scholarly journals The use of literary analysis in advanced communication

2006 ◽  
Vol 30 (11) ◽  
pp. 432-434 ◽  
Author(s):  
Paul Wallang

Narrative medicine is a well established academic field and has been shown to increase clinical skill and improve the therapeutic relationship of those who study its principles (Banks et al, 1995; Jones, 1999). Literary analysis is a convenient means of fostering advanced communication skills. Moreover, the skills gained from such an education are highly applicable to everyday psychiatric practice. The evidence for the efficacy of narrative medicine is well established, and on this basis a strong argument can be made for its inclusion as a compulsory part of the current MRCPsych course.

2022 ◽  
pp. 134-162
Author(s):  
Cristina Vaz de Almeida

The health communication model—assertiveness, clarity, and positivity, which in a more synthetic way is called “ACP Model”—allows in an aggregated and interdependent way the use of communication skills in the health relationship, which allow, throughout the consultation, the establishment of a relationship of greater proximity, trust, openness, balanced and with results for health, even after the interaction ends. Among the results obtained in nine focus groups, consisting of 55 participants, of which 25 are specialists in health literacy and the remaining 30 have not previously experienced the ACP model, all are unanimous in the importance of developing communication skills in the therapeutic relationship through assertiveness, clarity, and positivity as a cognitive script of previous skills. It is also confirmed that this aggregate and interdependent group of communication skills increases the level of knowledge and understanding of the patient's health, thus promoting better health outcomes.


2020 ◽  
Vol 9 (2) ◽  
pp. 102
Author(s):  
Idayati Idayati ◽  
Diny Vellyana ◽  
Sondang Sondang

AbstractHaving treatment in a hospital (hospitalization) is an unpleasant and threatening experience for everyone, especially for children who are still in the process of growth and development. One way to resolve this problem is to use therapeutic communication effectively which will and will be carried out nursing actions. To communicate with children, special approaches or techniques are needed so that the relationship can run well according to the child's growth and development. One of the predisposing factors according to Lawrencen Green's theory is knowledge, when a nurse has good knowledge, her ability in therapeutic communication will be good too. The aim of study is to determine the relationship of knowledge with the therapeutic communication skills of nurses in pediatric patients. This research uses survey analytic methode with crosssectional. Sample in the study were 66 nurses in inpatient rooms of Graha Husada Hospital,technique purposive samplingfor sampling.Data analysis using the Spearman Rank (Rho) correlation test with a significance level (α = 0.05)  is obtained p value 0.025 (p <0.05). There is relationship of knowledge with therapeutic communication ability of nurses in pediatric patients treated at Graha Husada Hospital  Bandar Lampung. Nurses are expected to be able to improve services in providing nursing care to pediatric patients, especially preschool age pediatric patients. AbstrakBerobat di rumah sakit (hospitalisasi) merupakan pengalaman yang tidakmenyenangkan dan mengancam bagi setiaporang,terutama bagi anak – anak yang masih dalam proses tumbuh kembang. Salah satu cara untuk mengatasi masalah tersebut adalah dengan menggunakan komunikasi terapeutik secara efektif yang akan dilakukan tindakan keperawatan. Untuk berkomunikasi dengan anak diperlukan pendekatan atau teknik khusus agar hubungan dapat berjalan dengan baik sesuai dengan tumbuh kembang anak. Salah satu faktor predisposisi menurut teori Lawrence Green adalah pengetahuan, bila perawat memiliki pengetahuan yang baik maka kemampuannya dalam komunikasi terapeutik juga akan baik. Tujuan penelitian ini untuk mengetahui hubungan pengetahuan dengan keterampilan komunikasi terapeutik perawat pada pasien anak. Penelitian ini menggunakan metode survey analitik dengan pendekatan cross sectional. Sampel dalam penelitian ini adalah 66 perawat ruang rawat inap Rumah Sakit Graha Husada dengan teknik pengambilan sampel purposive sampling. Analisis data menggunakan uji korelasi Spearman Rank (Rho) dengan tingkat signifikansi (α = 0.05) diperoleh dari niai p 0.025 (p<0.05). Ada hubungan pengetahuan dengan kemampuan komunikasi terapeutik perawat pada pasien anak yang di rawat di RS Graha Husada Bandar almpung. Perawat diharapkan mampu meningkatkan pelayanan dalam memberikan asuhan keperawatan kepada pasien anak khususnya pasien anak usia prasekolah.


2007 ◽  
Vol 56 (4) ◽  
Author(s):  
Vincenza Mele ◽  
Simona Giardina

Il termine medicina narrativa, oggi ricorrente nella letteratura medica, evoca immediatamente l’importanza della storia clinica raccontata dal paziente come criterio irrinunciabile per formulare la diagnosi e definire l’opportuna terapia. In questa ottica, l’iter diagnostico è un atto ermeneutico “di racconti”. Molte pubblicazioni apparse su riviste mediche internazionali fanno riferimento al concetto del paziente come testo, inteso secondo diverse accezioni: the physical text, i segni fisici della malattia così come sono obiettivamente esaminabili; the experential text, il vissuto esistenziale della malattia; the instrumental text, i dati di laboratorio nonché i risultati degli esami strumentali; the narrative text, la storia clinica raccontata dal paziente. In questo articolo, un racconto di Cˇ echov, Caso clinico, viene utilizzato per illustrare diversi momenti “testuali” che raccontano l’agire medico. Il racconto evidenzia quanto sia importante passare dalla oggettività della lettura fisica del testo-paziente (the physical text e the instrumental text) alla soggettività della lettura esistenziale (the experential text e the narrative text) per avere una comprensione della causa della malattia. Il medico, protagonista del racconto di Cˇ echov, riuscirà a cogliere oltre il dato oggettivo, visivofattuale, della patologia (segnali della malattia) il significato soggettivo (segnali dell’anima) ponendosi in ascolto non solo della malattia ma della malata, superando il limitante rapporto I-It (relazione impersonale dell’esame clinico), per consentire quello più dedicato e compassionevole dell’I-Thou (relazione personale). I segnali dell’anima, spie di un disagio esistenziale che affonda le radici nel vissuto, diventano chiavi di accesso al testo esperienziale. ---------- The term narrative medicine, today recurring in medical literature, immediately recalls the importance of clinical history told by patients as an indispensable criterion for formulating the diagnosis and defining the appropriate therapy. From this point of view, the diagnostic iter is an hermeneutical action “of stories”, in some way similar to the reading of literature texts. Several articles published in international medical reviews refer to patient as a text, according to various meanings: the physical text, the physical signs of illness as they could objectively be examined; the experiential text, the existential experience of illness; the instrumental text, the laboratory data as well as the results of instrumental texts; the narrative text, the clinical history told by the patient. In this article, a story by Cˇ echov, Case History, is used to show various “textual” moments explaining medical acting. This story underlies the importance of passing from the objectivity of the physical reading of the textpatient (the physical text and the instrumental text) to the subjectivity of the existential reading (the experiential text and the narrative text) in order to understand the cause of illness. The doctor, protagonist of theCˇ echov’s story, will be able to seize besides the objective, visual-factual data of the pathology (signals of illness) the subjective meaning (signals of the soul), listening not only the illness but also the ill woman. He will overcome the IIt limiting relationship (impersonal relationship of clinical text) for allowing the more dedicated and pitiable I-Thou relationship (personal relationship). The signals of the soul, signs of an existential discomfort rooted in life, become the access keys to the experiential text.


2016 ◽  
Vol 34 (26_suppl) ◽  
pp. 27-27
Author(s):  
Andrew Shaw ◽  
Matthew Reilley ◽  
Jennifer Leigh McQuade ◽  
Walter F. Baile ◽  
Daniel E. Epner

27 Background: Oncologists engage in emotionally charged conversations with patients and families about prognosis, goals of care, and end of life transitions. Many oncologists lack key skills for guiding patients through such conversations. Key skills include posing open ended questions to elicit the patient’s perspective, using silence effectively, and responding to emotion with empathy. We previously described a communication skills curriculum for first year medical oncology fellows consisting of a series of one hour monthly seminars (Epner and Baile, Academic Medicine, 2014). We now describe improvements in the curriculum based on extensive feedback from learners and teaching assistants. Methods: Anonymous feedback from first year fellows indicated longer sessions would allow for sufficient warm up and more in depth reflection and opportunity to practice. We therefore consolidated the sessions into quarterly 4 hour workshops. Several fellows also expressed discomfort with participating in role play of clinical scenarios in front of colleagues, so we implemented small group learning in which 3-4 fellows practiced communication skills in facilitated role play scenarios. We also replaced large group role play with narrative medicine techniques, such as reading and discussing medically-themed short stories and reflective writing exercises to allow the greatest amount of participation among learners. Results: Fellows completed anonymous surveys on which they rated items on a 4 point scale, with 1 being best and 4 worst. The average score of the two survey items pertaining to large group role play was 2.6. After changes in the curriculum, items pertaining to narrative medicine averaged 1.3, which was very favorable. Items pertaining to relevance and value of the curriculum also averaged less than 1.5 for all years. Attendance was 100% with the exception of fellows who were on vacation. Conclusions: Learner-centered, interactive innovations to our previous communication skills curriculum were highly rated by fellows and addressed issues of enhanced participation in a learning environment in which fellows felt safe to actively participate, reflect, and interact extensively with their peers.


2018 ◽  
Vol 36 (34_suppl) ◽  
pp. 9-9 ◽  
Author(s):  
Leslie J. Hinyard ◽  
Cara L Wallace ◽  
Jennifer E Ohs ◽  
April Trees

9 Background: Increasingly, Narrative Medicine (NM) is utilized in clinical experiences. Critical reflection is a core aspect of NM providing the narrative competence to “recognize, absorb, interpret, and honor” the stories of self and other. This study evaluates the effectiveness of a NM workshop to: 1) develop skills in attending and responding to the stories of others as a part of advance care planning (ACP) conversations and 2) reflect on their own stories of loss in relation to professional practice. Developing narrative skills may help overcome barriers to successful ACP with patients and families. Methods: 29 health care professionals completed a continuing education course on NM principles for end-of-life care. Workshop activities included a close reading on a professional’s story of personal loss and a reflective writing exercise sharing one’s own personal story of loss. Small groups debriefed after each exercise. 24 participants (83%) completed post-workshop surveys including closed and open-ended questions. Results: Mean age of participants was 50.3 (SD 14.7), 87% were female, and 92% White. Social workers represented 71% of the sample with clinicians across several specialty areas. Findings indicate 80% of participants strongly agreed the experience of writing about their own experiences of loss helped develop their communication skills and 88% strongly agreed the experience of listening to stories of others helped develop their communication skills and they would use skills from the workshop in practice. Common themes from qualitative analysis included the usefulness of techniques for framing difficult conversations, patient vulnerability, the importance of active listening, and increased empathy for the storyteller. Common themes reflecting on providers’ personal stories of loss included recognition of prior experience on professional interactions and reported improved skills in authentic interactions and increased capacity for empathy. Conclusions: NM competencies have the potential to enhance communication surrounding ACP. Providers find the NM approach to be a useful framework for engaging in difficult conversations about end-of-life.


1992 ◽  
Vol 63 (3) ◽  
pp. 251-264 ◽  
Author(s):  
Phyllis Solomon ◽  
Diane Evans ◽  
Mary Anne Delaney ◽  
Richard P. Malone

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