Professional Communication In Nursing †MyAssignmenthelp.com

Question: Discuss about the Professional Communication In Nursing. Answer: Introduction The assignment presents annotated bibliography on professional communication in nursing. Effective communication skills innursing are essential for providing quality and safe care (Sprangers, Dijkstra Romijn-Luijten, 2015). Health care is complex setting and nurse needs these skills to eliminate medical errors due to faulty communication (Codier Codier, 2017). Effective communication is central to the provision of high quality compassionate care to achieve patient satisfaction and health outcomes (Riley, 2015). The aim of the assignment is to develop skills to research, organise information; summarise and reflect on information contained in the research papers. The information from the annotated bibliography will be used for recommending aspects of effective communication to be implemented in thenursing practice. Henderson, Barker Mak (2016) emphasised intercultural communication as vital factor to improve the communication skills and learning of the nursing students. The aim of the study was to explore the experiences of the intercultural communication challenges experienced by the nurse students, nurse academics, and clinical nurses and the strategies applied. The author has conducted the focused group interview recruiting 19 clinical facilitators. As per the findings the common challenges were found to be difficulty in understanding English, unfamiliarity with cultural boundaries, stereotyping and cultural diversity related prejudices. The common strategies used by the participants to mitigate the challenges are acquiring the knowledge of cultural awareness, building alliances and resorting to cultural validation, and seeking clarification proactively. The target audience for the study is nurse clinicians and academics. The intended audiences are the one who play crucial role in preparing culturally competent graduates. The intended audience is justified in the sense that they can deliver the strategies to better inform nurse education. Therefore, the chosen audience can be said to be justified as they can better support students learning by understanding the intercommunication challenges. It is the strength of the paper to provide valuable insights to professionals involved in educating nurses. The valuable implications to practice include provision of seminars on workplace cultural boundaries, feedback to students about their communication interactions and development of educators (Arnold Boggs, 2015). However, limitations include applicability of the qualitative findings only to similar studies. Further, research beyond Australia is required to criticize the author assertion. Rosenberg Gallo-Silver (2011) argued therapeutic communication as an important tool to reduce stress and increase understanding between the caregiver and care-users. According to the author, this skill is helpful for nurses to maximize care outcomes. The author explored how therapeutic communication founded on boundary maintenance and empathy improves the nurses experience in clinical setting. The findings emphasise therapeutic communication as a strategy to connect with patients using cognitive/behavioral techniques, role playing, and didactic information to interpret patient barriers to care. According to the author this model of communication will help nurses better respond to distressed patient, build goal driven relationships and depersonalize negative messages. The intended audiences for the study are nursing educators and it can be considered justified as they play a vital role in empowering students to become good communicators and apply theoretical knowledge in practice. Nurse educators are professionally obliged to students to help them in developing this skill. It will help nurses in formulating own style of communication (Arnold Boggs, 2015). The strength of the paper is the valuable insights to nurse educators about teaching students the therapeutic communication skills to better deal with ambivalence, tension, despair and anguish. The implications to practice include flexible applications of the technique and its information gathering benefits. Thus, nurse becomes true healers by using therapeutic communication to relive insecurities. The limitation of the paper is the opinion based on personal research of the author there may bias and misinterpretations of primary data. Further research may ensure reliability. Codier Codier (2017) argued that patient safety challenges can be overcome by using emotional intelligence. The focus of the author is on development of specific skill set that can facilitate error free communication in nursing practice. The aim of the study is to indentify if emotional intelligence can provide skill set that will help nurses to resolve team conflicts, improve individual and team performance and communication. As per the findings the clinical performance positively correlates with the nurses emotional intelligences. Emotional intelligence is necessary, in teamwork, collaboration, patient cantered care and safety. This skill appears to be effective in eliminating faulty communication and reducing patient fatalities. The intended audience for the paper is nurse educators. The audiences are justified as they enable students to develop professional communication skill and competencies. Integrating the concept of emotional intelligence in nursing education may help nurses better develop interpersonal communication and error reduction in institutions. The strength of the paper is provision of valuable insights on emotional intelligence and positive impact on patient safety. It has great implications for practice as emotional intelligence influences therapeutic relationship with client, job performance and promotes team effectiveness (Gardner, 2014). There is a need of further studies as the findings are based solely on authors personal perspective and opinion. It adds to limitations of the study and there is a need of strong evidence based on qualitative and quantitative studies. There may be a potential of bias and error in translation of data from primary source/literature. Recommendations The annotated bibliography has enhanced my knowledge on the importance of the emotional intelligence, therapeutic communication technique and intercultural communication. All the three skills are important in avoiding medication error, building rapport with patients and deal with culturally diverse patients respectively. Therefore, it is recommended to nurse educators to integrate these skills in nursing education. I would participate in courses/seminars to learn cross cultural skills and avoid prejudices regarding cultural behaviours (Riley, 2015). In personal practice, to gain emotional intelligence I would conduct swot analysis to realise personal strength and limits; take responsibility of own actions and set challenging goals (Caruso, Salovey, Brackett Mayer, 2015). I will implement therapeutic communication technique by developing active listening skills, encouraging patients to make comparisons and developing reflective skills for problem-solving (Abdolrahimi, Ghiyasvandian, Zakerimoghadam Ebadi, 2017). References Abdolrahimi, M., Ghiyasvandian, S., Zakerimoghadam, M., Ebadi, A. (2017). Therapeutic communication in nursing students: A Walker Avant concept analysis.Electronic physician,vol.9, no.8, p.4968. DOI:10.19082/4968 Arnold, E. C., Boggs, K. U. (2015).Interpersonal Relationships-E-Book: Professional Communication Skills for Nurses. Elsevier Health Sciences. Retrieved from: https://books.google.co.in/books?hl=enlr=id=7DAxBgAAQBAJoi=fndpg=PP1dq=therapeutic+communication+in+nursingots=uYtwK2vEYnsig=2urDWSPPG7Gf2n7QddOlacdo6TM#v=onepageq=therapeutic%20communication%20in%20nursingf=false Caruso, D. R., Salovey, P., Brackett, M., Mayer, J. D. (2015). The ability model of emotional intelligence.Positive psychology in practice: Promoting human flourishing in work, health, education, and everyday life, 545-558. Retrieved from: https://books.google.co.in/books?hl=enlr=id=fRnWBgAAQBAJoi=fndpg=PA545dq=strategies+for+emotional+intelligenceots=4zb13Ihouwsig=tmLxsLgABj1ilgh1aD52EvO-2aI#v=onepageq=strategies%20for%20emotional%20intelligencef=false Codier, E., Codier, D. D. (2017). Could Emotional Intelligence Make Patients Safer?.AJN The American Journal of Nursing,vol.117, no.7, pp.58-62. DOI:10.1097/01.NAJ.0000520946.39224.db Gardner, S. S. (2014). From learning to teach to teaching effectiveness: Nurse educators describe their experiences.Nursing Education Perspectives,vol.35, no.2, pp.106-111. DOI: 10.5480/12-821.1 Henderson, S., Barker, M., Mak, A. (2016). Strategies used by nurses, academics and students to overcome intercultural communication challenges.Nurse education in practice,vol.16, no.1, 71-78. DOI:https://doi.org/10.1016/j.nepr.2015.08.010 Riley, J. B. (2015).Communication in nursing. Elsevier Health Sciences. Retrieved from: https://books.google.co.in/books?hl=enlr=id=SwndCwAAQBAJoi=fndpg=PP1dq=communication+skills+for+nurses+ots=YZoi-9sixCsig=dzxCDl_jX7cHt5D4vEr4lSHGThs#v=onepageq=communication%20skills%20for%20nursesf=false Rosenberg, S., Gallo-Silver, L. (2011). Therapeutic communication skills and student nurses in the clinical setting.Teaching and learning in Nursing,vol.6, no.1, 2-8. DOI:https://doi.org/10.1016/j.teln.2010.05.003 Sprangers, S., Dijkstra, K., Romijn-Luijten, A. (2015). Communication skills training in a nursing home: effects of a brief intervention on residents and nursing aides.Clinical interventions in aging,vol.10, no.311. DOI: 10.2147/CIA.S73053