Prepare a 3–4-page report on nurse-patient communication in which you address types of communication, factors that influence the communication experience, and how the patient experience affects health outcomes. Overview

Prepare a 3–4-page report on nurse-patient communication in which you address types of communication, factors that influence the communication experience, and how the patient experience affects health outcomes.
Overview

Prepare a 3–4-page report on nurse-patient communication in which you address types of communication, factors that influence the communication experience, and how the patient experience affects health outcomes. Recommend evidence-based strategies to improve nurse-patient communication and explain how the strategies consider patient demographics.

Nursing professionals do not only communicate with others within their organizations—often, they are also the first point of contact with patients. Thus, nursing professionals need superior communication skills to explain procedures and medication instructions, as well as to listen to what patients need to say.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 2: Describe the concepts, processes, and tools required to conduct comprehensive health assessments for individuals, families, communities, and populations.

Recommend evidence-based strategies to improve nurse-client/patient communication.

Explain how nurse-client/patient communication strategies consider individual demographics.

Competency 3: Explain the internal and external factors that can affect the health of individuals, families, communities, and populations.

Describe the types of communication that occur between nurses and clients/patients.

Explain the factors that influence the communication experience between nurses and clients/patients.

Explain how the client/patient communication experience can impact health care outcomes.

Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing professional.

Write content clearly and logically with correct use of grammar, punctuation, and mechanics.

Correctly format citations and references using current APA style.

Context

Clark and Paraska (2014) suggest that understanding how people communicate is the first step in learning how to teach patients more effective methods of listening, self-awareness, and self-expression—and also in identifying barriers in communication. The process of communication can be difficult, as we can interpret meaning based on a variety of hidden messages—some conscious and intentional—some not.

Reference

Clark, C. C., & Paraska, K. K. (2014). Health promotion for nurses: A practical guide. Burlington, MA: Jones & Bartlett.

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

How well do you communicate with other professionals with whom you work?

How well do you listen when other professionals speak to you?

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

Dean, E. (2012). A patient approach. Nursing Standard, 27(10), 16–18.

Eggenberger, T., Garrison, H., Hilton, N., & Giovengo, K. (2013). Discharge phone calls: Using person-centred communication to improve outcomes. Journal of Nursing Management, 21(5), 733–739.

Easton, P., Entwistle, V. A., & Williams, B. (2013). How the stigma of low literacy can impair patient-professional spoken interactions and affect health: Insights from a qualitative investigation. BMC Health Services Research, 13(1), 1–12.

Nørgaard, B., Kofoed, P., Ohm Kyvik, K., & Ammentorp, J. (2012). Communication skills training for health care professionals improves the adult orthopaedic patient’s experience of quality of care. Scandinavian Journal of Caring Sciences, 26(4), 698–704.

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