Cost-effective communication skills training for state hospital employees

1995 ◽  
Vol 46 (8) ◽  
pp. 819-822 ◽  
Keyword(s):  
State Hospital ◽  
Communication Skills ◽  
Cost Effective ◽  
Effective Communication ◽  
Skills Training ◽  
Communication Skills Training ◽  
Hospital Employees

Communication in the last days or hours of life

2017 ◽  
Author(s):  
Anita Roberts
Keyword(s):  
Communication Skills ◽  
Effective Communication ◽  
Skills Training ◽  
Bad News ◽  
Communication Skills Training ◽  
Informational Needs ◽  
Healthcare Staff ◽  
Training Opportunities ◽  
Care Of The Dying

This chapter discusses effective communication in the last days or hours of life. It describes communication including verbal, non-verbal, and paralinguistic elements together with how to structure complex conversations. It recognizes the importance of communication when a person is expected to die within the coming days or hours. Sensitive communication is essential when dealing with uncertainty inherent at this time and strategies are identified to enable clinicians to elicit the needs and concerns of patients and families. The chapter also examines how the priorities for the care of the dying person can be ascertained. Strategies for giving information and discussing care in a sensitive and supportive manner are described, including how to assess informational needs, effective ways to break bad news, and ways of responding to difficult questions. Finally, the importance of having a competent workforce is recognized and some communication skills training opportunities for healthcare staff are discussed.

scholarly journals Exploring communication skills training in undergraduate nurse education by means of a curriculum

2011 ◽  
Vol 1 (1) ◽  
pp. 7 ◽  
Author(s):  
Britt-Maj Wikström ◽  
Gunilla Svidén
Keyword(s):  
Health Care ◽  
Communication Skills ◽  
Communicative Competence ◽  
Effective Communication ◽  
Skills Training ◽  
Nurse Education ◽  
Communication Skills Training ◽  
Patient Interaction ◽  
Nursing Communication ◽  
Teachers And Students

This study is an attempt to investigate by means of a curriculum how nurses are trained theoretically and practically throughout their specialist education to communicate competently and professionally in interaction with colleagues and patients. Research today shows that there are many different approaches to develop professionally skilled communication in nurse-patient interaction. It indicates that this aspect of nurse education is regarded as an important feature by educators. It is therefore of interest to study, by means of analysing a curriculum, how nurses’ communicative competence is developed. To this purpose a curriculum was presented related to nursing communication skills training, selected from a University College of Health Care Sciences in Sweden. Both students and teachers need clearly defined curricula to structure their studies and to evaluate communication skills. The investigated curriculum could be further developed to direct students and teachers in effective communication skills. It is of importance to have a curriculum that could be interpreted in the same way by teachers and students.

scholarly journals Communication skills training for healthcare students working with people with intellectual disabilities

2018 ◽  
Vol 25 (2) ◽  
pp. 74-77
Author(s):  
Elizabeth Metcalf ◽  
Robert Colgate
Keyword(s):  
General Population ◽  
Intellectual Disabilities ◽  
Communication Skills ◽  
Healthcare Professionals ◽  
Effective Communication ◽  
Skills Training ◽  
Communication Skills Training ◽  
Healthcare Students ◽  
People With Intellectual Disabilities ◽  
Authentic Communication

SUMMARYEffective communication skills are essential for all healthcare professionals. Specialist teaching on communicating with people with intellectual disabilities is often lacking, resulting in poorer healthcare and worse outcomes than in the general population. Working with professionally trained actors with intellectual disabilities, we developed an interprofessional workshop that sought to provide authentic communication skills training to enable healthcare students from various disciplines to communicate effectively with patients of all abilities. In a survey, students reported that they found the workshops rewarding and confidence-building, and that they learnt more about the roles of their interprofessional colleagues.DECLARATION OF INTERESTNone.

Teaching Communication Skills in Breast Imaging

2019 ◽  
Vol 1 (2) ◽  
pp. 139-142 ◽  
Author(s):  
Carolynn M DeBenedectis
Keyword(s):  
Communication Skills ◽  
Breast Imaging ◽  
Image Interpretation ◽  
Effective Communication ◽  
Skills Training ◽  
Good News ◽  
Communication Skills Training ◽  
Procedural Skills ◽  
Simulation Based

Abstract Breast radiologists communicate life-changing results to patients every day. It is critical for breast radiologists to be effective communicators and to deliver difficult and good news effectively and empathetically. Communication skills can be just as important as image interpretation and procedural skills in breast imaging. Breast radiologists can learn effective communication through practice. In addition, simulation-based communication skills training can help our trainees practice their communication skills in a low-stakes environment and become more comfortable with communicating difficult results. This manuscript sets out to familiarize breast radiologists with what effective communication skills are, as well as how to learn and teach them.

scholarly journals The impact of effective communication skills training on the status of marital burnout among married women

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Alireza Jafari ◽  
Ali Alami ◽  
Elham Charoghchian ◽  
Ali Delshad Noghabi ◽  
Mahbobeh Nejatian
Keyword(s):  
Communication Skills ◽  
Educational Intervention ◽  
Effective Communication ◽  
Skills Training ◽  
Married Women ◽  
Health Centers ◽  
Communication Skills Training ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

Abstract Background This study aimed to determine the impact of effective communication skills training intervention on the marital burnout among married women referring to health centers. Methods In this quasi-experimental study, 94 participants were selected from a descriptive study from among 936 married women referring to health centers who had a high rate of marital burnout and were randomly divided to the experimental group (n = 47) and control group (n = 47). The educational intervention was designed and performed in 7 sessions of 45 min for the experimental group. In the two stages before and after the intervention, the demographic sections, the Pines Marital Burnout Scale and effective communication skills were used to collect data. Data were analyzed using SPSS software version 24 and inferential test of Chi-square, Paired sample t-test and Wilcoxon test. Results There was no significant difference between the two groups before the intervention (p > 0.05). Performing the intervention in the experimental group significantly reduced the mean score of total marital burnout from 60.51 (± 14.96) to 51.82 (± 11.90), and reduced the mean score of marital burnout subscales, including physical, mental and emotional burnout. Also, in this study, the educational intervention of the experimental group significantly improved effective communication skills, and the mean score of effective communication skills increased from 85.12 (± 15.86) to 97.95 (± 14.53) (p < 0.001). Conclusion Based on the positive impact of effective communication skills on reducing marital burnout, it is recommended that more attention should be paid to enhancing these skills in spouses and pre-marital programs.

scholarly journals The Survey of Effective Communication Skills Training on Anxiety and Social Phobia among Students

2017 ◽  
Vol 2 (4) ◽  
pp. 263-268
Author(s):  
Sima Safikhangholizadeh ◽  
Hadis Moridi ◽  
Zolfaghar Abyar ◽  
Narges Zamani ◽  
◽  
...  
Keyword(s):  
Social Phobia ◽  
Communication Skills ◽  
Effective Communication ◽  
Skills Training ◽  
Communication Skills Training

scholarly journals Can an online clinical communication course impact learner behaviour?

2020 ◽  
Vol 5 (3) ◽  
pp. 83-87
Author(s):  
Cristelle Chow ◽  
Cynthia Lim ◽  
Koh Cheng Thoon
Keyword(s):  
Communication Skills ◽  
Course Design ◽  
Effective Communication ◽  
Skills Training ◽  
Control Group ◽  
Communication Skills Training ◽  
Clinical Communication ◽  
Confidence Levels ◽  
Patient Feedback ◽  
Clinical Scenarios

Background: Effective communication between doctors and patients leads to better compliance, health outcomes and higher doctor and patient satisfaction. Although in-person communication skills training programs are effective, they require high resource utilisation and may provide variable learner experiences due to challenges in standardisation. Objective: This study aimed to develop and implement an evidence-based, self-directed and interactive online communication skills training course to determine if the course would improve learner application of communication skills in real clinical encounters. Methods: The course design utilised the Kalamazoo Consensus framework and included videos based on common paediatric clinical scenarios. Final year medical students in academic year 2017/2018 undergoing a two-week paediatric clerkship were divided into two groups. Both groups received standard clerkship educational experiences, but only the intervention group (88 out of 146 total students) was enrolled into the course. Caregiver/patient feedback based on students’ clinical communication was obtained, together with pre- and post-video scenario self-reported confidence levels and course feedback. Results: There were minimal differences in patient feedback between intervention and control groups, but the control group was more likely to confirm caregivers’/patients’ agreement with management plans and provide a summary. However, caregivers/patients tended to feel more comfortable with the intervention compared to the control group. Median confidence levels increased post-video scenarios and learners reported gains in knowledge, attitudes and skills in paediatric-specific communication. Conclusion: Although online video-based communication courses are useful standardisation teaching tools, complementation with on-the-job training is essential for learners to demonstrate effective communication.

Critical Care Communication Skills Training for Internal Medicine Residents

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Laura Rock ◽  
Nina Gadmer ◽  
Robert Arnold ◽  
David Roberts ◽  
Asha Anandaiah ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Critical Care ◽  
Communication Skills ◽  
Skills Training ◽  
Communication Skills Training ◽  
Internal Medicine Residents

Effect of Communication Skills Training Program for Oncologists Based on Patient Preferences for Communication When Receiving Bad News: A Randomized Controlled Trial

2014 ◽  
Vol 32 (20) ◽  
pp. 2166-2172 ◽  
Author(s):  
Maiko Fujimori ◽  
Yuki Shirai ◽  
Mariko Asai ◽  
Kaoru Kubota ◽  
Noriyuki Katsumata ◽  
...  
Keyword(s):  
Communication Skills ◽  
Patient Preferences ◽  
Controlled Trial ◽  
Intervention Group ◽  
Depression Scale ◽  
Skills Training ◽  
Control Group ◽  
Communication Skills Training ◽  
Communication Performance

Purpose The aim of this study was to identify the effects of a communication skills training (CST) program for oncologists, developed based on patient preferences regarding oncologists' communication. Participants and Methods Thirty oncologists were randomly assigned to either an intervention group (IG; 2-day CST workshop) or control group (CG). Participants were assessed on their communication performance during simulated consultation and their confidence in communicating with patients at baseline and follow-up. A total of 1,192 patients (response rate, 84.6%) who had consultations with the participating oncologists at baseline and/or follow-up were assessed regarding their distress using the Hospital Anxiety and Depression Scale, satisfaction with the consultation, and trust in their oncologist after the consultation. Results At the follow-up survey, the performance scores of the IG had improved significantly, in terms of their emotional support (P = .011), setting up a supportive environment (P = .002), and ability to deliver information (P = .001), compared with those of the CG. Oncologists in the IG were rated higher at follow-up than those in the CG in terms of their confidence in themselves (P = .001). Patients who met with oncologists after they had undergone the CST were significantly less depressed than those who met with oncologists in the CG (P = .027). However, the CST program did not affect patient satisfaction with oncologists' style of communication. Conclusion A CST program based on patient preferences is effective for both oncologists and patients with cancer. Oncologists should consider CST as an approach to enhancing their communication skills.

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