Intro to Communication Transcript PDF 2024

+-----------------------------------+-----------------------------------+ | Slide \# | **Intro to Communication | | | Transcript - Professor LaPuma** | | | | |...

+-----------------------------------+-----------------------------------+ | Slide \# | **Intro to Communication | | | Transcript - Professor LaPuma** | | | | | | **This material may not be shared | | | without permission from Professor | | | LaPuma.** | +===================================+===================================+ | Slide 1 | Hi students and welcome to your | | | Introduction to Communication | | | lecture. Today you will be | | | learning about the various | | | communication techniques and how | | | important communication is in | | | healthcare. I recommend | | | completing the required readings | | | prior to participating in this | | | online presentation as this will | | | be prepare you for the content | | | you are about to learn. | +-----------------------------------+-----------------------------------+ | Slide 2 | Okay so let's get started. Our | | | domain for this content is | | | nursing and our concept is | | | communication. More specifically, | | | communication is the dynamic | | | process in which individuals | | | interact to convey thoughts, | | | feelings and/or information. | | | Communication can be verbal or | | | nonverbal and includes electronic | | | and written documentation. | | | | | | So, communication is not just | | | what you say out loud for others | | | to hear, it can be what is | | | documented in a patient's chart | | | whether that be in an electronic | | | form or a written form. | | | Especially now where a lot of | | | communication is online, there is | | | a room for error and | | | misunderstanding between the | | | healthcare provider and the | | | patient. I bet you can think of a | | | time where you when you were | | | communicating with someone either | | | via text or email that lead to | | | misunderstanding or | | | miscommunication; I know I myself | | | can think of a few. | | | | | | Additionally, communication is | | | how you present yourself during a | | | conversation which we will go | | | over later in this presentation. | +-----------------------------------+-----------------------------------+ | Slide 3 | This slide lists your objectives | | | which are posted on your study | | | guide. After participating in | | | this presentation, you should be | | | more comfortable with them. If | | | there are ones you are not | | | comfortable with, the content | | | associated with those specific | | | objectives is where you should be | | | sure to spend your time | | | reviewing. | +-----------------------------------+-----------------------------------+ | Slide 4 | The bond that nurses have with | | | their patients is important and | | | it is based off of mutual trust, | | | respect, and acceptance. The | | | nurse must have the emotional | | | intelligence to understand that a | | | trusting bond is necessary in | | | order to facilitate patient | | | healing because the patient is an | | | active part of the healing | | | process. The focus, or goal of | | | therapeutic communication is to | | | help patients reach an | | | understanding of their condition, | | | while encouraging them to express | | | feelings and ideas. The nurse | | | must focus on the patient and | | | patient's well-being and avoid | | | nurse self-disclosure that may | | | make the patient feel like they | | | have to console the nurse; this | | | takes energy from the patient | | | needed for healing. | | | | | | The therapeutic relationship has | | | four phases, the pre-interaction, | | | the introductory, the working, | | | and then the termination phase. | +-----------------------------------+-----------------------------------+ | Slide 5 | The pre-interaction phase is | | | where you are reviewing patient | | | information and planning your | | | interaction with the patient. | | | | | | As the nurse, we want to be sure | | | we look over the patient | | | information prior to the | | | interaction. This includes the | | | medical and social history. Even | | | though social history might seem | | | insignificant, it is very | | | important to look over and | | | understand. This helps you | | | understand how to approach each | | | person individually, using the | | | patient-centered care competency | | | from QSEN. When I was working as | | | a bedside nurse in the step-down | | | unit, prior to introducing myself | | | to my patients or even getting | | | report from the nightshift RN, I | | | would review the patient's chart | | | to make sure I had some | | | background information prior to | | | going into the patients' room or | | | receiving report. You can learn a | | | lot from reviewing the patient's | | | chart and this allows you to be | | | better prepared for your | | | interaction with your patient. | | | | | | You want to use therapeutic | | | responses that will be most | | | optimal for each patient | | | experience and that means you | | | need information about the | | | patient and their situation | | | first. | +-----------------------------------+-----------------------------------+ | Slide 6 | Next is the introductory phase. | | | The introductory phase sets the | | | tone for the relationship. The | | | overall goal is to is to develop | | | trust and security. We want the | | | patient to feel comfortable with | | | sharing thoughts and feelings, as | | | this can affect the response to | | | their illness. This is when we | | | introduce ourselves and share | | | with the patient the role we will | | | be playing in their care, and the | | | plan for the | | | interaction/relationship. | +-----------------------------------+-----------------------------------+ | Slide 7 | This introductory phase starts | | | the development of the | | | therapeutic relationship. It is | | | important to tell the person what | | | we will be doing, and why. | | | Sometimes, patients are resistant | | | and hesitant to give nurses their | | | full trust, especially if it is | | | there first time with that | | | specific nurse. It is good to | | | begin the conversation and ask | | | general questions to help the | | | person feel comfortable. For | | | example, you could say, "Hi Mr. | | | Jones, my name is Brigitte, and I | | | am going to be your nurse today | | | for the next shift until 7 pm. | | | How was your night? Did you sleep | | | well?"\...we start out small and | | | allow the patient to tell us more | | | about how they are. Then, we take | | | pieces of what they share and go | | | on from there. This shows we care | | | and are interested in the | | | patient's well-being. We want to | | | demonstrate competence and be | | | assertive, but not aggressive. | | | Competence can come from that | | | pre-interaction phase where we | | | review the patient's history and | | | have some background knowledge of | | | the patient's situation. | +-----------------------------------+-----------------------------------+ | Slide 8 | We mentioned in the prior slide | | | that we want to be assertive and | | | not aggressive, but what does | | | that mean? What is the | | | difference? The types of | | | communication styles are | | | aggressive, passive, and | | | assertive. If someone displays an | | | aggressive communication style, | | | it means they are respecting the | | | value of their own self over | | | others. An example of aggressive | | | communication is when the nurse | | | demands the patient do something | | | right now despite what the | | | patient is feeling. For someone | | | who is more passive in their | | | communication, they respect | | | others values over themselves. | | | So, an example of this could be a | | | nurse who repeatably apologizes | | | or delays things that need to be | | | done in fear that they are | | | upsetting or interrupting the | | | patient. Assertive communication | | | respects self and others. An | | | example of this would be that the | | | nurse tells the patient what | | | needs to be done and asks when it | | | would be appropriate to carry out | | | the task. | +-----------------------------------+-----------------------------------+ | Slide 9 | Our goal is to use assertive | | | style of communication. This | | | diagram displays the | | | characteristics of assertive | | | communication. So, views are | | | expressed freely, are direct, | | | non-confrontational, we have | | | self-control over any strong | | | emotions we might feel, we listen | | | to other viewpoints, we avoid | | | sarcasm and hurtful comments, we | | | have an upright and relaxed | | | posture, and we avoid unnecessary | | | apologies. So again, assertive | | | communication respects self and | | | others. | +-----------------------------------+-----------------------------------+ | Slide 10 | Now we are going to put our | | | knowledge to the test. Here is a | | | scenario for you to read. Please | | | pause the presentation now to | | | read it. After you are done, | | | please continue the presentation. | +-----------------------------------+-----------------------------------+ | Slide 11 | Okay, so I hope you paused the | | | presentation to read the | | | scenario. Now, please pause the | | | presentation and complete the | | | following table identifying | | | examples of what to say to the | | | patient using each type of | | | communication (passive, | | | aggressive, assertive). Once you | | | are done, please continue the | | | presentation and I will go over | | | this table with you. | | | | | | So go ahead and pause the | | | presentation now...... | | | | | | An Aggressive example could be: | | | "I need you to get back in bed so | | | I can assess you. Let's get up | | | now, move it, Mr. Johnson." | | | | | | A Passive example could be: "Oh | | | hi there, Mr. Johnson. I...well | | | never mind, I'll come back later, | | | enjoy your meal. I'm so sorry to | | | bother you." | | | | | | An Assertive example could be: | | | "Hi, Mr. Johnson, I see you are | | | eating breakfast. One of my | | | assignments is to complete an | | | assessment on you. How about I | | | come back after you are finished | | | and help you back to bed, and | | | then I'll complete my assessment | | | after that. Does this sound | | | acceptable to you?" | | | | | | If you did not get answers | | | similar to these, that is okay, | | | we are all still learning! | +-----------------------------------+-----------------------------------+ | Slide 12 | Okay, now let's move on to the | | | next phase of our therapeutic | | | relationship. | | | | | | In the working phase, we want to | | | continue to use therapeutic | | | communication techniques. This | | | helps us explore the patient's | | | thoughts and feelings, and helps | | | the patient develop a plan to | | | meet their goals. We want the | | | patient to be responsible for | | | their action, while the nurse | | | provides support. This is because | | | we will not be with the patient | | | when they are discharged, and we | | | want them to be as independent as | | | possible. | +-----------------------------------+-----------------------------------+ | Slide 13 | Lastly is the termination phase. | | | In the termination phase, it is | | | important to understand that the | | | ending of the | | | relationship/interaction may be | | | difficult for the patient. It can | | | also be difficult for the nurse, | | | and that is important to discuss. | | | Maybe some of you have felt this | | | already when you felt a | | | connection with your patient in | | | clinicals. When we know the | | | relationship/interaction will | | | end, it is important to discuss | | | this before the termination. For | | | example, "Hi Mr. Smith, I'm just | | | checking in on you and letting | | | you know that my shift ends in | | | about an hour. I will come see | | | you before I leave for the night, | | | is there anything you need or | | | want to discuss at the moment?" | | | Like I mentioned, the patient's | | | independence is very important, | | | and the person will need time to | | | adjust and try out their new, | | | independent wings. | +-----------------------------------+-----------------------------------+ | Slide 14 | Now that we know the stages of a | | | therapeutic relationship and what | | | they entail, let's talk about | | | therapeutic communication. | | | | | | Therapeutic communication helps | | | the nurse establish a | | | constructive and therapeutic | | | nurse-patient relationship, and | | | helps patients reach an | | | understanding about their | | | conditions or treatment. It also | | | encourages them to express | | | feelings and ideas. This is where | | | we can help patients explore | | | their thoughts and feelings to | | | help cope with stress, improve | | | their relationships, overcome | | | psychological blocks and adjust | | | to situations they may not be | | | able to change. An example is a | | | patient that may have been given | | | a terminal diagnosis, and the | | | nurse takes the time to have a | | | therapeutic conversation with the | | | patient. | +-----------------------------------+-----------------------------------+ | Slide 15 | Therapeutic communication relies | | | on active listening from the | | | nurse. When the nurse is actively | | | listening, they are able to | | | respond to the patients verbal | | | message, feelings that they are | | | expressing, and they are able to | | | recognize any non-verbal cues | | | from the patient. | +-----------------------------------+-----------------------------------+ | Slide 16 | In order therapeutic | | | communication to be effective, | | | there are objectives that the | | | nurse needs to participate in. | | | First is listening. If we don't | | | listen to the patient, there is | | | no way we can understand | | | patient's message which is the | | | second objective. We clarify | | | message when needed, we | | | facilitate patient's | | | verbalization of feelings, we | | | communicate understanding & | | | acceptance, and we identify | | | patient's problems, goals, and | | | objectives. We do all of this | | | with therapeutic communication | | | techniques of which you are going | | | to learn in the next part of this | | | presentation. | +-----------------------------------+-----------------------------------+ | Slide 17 | As we start to get into | | | therapeutic communication | | | techniques, there are three | | | components that make up the term | | | "therapeutic communication" and | | | they are: listening, non-verbal, | | | and verbal. These are all nursing | | | components necessary to | | | understand and practice for an | | | effective conversation between | | | the nurse and their patient. | +-----------------------------------+-----------------------------------+ | Slide 18 | So here are our techniques and | | | guidelines for effective | | | therapeutic communication. | | | | | | Nonverbal is what we see such as | | | posture and gait, gestures, | | | facial expressions, appearance, | | | and touch. | | | | | | Attentive listening involves | | | listening with multiple senses, | | | and is possibly the most | | | important technique in | | | therapeutic communication. | | | | | | Physical attending is the manner | | | of being present to another or | | | being with another. It involves | | | looking at the person when they | | | are speaking, using an open | | | posture with neither arms or legs | | | crossed (like an open door to a | | | home), leaning towards the person | | | (moving a chair near the person), | | | maintaining good eye contact, and | | | trying to be relatively relaxed, | | | taking time to respond, and | | | allowing pauses as needed. | | | | | | Empathizing is putting yourself | | | in someone's situation. | | | Acknowledge the ideas that the | | | patient is expressing or what the | | | person feels is important. | | | | | | Simplicity is using commonly | | | understood words that are | | | appropriate for the developmental | | | stage, knowledge, culture, and | | | education of the patient. So, | | | avoid medical terminology if | | | possible. | | | | | | Open-ended leads are statements | | | or questions that encourage the | | | patient to verbalize, choose the | | | conversation topic, and | | | facilitate continued | | | conversation. An example would | | | be: "Where would you like to | | | begin?" Open ended leads do not | | | require a yes or no response, | | | they require more than a "yes" or | | | a "no". | | | | | | Encouraging is using encouraging | | | words to help patient gain | | | confidence. | | | | | | Reflection is when the nurse | | | directs ideas, feelings, | | | questions, or content back to | | | patients and enable them to | | | explore their own ideas and | | | feelings about a situation rather | | | than instilling those ideas and | | | feelings for them. | | | | | | Avoiding "why" questions- This | | | can put the patient on the | | | defense and the nurse can be seen | | | as interrogating. So, think about | | | when someone asks you "well, why | | | did you do that?" It | | | automatically puts you on | | | defense, it does for me at least! | | | So, that's why we tell you to | | | avoid "why" questions when using | | | therapeutic communication. | +-----------------------------------+-----------------------------------+ | Slide 19 | Let's dive a little deeper into | | | non-verbal communication | +-----------------------------------+-----------------------------------+ | Slide 20 | Most communication is non-verbal. | | | It includes: Posture and gait, | | | Gestures, Facial expressions, | | | Appearance, and Touch. | | | | | | In this photo, this nurse is | | | using non-verbal communication | | | that includes leaning into the | | | patient and supporting her, | | | holding her hand, facing the | | | patient and smiling. | | | | | | Non-verbal communication can be | | | just as important as verbal | | | communication. If your patient | | | can see that you are not | | | interested or you are irritated | | | with them such as lack of eye | | | contact or rolling your eyes, the | | | patient will not disclose as much | | | information to you which is not a | | | good thing! We want our patients | | | to feel safe in expressing their | | | feelings and thoughts as this is | | | all a part of their healing | | | process. | +-----------------------------------+-----------------------------------+ | Slide 21 | What non-verbal things do you see | | | in this photo? | | | | | | Here, the nurse is again, | | | smiling, she is at the patient's | | | level, her body is facing the | | | patient and she is using touch to | | | convey she cares. | +-----------------------------------+-----------------------------------+ | Slide 22 | Now let's talk about the | | | listening component of | | | communication. | +-----------------------------------+-----------------------------------+ | Slide 23 | Active listening is the basis of | | | all other communication | | | techniques and requires that you | | | pay attention to the total | | | message. So active listening | | | means that you are paying | | | attention to not only the verbal | | | message, but the non-verbal and | | | emotions associated with the | | | conversation and noting if | | | communication is congruent with | | | the message while also listening | | | for key themes throughout the | | | message. In order for active | | | listening to be successful, it is | | | important as you the listener to | | | be aware of any personal biases | | | and to recognize any barriers to | | | listening. For example, if the | | | patients TV is too loud during | | | the conversation you may want to | | | ask the patient if the TV can be | | | muted or turned off during your | | | conversation so that way you are | | | able to pay attention to the | | | entire conversation without | | | getting distracted. Active | | | listening is one of the most | | | important components of | | | communication and uses all senses | | | while listening. | +-----------------------------------+-----------------------------------+ | Slide 24 | Physical attending is another | | | important component of listening | | | and means that you are actively | | | present while listening. So, what | | | does that look like? Remember | | | those pictures we talked about a | | | few slides back when the nurse | | | was at eye level with the | | | patient? That's a form of | | | physical attending. You also want | | | to face the patient squarely, | | | have open posture (so no arm | | | crossing or hands on the hips), | | | lean slightly forward (not leaned | | | back in your chair), have good | | | eye contact, practice natural | | | relaxed gestures, and allow for | | | pauses when needed. You want to | | | be eye level with your patient, | | | not towering over them. Its good | | | practice to pull up a chair in | | | the room facing the patient and | | | to sit in the chair when you are | | | having a conversation. | +-----------------------------------+-----------------------------------+ | Slide 25 | Next let's talk about the verbal | | | part of communication. | +-----------------------------------+-----------------------------------+ | Slide 26 | First, let's talk about empathy. | | | | | | Empathy is NOT sympathy, there | | | are not the same thing. Empathy | | | focuses on feelings and embraces | | | the patient's attitude without | | | bias. | | | | | | There are four steps to showing | | | empathy: | | | | | | 1\. Perspective Taking- that is | | | thinking of how the other | | | person might be feeling. | | | | | | 2\. Listening instead of | | | judgement | | | | | | 3\. Recognizing emotion in | | | another person | | | | | | 4\. Communicating that you can | | | recognize that emotion | | | | | | For example, if your patient is | | | tearful and states "The doctor | | | just diagnosed me with prostate | | | cancer" your response should not | | | be \"My dad has prostate cancer | | | too.\" Even if that is true and | | | your father does have prostate | | | cancer, your personal statement | | | is taking away from the patients' | | | emotions and may cause the | | | patient to want to console you. | | | An appropriate response would be. | | | "It seems that this news is | | | upsetting to you." This allows | | | the patient to see that you are | | | paying attention to them and can | | | recognize their feelings which | | | will allow them to open up to you | | | further about their feelings and | | | allow for the healing process of | | | their emotions to begin. | +-----------------------------------+-----------------------------------+ | Slide 27 | Next is simplicity. When | | | communicating with your patient, | | | it is important to not assume the | | | patient understands the | | | terminology that you are using. | | | You want to be sure to avoid | | | medical jargon while also | | | considering the patients age, | | | knowledge, culture, and education | | | level. An example of using | | | simplicity would be: "Hi Mr. | | | Jones, I need to listen to your | | | heart sounds to assess for any | | | abnormalities" instead of "Hi Mr. | | | Jones, I need to auscultate your | | | heart sounds to assess for any | | | arrythmias". | +-----------------------------------+-----------------------------------+ | Slide 28 | Open-ended leads are broad | | | questions or statements that | | | allows for the patient to | | | elaborate on their thoughts | | | and/or feelings and they require | | | more than one- or two-word | | | response. An example of an | | | open-ended question would be: | | | "you said you were frightened | | | yesterday. How do you feel now?" | | | instead of asking "Are you | | | feeling okay today?". The first | | | question requires more than a | | | one- or two-word response where | | | the second one can be answered in | | | one word. | +-----------------------------------+-----------------------------------+ | Slide 29 | Now let's put our knowledge to | | | the test. Take a few moments to | | | fill out this table. The | | | left-hand side tells you what you | | | want to know from the patient, | | | and the right side asks you to | | | create an open-ended question for | | | the information you want to know. | | | Go ahead and pause the | | | presentation now to work on the | | | table and when you are finished, | | | please resume the presentation. | | | | | | Okay, so hopefully you paused the | | | presentation to work on your | | | answers...... | | | | | | For the first one, we want to | | | know if the patient is having a | | | decreased appetite, so an | | | open-ended question would be: | | | "How has your appetite been | | | lately?". | | | | | | For the second one, we want to | | | know if the patient is fearful | | | about surgery, our question could | | | be: "how are you feeling about | | | your upcoming surgery?" | | | | | | And for the last one, we want to | | | know if the patient feels lonely | | | without family visiting, so our | | | open-ended question could be: "I | | | see you have not had any family | | | visiting you while you have been | | | in the hospital, how do you feel | | | about that?" | +-----------------------------------+-----------------------------------+ | Slide 30 | Encouraging is another important | | | portion of communication. It | | | requires verbal and non-verbal | | | cues and is used by the nurse | | | when the patient is speaking. | | | | | | Some examples could be: | | | | | | "mmhmm" | | | | | | "Go on" | | | | | | "Tell me more about that" | | | | | | Or, nodding with eye contact | +-----------------------------------+-----------------------------------+ | Slide 31 | Reflecting is actively | | | acknowledging the patient's | | | message. This is done by the | | | listener repeating the verbal or | | | non-verbal message. [Reflecting | | | content]- is | | | rephrasing the patient's | | | statement. An example would be: | | | "You believe having diabetes | | | means you have to change | | | everything?" | | | | | | [Reflect feelings]- | | | is verbalizing the patient's | | | implied feelings. An example of | | | this would be: "You are angry at | | | your husband for taking you to | | | the ER." | +-----------------------------------+-----------------------------------+ | Slide 32 | Avoiding "why" questions is | | | something that I briefly | | | mentioned in the beginning of the | | | presentation. Using "why" | | | questions can imply judgement or | | | disapproval. | | | | | | For example, instead of asking | | | "why are you so frightened about | | | the surgery?" you could ask "what | | | makes you frightened about the | | | surgery?". I know there have been | | | many times when someone asks me a | | | "why" question, and it | | | automatically makes me think that | | | I did something wrong or I should | | | not be feeling the way that I am | | | feeling. Asking "what makes you | | | frightened about the surgery?" is | | | not only an open-ended lead | | | question which is important, but | | | it also does not come off as | | | judgmental. | +-----------------------------------+-----------------------------------+ | Slide 33 | Let's talk about some common | | | mistakes or barriers during | | | communication. There are some | | | things that you really should not | | | do while communication with your | | | patient though it really does | | | depend on the situation. As a | | | rule of thumb until you are an | | | experienced nurse, these are | | | things you just should not do: | | | Giving advice, | | | Minimizing/discounting feelings, | | | Deflecting, Agreeing/Disagreeing, | | | passing judgement (Which can be | | | done by using "why" questions), | | | Failing to listen, placing own | | | needs above patient needs (such | | | as telling the patient "My dad | | | has prostate cancer too" when | | | they tell you they have just be | | | diagnosed with that illness as | | | well), or False reassurance. | +-----------------------------------+-----------------------------------+ | Slide 34 | Tips for answering Kaplan/NCLEX | | | communication questions: Avoid | | | thinking about what you would | | | say, avoid distractions, choose | | | the BEST response, and | | | | | | Remember key goals of | | | communication which are to: | | | | | | - Listen | | | | | | - Understand the patient | | | | | | - Promote patient insight | | | | | | - Facilitate verbalization of | | | feelings | | | | | | - Convey understanding & | | | acceptance | | | | | | - Assist in identifying | | | problems/goals | +-----------------------------------+-----------------------------------+ | Slide 35 | Now let's do a few practice | | | questions. | | | | | | The nurse is caring for a patient | | | who is newly diagnosed with type | | | 2 diabetes mellitus.\ | | | Which statement by the nurse | | | should facilitate the development | | | of a therapeutic relationship | | | with this patient? | | | | | | A. \"Losing some weight will help | | | control your blood glucose | | | level.\" | | | | | | B. \"I\'ll be back to take your | | | sugar before dinner arrives.\" | | | | | | C. \"This disease isn\'t so bad. | | | At least you don\'t have to take | | | insulin.\" | | | | | | D. \"I don\'t know how many grams | | | of carbohydrates you can have, | | | but I will find out for you.\" | | | | | | Take a few moments to pause the | | | presentation to answer the | | | question. | | | | | | If you picked answer D, you are | | | correct! | +-----------------------------------+-----------------------------------+ | Slide 36 | Next question | | | | | | The nurse prepares a client for a | | | total abdominal hysterectomy with | | | bilateral salpingo-oophorectomy | | | due to uterine cancer. The nurse | | | observes that the client is | | | talking continuously and has | | | difficulty maintaining eye | | | contact. Which response by the | | | nurse is [best]? | | | | | | A. "What are your concerns about | | | the surgery?" | | | | | | B. "Why isn't your husband here | | | with you?" | | | | | | C. "Are you afraid that you are | | | going to die?" | | | | | | D. "You seem to be coping with | | | the surgery very well." | | | | | | Take a few moments to pause the | | | presentation to answer the | | | question. | | | | | | If you picked answer A, you are | | | correct! | +-----------------------------------+-----------------------------------+ | Slide 37 | Last question! | | | | | | A patient with a cervical spinal | | | cord injury says to the nurse, | | | "my wife is avoiding me. She | | | doesn't love me anymore because | | | I'm paralyzed!" What is the | | | nurse's [most] | | | appropriate response? | | | | | | A. "She's probably having | | | difficulty dealing with your | | | illness" | | | | | | B. "Avoidance is a defense. She | | | probably needs your help to | | | cope." | | | | | | C. "You seem very upset. Tell me | | | how your wife is avoiding | | | you." | | | | | | D. "Come on, now. What makes you | | | think she doesn't love you?" | | | | | | Take a few moments to pause the | | | presentation to answer the | | | question. | | | | | | If you picked answer C, you are | | | correct! | +-----------------------------------+-----------------------------------+ | Slide 38 | Okay you guys have reached the | | | end of your presentation! | | | | | | If you have any questions, please | | | feel free to reach out to me via | | | email | | | () | | | Thank you so much for your | | | attention and I hope you have a | | | great rest of your day! | +-----------------------------------+-----------------------------------+