scholarly journals Implementation and evaluation of communication guidelines for the nurses caring for patients diagnosed with tuberculosis

2017 ◽  
Vol 5 (2) ◽  
pp. 126
Author(s):  
Esther Kamenye ◽  
Scholastika Iipinge ◽  
Agnes Van Dyk
Keyword(s):  
Communication Skills ◽  
Health Centre ◽  
Training Workshop

This article focuses on the process of the implementation and evaluation of the guidelines on communication to enhance the communication skills of the nurses who are caring for the patients diagnosed with tuberculosis. This article consists of two sections. The first section deals with the implementation of the communication guidelines and the second section evaluates the implementation and the outcomes of the evaluation of the guidelines. The guideline's document was completed during a two-day training workshop held at the Katutura Health Centre in Namibia.

scholarly journals Effects of a hospital-wide physician communication skills training workshop on self-efficacy, attitudes and behavior

2017 ◽  
Vol 4 (3) ◽  
pp. 48-54 ◽  
Author(s):  
Minna Saslaw ◽  
Dana R. Sirota ◽  
Deborah P. Jones ◽  
Marcy Rosenbaum ◽  
Steven Kaplan
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Skills Training ◽  
Physician Communication ◽  
Communication Skills Training ◽  
Training Workshop ◽  
And Behavior ◽  
Attitudes And Behavior

That was a game changer: clinical impact of an emergency department-based palliative care communication skills training workshop

2019 ◽  
pp. emermed-2019-208567
Author(s):  
Rebecca Wright ◽  
Bradley Hayward ◽  
Emmett Kistler ◽  
Victoria Vaughan Dickson ◽  
Corita Grudzen
Keyword(s):  
Palliative Care ◽  
Clinical Practice ◽  
Communication Skills ◽  
Skills Training ◽  
Training Workshop ◽  
Feedback Environment ◽  
Goals Of Care ◽  
Difficult Conversations ◽  
Communications Skills ◽  
The Impact

ObjectiveTo explore the impact of an adapted goals-of-care communications skills workshop created for ED physicians from the physicians’ perspective.MethodsSemi-structured, one-on-one audio-recorded interviews lasting 30–60 min were conducted with twelve physicians who had completed the training workshop. Interviews explored the experience of undertaking the workshop, its impact on their clinical practice and their ability to teach new skills to other clinicians using learnt techniques. Descriptive content analysis was performed on interview transcripts.ResultsParticipants reported positive experiences of the workshop. The analysis identified four main themes and ten subthemes dealing with workshop content and its impact on subsequent ED-based clinical practice. There were: 1) value and future improvements for the course; 2) value of the course to practice; 3) value of the course for teaching residents and 4) barriers to application of learning. Specifically recommended components include the use of mnemonics, mechanisms to introduce difficult conversations and a positive feedback environment. Participant-recommended refinements to the workshop included emphasising urgency, replicating the chaotic ED environment and expanding content to include more ED-focused goals-of-care discussions.ConclusionA short, focused training workshop directed at improving palliative care communication skills among ED clinicians appears to be welcomed and useful.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

AAC Supports for Individuals With Rett Syndrome Across the Lifespan

2015 ◽  
Vol 24 (3) ◽  
pp. 74-85
Author(s):  
Sandra M. Grether
Keyword(s):  
Rett Syndrome ◽  
Communication Skills ◽  
Preliminary Analysis ◽  
Multidisciplinary Approach ◽  
Motor Deficits ◽  
Complex Profile ◽  
Communication Behaviors ◽  
The Individual

Individuals with Rett syndrome (RS) present with a complex profile. They benefit from a multidisciplinary approach for diagnosis, treatment, and follow-up. In our clinic, the Communication Matrix © (Rowland, 1990/1996/2004) is used to collect data about the communication skills and modalities used by those with RS across the lifespan. Preliminary analysis of this data supports the expected changes in communication behaviors as the individual with RS ages and motor deficits have a greater impact.

Improving Communication Skills in Health Care

2013 ◽  
Vol 20 (3) ◽  
pp. 109-117
Author(s):  
Lynda Katz Wilner ◽  
Marjorie Feinstein-Whittaker
Keyword(s):  
Health Care ◽  
Patient Satisfaction ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Skills Training ◽  
International Medical Graduate ◽  
Medical Graduate ◽  
Health Care Environment ◽  
Medical Interpreters ◽  
Accent Modification

Hospital reimbursements are linked to patient satisfaction surveys, which are directly related to interpersonal communication between provider and patient. In today’s health care environment, interactions are challenged by diversity — Limited English proficient (LEP) patients, medical interpreters, International Medical Graduate (IMG) physicians, nurses, and support staff. Accent modification training for health care professionals can improve patient satisfaction and reduce adverse events. Surveys were conducted with medical interpreters and trainers of medical interpreting programs to determine the existence and support for communication skills training, particularly accent modification, for interpreters and non-native English speaking medical professionals. Results of preliminary surveys suggest the need for these comprehensive services. 60.8% believed a heavy accent, poor diction, or a different dialect contributed to medical errors or miscommunication by a moderate to significant degree. Communication programs should also include cultural competency training to optimize patient care outcomes. Examples of strategies for training are included.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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