Communication Skills Week 4 PDF

Interprofessional Communication What do doctors need? Person- centered approach Engaged and empathetic approach follow a structured process to ensure all relevant information is collected Calgary‐Cambridge model ( framework for their communication skills teaching) Challenges assoc...

Interprofessional Communication What do doctors need? Person- centered approach Engaged and empathetic approach follow a structured process to ensure all relevant information is collected Calgary‐Cambridge model ( framework for their communication skills teaching) Challenges associated with interprofessional communication key ingredient in the recipe for success is effective communication. Known challenges: awareness of own role in communication; understanding of, and ability to deal with, rank dynamics between professions; understanding of different professions’ roles and responsibilities ; courage and being proactive; skills in dealing with conflict and emotional stress; common language consistency in the interpretation of confidentiality; respect towards, and trust in, the abilities of other professions and time. awareness of own role in communication For each health and social care professional group there are a set of standards ,that individuals need to meet in order to continue their current practice, but the literature is currently lacking evidence on how to develop their awareness of own role in communication. In order to improve communication with others, Brent and Dent argue that the starting point is with the ‘self’. Knowledge of self is hypothesised to enhance an individual’s emotional intelligence and thus optimise his or her ability to interact effectively with others, regardless of real or perceived rank between professions. Understanding of, and ability to deal with, rank dynamics between professions  Issues around power between and within professions are frequent causes of communication breakdown Rank dynamics are complex and well rooted in our society, also historically between health and social care professions, creating a barrier to communication. It is therefore essential for team leaders to recognise the power of rank dynamics and the emotional labour associated with dysfunctional teams where members do not feel free, or able, to challenge decisions, actions and interactions – yet are still expected to deliver compassionate care They must also have the ability to create a safe and open environment that allows for this to happen. However, all team members need to actively engage in the process of working together and receive appropriate support to be able to communicate across ranks  Despite health and social care professionals being absolutely clear that their common goal is to deliver person‐centred care, they do not always agree how this should be accomplished or have the ability to overcome the challenges linked to interacting with members of professions with perceived higher, or lower, rank Tensions related to rank within the health and social work professions often derive from a lack of understanding of the roles and responsibilities of those contributing different aspects of care and how they depend on each other in order to provide a holistic service Understanding of different professions’ roles and responsibilities  Knowledge of different professional roles and responsibilities enables a team to provide a person with the care he or she needs by referring the person to the appropriate professional(s) with the most appropriate skills at the right time. This is a core aim of interprofessional education when two or more professions learn with, from and about each other to improve collaboration and the quality of care Although the evidence is not conclusive as to when interprofessional learning should be introduced in order to gain most benefit adult learner needs to take incremental steps to become a capable interprofessional worker. As roles and responsibilities evolve in response to changing demands on healthcare, tensions can arise unless everyone is aware of who does what, when, why and how.  Courage and being proactive many professionals find it difficult to address concerns related to a colleague, especially if this colleague is of a higher rank guides and checklists are now available to ensure care is delivered as safely as possible, such as the surgical safety checklist, which has proven to effectively save lives The significance of keeping the team spirit high, avoiding a blame culture, and promoting open and transparent communication channels has been emphasised to support the workforce doctors are expected to encourage open communication in a blame‐free environment where they understand the importance of learning from mistakes. Skills to deal with conflict and emotional stress Currently, students may be able to practise communication with patients who are angry or want to complain, but there are less frequent examples and resources in the literature of how to deal with challenging colleagues and emotional tension within a team – especially using an interprofessional approach Effective communication and awareness of body language is very important when trying to resolve a conflict, or tensions, between people In order to help healthcare professionals, and those in a leading position in particular, to understand the relationship between emotional well‐being and a team’s ability to provide a high‐quality service, the NHS Leadership Academy has developed a healthcare leadership model. This model outlines a number of key dimensions that describe to leaders what behaviours help in managing conflict. Where conflict is not dealt with appropriately, emotional stress is likely to build up, which can impact negatively on staff health and performance and this, in return, can affect care delivery and safety  Common language and consistency in the interpretation of confidentiality A person who needs help from the police as well as social and health services may assume that all these different professionals understand each other, speak the same language and share relevant information. However, these groups use different language, models of care and interpretations of how they manage confidentiality across agencies Acronyms and jargon are commonly used within each profession, and such language is developed throughout students’ education. Learning to communicate in small interprofessional groups from the outset with the support of a trained facilitator gives students the chance to explore and reflect on how they come across when communicating with students from other courses in a safe environment respect towards, and trust in, the abilities of other professions If health and social care students are educated in silos throughout their courses at university, they may graduate with a limited understanding of the abilities of each other’s professions. Limited knowledge and understanding of what each profession contributes to care can breed negative attitudes that can inhibit communication and impact negatively on care delivery Findings presented in this paper show that students develop positive attitudes towards their professions as they participate in interprofessional learning and thus learn more about their different abilities. This way of working together may encourage future communication and thus enhance collaboration, leading to real benefits to care delivery.  Time The under‐investment of time for professionals to get together to reflect on and discuss their current practice has long been reported as an issue due to their workload it is now recognised that patient safety depends on both individual and team working between professionals (UK Foundation Programme Curriculum, protected time needs to be set aside for professionals to learn and work together. Making time for these meetings is the first step, but face‐to‐face encounters are not enough Key to successful dialogue participants having equal opportunities to contribute views working towards a common goal or vision; institutional support; opportunities to discuss similarities and differences positive expectations perception of members of other professions as representatives for that group. Concluding remarks  Effective collaboration between professionals with excellent interprofessional communication skills is an essential component of this process. Opportunities to learn and work with others, together with timely and constructive feedback, will help learners reflect on their development and how they manage these challenges from the outset and throughout their careers. Introduction to Learning, Teaching and Assessment  We move on to explore the seminal models of learning that have informed and influenced clinical communication, most notably behaviourism, and look at important learning paradigms such as constructivism and experiential learning that have paved the way for how the subject is taught and learned today \