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Brandi Sizemore
Week 6 Sherpath Overview of Communication
| Question | Answer |
|---|---|
| A nurse is caring for a patient with scleroderma. The nurse spent time with the patient and used great communication skills. Why is effective communication so important in nursing practice? | B. Avoidance of patient harm |
| A nursing student is teaching her peers about the communication process. What should she include in her teaching? | A. Feedback is important to ensure the correct interpretation of the message. B. Senders initiate communication by encoding their own thoughts and feelings. E. Channels of communication can be delivered through all five senses. |
| A graduate nurse has a question about the communication process. Which of these is the first element of the process? | A. The referent initiates the communication. |
| A nurse is teaching a high school student about the five senses as channels of communication. Which choice presented to the student is an example of an auditory channel assessment? | C. Observing the patient’s breathing pattern |
| Which option is a type of verbal communication used by a successful nurse? | B. Charting a patient’s vital signs in the electronic record |
| Which situation shows an example of nonverbal communication when the nurse is assessing the patient? | A. The nurse notes the patient grimacing and guarding the abdomen. |
| Why is it important for one nurse to verify documentation with another nurse? | B. Charting can sometimes be misinterpreted. |
| Intrapersonal communication occurs | internally and focuses on one’s personal needs; it can influence a person’s well-being. Intrapersonal communication includes: |
| Positive self-talk is | internal conversation that provides motivation and encouragement; it may be used to build self-esteem and self-confidence. (Example: Patients talking themselves through an IV insertion or other painful procedure.) |
| Negative self-talk is | harmful or destructive internal conversation. This type of self-talk may damage the ability of an individual to achieve his or her greatest potential or to overcome adversity. (Example: Patients telling themselves they cannot get through procedures.) |
| Meditation is | mindful reflection or contemplation, and is another form of intrapersonal communication. Some people use it regularly as a means of self-encouragement and reassurance. (Example: A yoga class which calms the thought process.) |
| Interpersonal communication takes place | between two or more people. It may be formal or informal and conversational, and it may or may not have a stated goal or purpose. |
| SBAR is | widely accepted as a method of handoff communication and as a structured method for all communications between providers. |
| SBAR model outlines | the current situation, the related background, the assessment of the problem, and a recommendation for a solution. |
| Situation: | What is happening right now? |
| Background: | What led up to this current situation? |
| Assessment: | What is the identified problem, concern, or need? |
| Recommendation: | What actions or interventions should be initiated for this problem? |
| Small-group communication focuses on | meeting established goals or the needs of group participants. This type of communication includes focus groups, support groups, and task forces. |
| Forming | Leaders identify the mission and goals of the group, ground rules are set, and trust is established through development of interpersonal relationships. |
| Storming | Group members with control issues usually emerge during this phase, resulting in personality conflicts. The group leader works with all members to resolve conflicts and build cohesion. The group leader needs to ensure that all members feel safe voicing th |
| Norming | Group leader encourages all members to become involved, resulting in productivity and meaningful sharing. If one person dominates the discussion, the group leader must redirect interaction in this phase. |
| Performing | Problem-solving takes place during this phase, as group members are highly committed to outcomes. Collaboration is also effective. |
| Adjourning | Group disperses after the goals have been achieved. |
| What are the five phases of small group communication? | Forming, storming, norming, performing, and adjourning |
| A health care group collaborates because its members are very committed to an outcome. Which option includes this phase of group development? | Performing |
| Why is the storming phase important in small group communication? | Brings out personality conflicts that require resolution to progress. |
| Which question falls within a topical area of SBAR communication? | What actions should be initiated for this problem? |
| Which patient scenario fits within the topical area of Background in SBAR communication? | Recent past medical history of a distal radius fracture |
| What is the result of a flight nurse utilizing therapeutic communication? | D. Patient outcomes are improved. |
| Susan, a nursing student, has prepared a scenario for Professor Brown to teach the six key elements of communication. Match the element of the communication process with the example of the element. | Professor Brown tells Susan the assignment is due today. Feedback Professor Brown Receiver Susan uses email to ask Professor Brown about the assignment. Channel Susan reviews her planner and sees the assignment, but not the due date. Referent |
| Match the type of communication with the appropriate scenario. | The nurse is obtaining a personal health history from her patient. Interpersonal The nurse feels confident by using positive self-talk. Intrapersonal The nurse is addressing a quality task force. Small group A nurse is asked to serve as a profess |
| A nurse has learned about SBAR communication, and is observing how this model fits what she hears in a meeting on infection prevention. Match the SBAR step to the examples she jots down. | Situation Never used to have MRSA originate at Cardiac Recovery ward Background Need to find source of MRSA and weak link to contamination Assessment Review all equipment introduced since change. Match infection to source Recommendation |
| A nurse is sharing potential communication problems with a group of new nurse trainees. Of the scenarios listed, which complies with Regulations of the Health Insurance Portability and Accountability Act (HIPAA)? | B. Writing nursing notes at the nurse’s station |
| Which scenario complies with professional role boundaries? | D. Visiting a patient to provide home health care |
| The nurse is assessing a patient and observes the patient avoiding eye contact when asked about personal health history. The nurse should assess the patient’s nonverbal communication and respond with which answer? | A. You seem uncomfortable.” |
| The male nurse is caring for a female patient from the Middle East. The patient will not speak to the nurse nor let him perform a physical assessment. What action should the nurse take? | B. Recognize this as a cultural difference in communication and request a female nurse to perform the assessment. |
| The nurse is explaining the patient’s plan of care to the patient and notes that the patient’s eyes are moving from side to side before he responds. How is this particular patient most likely processing the communication? | A. Auditory channel |
| The nurse needs to communicate the patient’s plan of care to the provider. Which responses are appropriate interprofessional communications from the nurse? | A. “Here are my recommendations for the care of the patient.” C. “The patient has clearer breath sounds this morning.” D. “The patient has a history of COPD and diabetes.” |
| After reviewing the side effects of a medication with a patient, the nurse asks the patient if she comprehends. The patient stares blankly, shakes her head, and states, “Sure.” What does this communication tell the nurse? | C. The patient does not understand the information. |
| A group working with a patient who has diabetes tries to resolve a wound on the patient that will not heal. What is the correct phase of this group? | C. Performing |
| A student nurse asks the instructor for an example of public communication. What is the best example of public communication? | A. Educating patients and the community in a public forum |
| Which nurse response suggests understand of SBAR? | A. “I am going to ask you questions about your health history.” D. “I have developed a plan of care based on the information you gave me in your history.” |
| The nurse is asking the patient about his personal health history. Which question is an effective verbal technique for getting more information? | C. “Tell me more about your diet and exercise plan.” |
| A nurse is caring for a patient who had a heart attack. The patient has had no visitors and is about to undergo a heart catheterization in one hour. When the nurse comes into the room, the patient yells because the nurse is late with his medication. What | D. “I understand that you are probably nervous about the procedure. Tell me more about how you are feeling.” |
| A provider is rounding on the unit. The nurse taking care of one of his patients needs to alert him of new findings in the patient’s assessment. What is the most appropriate way to communicate this to the provider? | B. “MJ in Room 16 is short of breath. She is 79 years old with heart failure and diabetes. Her respirations are 28, and her blood sugar is normal. I believe she might be in fluid overload and I recommend diuresing her.” |
| An older adult woman who wears reading glasses and is hearing impaired requests information on her newly prescribed medications. She left her glasses at home, but is wearing her hearing aid. Considering the patient’s impairments, what would be the most ef | C. Sit down with the patient and verbally answer all her questions regarding her medications. |
| The nurse is caring for a patient who was diagnosed with cancer. The patient is crying and asks the nurse if she should get chemotherapy treatments. What is the best response by the nurse? | D. “What are your concerns about the chemotherapy?” |
| A nursing student is giving a report on the different types of effective nonverbal communication. Which statement made by the student suggests that she understands effective nonverbal communication? | A. “When speaking to a patient, it is important to maintain eye contact.” B. “Holding patients’ hands when they are scared or worried is a good technique for nonverbal communication.” D. “Sometimes silence is the best way to communicate with a patient.” |
Created by:
Brandi Sizemore
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