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NUR 179 Quiz 1
Communication, Patient Teaching, Physical Assessment
| Term | Definition |
|---|---|
| non-verbal language | Direct, conscious, influenced by education and culture. Includes spoken word, written notes, pitch and pace. |
| verbal language | less conscious, indirect, and often more truthful. includes facial expressions, posture, gait, touch (tight eyebrows, manicured posture, rigid posture). |
| verbal and nonverbal language must be congruent (in agreement) | Examples of congruency: “my tummy hurts,” (while clutching your stomach) |
| Intimate | Physical contact to 18 inches (Where most nursing care happens). |
| Casual-personal | 18 inches to 4 feet |
| Social consultative | 4 to 12 feet (standing at the end of the bed). |
| Public | 12 feet or more |
| To show respect | Always explain why you are entering a patient's intimate space |
| Effective body position | Eye level, leaning slightly forward, open posture. |
| Ineffective body position | Standing over a patient (authority/distance), folded arms (resistance), slumping (boredom). |
| Attitude | The manner, disposition, feeling, or position toward a person or thing |
| Medical Jargon | Should be avoided. Use unequivocal (one meaning) words |
| (Emotion) Denotative | Literal dictionary meaning (without interpretation). |
| (Emotion) Connotative | Emotional associations (e.g., the word "cancer" carries heavy emotional weight). |
| Cultural Sensitivity | Respect different norms for eye contact and touch. Use professional interpreters, not family members, for language barriers |
| Nurses need to ensure they | use language that is clear, unequivocal, and free of bias. |
| Passive/Avoidant | The desire to avoid confrontation and the inability to share feelings or needs with others. They have trouble asking for help and allow others to take advantage of them, resulting in feelings of anger, emotional pain, and anxiety. |
| Aggressive | putting one’s own needs, rights, and feelings before those of others. Individuals with this behavior style exhibit a superior attitude; they try to humiliate others and communicate in an angry, hostile way that does not acknowledge the feelings of others. |
| Assertive (the gold standard for nursing) | Standing up for oneself without violating the basic rights of others. Individuals with this behavior style show respect for others, express their own feelings in an honest and direct way, and act in a consistent manner that enhances self-worth. |
| Assertive Communication | The most effective communication style for nurses to practice. An assertive style provides self-esteem and self-confidence and allows the nurse to care for others with a higher degree of commitment and respect. |
| Therapeutic Communication | Patient centered and promotes understanding |
| Providing General Leads | Encourages initiation or elaboration of a conversation. Some examples would be: “I see what you are saying. Then what happened?” “Tell me what treatment plan Dr. Smith talked to you about yesterday.” |
| Using Silence | Uses pauses or silence for up to several minutes without verbalizing. An example would be sitting quietly and waiting for the patient to explore thoughts and feelings. |
| Offering Self | Shows concern and willingness to help. An example would be, “What can I do to help you?” |
| Using Open-Ended Questions or Statements | Encourages elaboration and discourages answering questions with one or two words. An example would be “Tell me more about….” |
| Restatement (Validation) | Restates in different words what a patient said. Encourages further communication. Also conveys to the patient that you were actively listening. Example: Patient: “My daughter made me so mad yesterday!” Nurse: “Your daughter upset you yesterday?” |
| Seeking Clarification | Helps to verify that the message sent was what was intended. This is necessary if the communication has detoured into many topics. An example would be, “Are you saying…?” |
| Giving Information | Provides relevant information. An example would be, “You will need to report to the x-ray department at 8:00 a.m.” |
| Using Reflection (mirror) | Reflects the same words back to the patient. This encourages verbalization of feelings. An example would be: Patient: “I’m so anxious about what my tests will show.” Nurse: “You are anxious about your test results?” |
| Looking at Alternatives | Helps patients explore options when making decisions about their care. An example would be, “Have you thought about…? |
| Summarizing | Sums up the important points. An example would be, “It looks like you’ve covered everything….” |
| Barriers to Avoid | Asking questions that can be answered with a “yes” or “no” response: “Do you feel better after talking to the doctor?” |
| Barriers to Avoid | Giving false reassurance: “Don’t worry, everything will be alright.” |
| Barriers to Avoid | Asking too many personal, probing questions: “Why do you think that?” |
| Barriers to Avoid | Giving advice: “I think you should…” or “If I were you…” |
| Barriers to Avoid | Belittling a patient’s feelings: “There are other patients who need more help than you.” |
| Barriers to Avoid | Expressing disapproval: “I would never decide against chemotherapy.” |
| Active Listening | • Uses all senses. • Interprets verbal and nonverbal messages. • The mind focuses on the interaction and detects feelings as well as the spoken words. • Builds trusting relationships between the nurse and the patient. |
| ISBARR | I (Intro): Who are you/who the patient? S (Situat): What is happening right now? B (Bckgrnd): Pertinent medical hist. leading to this. A (Assess): What’s problem? (Vitals, sympt). R (Recommend): needed from the provider? R (Readback): Repeat orders back |
| Incivility | Lack of courtesy/respect (eyerolling, gossiping, dismissiveness). It leads to medical errors. |
| Conflict Resolution | o Speak privately. o Use "I" statements (e.g., "I feel frustrated when..." instead of "You make me mad"). o Focus on the behavior, not the person. |
| Body Position vs. Attitude | Body position is the physical stance (external); attitude is the internal disposition. They are similar because they both heavily influence nonverbal messaging. |
| Humor in Nursing | Benefits: Relieves anxiety, establishes rapport, helps patients "step out" of the sick role. It makes nurses appear more approachable. Risks: Never use humor in highly emotional/difficult issues. *Always take cue from patient. If they aren’t joking, you |
| KISS | Keep it short and simple |
| Patients with Vision Impairments - Identification | Always identify yourself when entering the room; do not assume they recognize your voice. |
| Patient with vision impairments - Natural Interaction | Speak in a normal volume and use hand gestures/body language (it keeps your tone natural). |
| Patient with vision impairments - Inclusion | Introduce everyone in the room. Never talk "around" the patient as if they are not there. |
| Patient with vision impairments - Transitions | Tell the patient before you leave the room, so they are not left speaking to an empty space. |
| Patient with vision impairments - Touch | Use a gentle touch on the arm to signal your presence before starting care. |
| Aphasia | neurological deficit in speaking or comprehending. |
| Implicit Bias | Be aware of personal biases during interviews to ensure equal care for all (including LGBTQ+ and minority groups). |
| DESC Method | The tool for Assertive communication (Describe, Explain, State, Consequences). |
| Learning Styles | Visual: seeing, reading, and watching (e.g., diagrams, pamphlets, videos). Auditory: hearing and listening (e.g., verbal explanations, discussions). Kinesthetic: touching and doing (e.g., handling equipment, practicing a task). |
| Return Demonstration | When teaching a physical task (like changing a dressing), you demonstrate it first, then have the patient perform it while you watch to ensure they’ve mastered it. |
| Factor affecting learning | Environment: Quiet, private, free of distractions. Comfort: Pain, hunger, cold, or drowsiness from meds will stop learning. Fix the discomfort first. Readiness: A patient in denial or who is too ill cannot learn. Establish what they already know first. |
Created by:
dzanderia