactions to identify patient needs, goals of communication, and the patient's emotional state.
This document outlines the modules for a course on leadership and management in healthcare. The modules aim to develop students' skills as change agents to improve patient outcomes and healthcare systems. Module 1 focuses on developing skills as a leader, manager, communicator, collaborator and professional. Module 2 focuses on putting patients and communities first as a change agent. Module 3 focuses on working as a change agent within the healthcare system at various levels.
Trainers must effectively communicate information to trainees through various methods like lectures, demonstrations, and discussions. It is the trainer's responsibility to ensure the message is understood by assessing trainees' comprehension through questioning. Several characteristics make a good trainer, including being enthusiastic, motivating trainees, and having strong communication and presentation skills. Trainers must also consider trainees' learning styles and levels, and convey information clearly and simply while engaging the trainees. Effective training requires preparation, practice, and evaluating whether the intended messages were successfully delivered.
Therapeutic communication and interpersonal relationship Neha Sharma
Therapeutic communication is defined as the face-to-face process of interaction that focuses on advancing the physical and emotional well-being of a patient. Nurses use therapeutic communication techniques to provide education and support to patients, while maintaining objectivity and professional distance.
Always Events - the right behavious, pop up uni, 2pm, 3 september 2015NHS England
Expo is the most significant annual health and social care event in the calendar, uniting more NHS and care leaders, commissioners, clinicians, voluntary sector partners, innovators and media than any other health and care event.
Expo 15 returned to Manchester and was hosted once again by NHS England. Around 5000 people a day from health and care, the voluntary sector, local government, and industry joined together at Manchester Central Convention Centre for two packed days of speakers, workshops, exhibitions and professional development.
This year, Expo was more relevant and engaging than ever before, happening within the first 100 days of the new Government, and almost 12 months after the publication of the NHS Five Year Forward View. It was also a great opportunity to check on and learn from the progress of Greater Manchester as the area prepares to take over a £6 billion devolved health and social care budget, pledging to integrate hospital, community, primary and social care and vastly improve health and well-being.
More information is available online: www.expo.nhs.uk
Counselling is defined as a face-to-face helping process aimed at problem solving that can be done individually, with groups, or with couples. An effective counselor displays key qualities like genuineness, unconditional positive regard, and believing in the client. Counselors use microskills like active listening, open-ended questioning, reflecting feelings, and paraphrasing. Counseling follows stages including rapport building, assessment, goal setting, intervention, and termination/follow-up. Approaches can be directive, non-directive, or non-authoritarian. Peer counseling involves HIV-positive individuals sharing experiences. Counseling differs from health education in being confidential, focused, and goal-directed in facilitating behavior change.
This document provides an overview of training concepts and methods. It defines training as enhancing certain knowledge and skills in a practical way to supplement education. It discusses different learning domains and retention rates. Various training processes like the training cycle and types of training like formal, informal and on-the-job training are explained. Effective communication skills for trainers including verbal, non-verbal communication and the use of training aids are also summarized. Different training methods like presentations, demonstrations, case studies, simulations and small group discussions are described along with guidelines for effective use.
What is an oral presentation? Oral presentations, also known as public speaking or simply presentations, consist of an individual or group verbally addressing an audience on a particular topic. The aim of this is to educate, inform, entertain or present an argument.
This document provides an overview of a synchronous online session for clinical teachers and OSTEs. It introduces the presenters and discusses how to use the collaboration platform features like polling, chat, whiteboard, and breakout rooms. Guidelines for participation and discussion are also outlined. The agenda includes topics like building trust, formative assessment, and reviewing professional teaching standards. Participants will discuss expectations for clinical teachers and their role in supporting pre-service teachers. Asynchronous work is also assigned for the week around topics covered.
This document provides information on communication skills for working with clients. It defines communication, lists its components, and describes the characteristics of effective communication. These include providing a safe environment, forming relationships, clarifying conflicts, respecting cultural values, and encouraging socialization. The document also outlines principles of communication, such as treating clients as individuals and maintaining objectivity. It then describes the process of communication including the sender, medium, channel, receiver, feedback, and context. Different types of communication are defined like formal vs informal, downward vs upward vs horizontal, and verbal vs non-verbal. Finally, techniques for active listening and communication are presented, along with their rationales.
This document discusses therapeutic communication and counseling for critically ill patients. It outlines the importance of effective communication between healthcare professionals and patients/families. Poor communication can negatively impact family satisfaction and psychological outcomes. The document then describes various aspects of the counseling process, including establishing trust and empathy, exploring problems, generating alternatives, and evaluating progress. The goals are to help patients and families cope with difficult medical situations and make positive decisions. Barriers to counseling like time constraints and lack of awareness are also mentioned. Overall, the document advocates for nurses to engage in respectful, active listening to understand patients' needs and facilitate better communication during critical illness.
Similar to Working With Interpreters in Palliative Care. (20)
This document outlines a cultural awareness training presentation on achieving cultural competency. It discusses the importance of avoiding stereotyping and having an open and flexible perspective. It encourages participants to engage respectfully in discussion and provide feedback. The presentation covers definitions of culture, dimensions of cultural variation, identifying patient diversity, culturally-appropriate communication, and applying a cultural lens. It emphasizes gaining awareness of one's own culture as well as cultural sensitivity, safety, and competence through reflection, perspective-taking, and organizational changes to support diverse populations.
This document outlines a presentation on developing cultural sensitivity. It discusses setting the scene for cultural sensitivity and developing cultural sensitivity through self-awareness. The presentation will include chatting about the topic, making comments and asking questions, and sharing with peers. It explores concepts like cultural competency, cultural intelligence, and cultural dimensions. It emphasizes becoming open, curious, self-aware, reflective, and respectful in developing cultural sensitivity and seeing our own cultural values. The overarching goal is aiming for culturally safe learning and work environments.
The document outlines the 10 step approach to interpreting electrocardiograms (ECGs) and presents two case studies from remote Aboriginal communities. It details the steps of an ECG including assessing the rate, rhythm, waves, intervals, segments, and complexes. The first case involves a 10 year old girl named Thomasina presenting with jerky movements and fever, who is diagnosed with rheumatic fever based on her ECG and blood tests. The second case describes a pilot named Frank who develops palpitations and is found to be in supraventricular tachycardia based on his ECG, which is terminated with carotid sinus massage.
A presentation on the practical application of key concepts in cross-cultural interactions, that form part of the South eastern Melbourne Medicare Local Cultural Safety Training for primary health care professionals.
The Key Features exam is challenging because it focuses on how we decide what to do to resolve a problem and what we should not do to avoid harm to patients in a specific context. This presentation contain guidance, advice and tips on how to sit the Key Features exam.
Workshop on Thursday Island in the Torres Strait for Tropical Medical Training Cultural Mentors. Topics covered include - safe learning environment; developing the learner in cultural safety; principles of feedback; tips for learners in receiving feedback and steps in dealing with unhelpful responses to feedback.
This document discusses giving effective feedback in a cultural mentoring workshop. It outlines some assumptions about cultural mentors and their knowledge of community culture and cross-cultural communication skills. It also describes some common attitudes of learners and mentors towards cultural mentoring. Effective feedback outcomes are described as making the learner feel safe, supported, challenged, engaged and helping them develop cultural competence. Principles of effective feedback include dialogue, flexibility, and problem solving together. Strategies involve observing performance, comparing to standards, and working to improve performance. The document advocates including cultural content and nuances in clinical and workplace settings.
Cultural Mentors provide guidance to healthcare workers on Aboriginal and Torres Strait Islander culture and help improve access to culturally safe care. Their role includes educating doctors and trainees on cultural awareness and respecting traditional healing practices. Cultural Mentors also assist healthcare providers in building trust with Indigenous patients and understanding different cultural needs and perspectives.
This document summarizes key concepts relating to intercultural teaching and communication. It discusses how culture influences learning styles, expectations of roles, approaches to assessment and feedback, and communication norms. Culture is presented as a "lens" that filters information and guides interactions. Effective intercultural teaching requires awareness of one's own cultural assumptions as well as flexibility in adapting to different communication styles and perspectives among students from diverse cultures. Managing rapport and balancing transactional and relational goals is important for intercultural communication.
This document discusses strategies for helping international medical graduates (GPRs) adjust to working in a cross-cultural environment. It addresses helping GPRs cope with cultural differences, receive feedback effectively, and participate in small group learning. For feedback, common problems GPRs face include not understanding expectations or how to receive feedback. Strategies are proposed for giving and receiving feedback in a culturally sensitive way. For small group learning, reasons for non-participation include different learning styles and fears of losing face. Suggested strategies to improve participation involve preparing learners, using clear instructions, allowing more response time, and emphasizing respect for different perspectives.
This document discusses creating a safe learning environment. It emphasizes establishing cultural awareness and sensitivity. Several cultural dimensions are identified that can impact perspectives and behaviors, such as individualism vs collectivism and power distance. The document also discusses managing rapport, learning styles, the supervisor-supervisee relationship, and providing and receiving useful feedback. Creating a safe learning environment involves respecting different views, maintaining confidentiality, and participating fully in discussions.
This document discusses communication principles and barriers in providing healthcare to Aboriginal Australians. It outlines principles for effective communication, including developing empathy, tolerating ambiguity, and suspending judgement. Barriers to communication are explored, such as physical environment, relationships, and social/cultural factors. Strategies are proposed for improving encounters, including being aware of power dynamics and differences in discourse."
This document discusses delivering a clinical bridging course for international medical graduates (IMGs) in rural areas. It used a flipped classroom model where students learned content through online modules before attending a 3-day intensive course. Evaluations found students responded positively to the interactive workshops and individual feedback. They saw value in the online content platform and preferred practical skills development over lectures. Overall, the flipped classroom and online learning approach was deemed successful at managing time and allowing flexible, self-paced study.
The document discusses the health of Aboriginal children in Victoria. It notes that over half of the Aboriginal population is under 19 and families often have single parents. Aboriginal health is defined as physical, social, emotional, and cultural well-being. While Aboriginal children are often connected to culture, many lack strong social networks. They experience higher rates of health issues, disabilities, and involvement in the child protection system compared to non-Aboriginal children. The document outlines the mandatory reporting requirements for doctors and nurses to report suspected child abuse to child protection authorities.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Osteoporosis - Definition , Evaluation and Management .pdfJim Jacob Roy
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
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NVBDCP.pptx Nation vector borne disease control programSapna Thakur
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3. Do interpreters improve patient outcomes?
❑ Reflection:
–Why do we use interpreters?
–Do interpreters improve patient
outcomes? how?
4. When do we need an interpreter?
❑ Case study - Video: palliative care 2
❑ Reflection:
–what are key communication issues?
–how could comunication be improved?
–when should we use an interpreter?
5. For discussion, an interpreter is:
a.necessary if family members are not
available or appropriate
b.necessary even if the client do not
request an interpreter
c.part of a wider approach to cross-
cultural communication
When do we need an interpreter?
6. For discussion, true or false and why?
a.nodding or/and saying “yes” is a
message of agreement or confirming
what is said has been understood
b.you can always pick up meaning from
people body language or tone of voice
c.using interpreters is straight forward
and one do not require training.
d.a mature family member is suitable as
an interpreter.
Using an interpreter
7. For discussion, true or false and why?
a.interpreters translate cultural as well
as linguistic meaning
b.interpreters are an aid to professional
communicative competence
c.interpreters will summarise what a
person has said
d.intepreters take notes to ensure
accuracy
e.interpreter give background cultural
knowledge about the client when it
matters
Using an interpreter?
8. Small group activity
Tips and tricks:
Engaging an interpreter to improve
communication
❑ Preparing for the interpreting
session
❑ During the interpreting session
❑ After the intepreting session
Video: palliative care 2
11. Close
Resources:
• Using Interpreting Services: Victorian Government Guidelines on
Policy and Procedures
• Interpreting in Palliative Care videos -
http://www.chcf.org/publications/2011/11/interpreting-palliative-care-curriculum