abbreviations 97 avoiding 41 accents 97 acceptance
in teacher-learner relationship 125 acknowledgement 43
acquiescence
consent distinguished 151 acronyms 97
avoiding 41 active listening 6–7 activities of living (ALs) 27
for patient assessment 7–8 adjourning
teams 75 adults
definition 23 advocacy 32–3 ageism 51 agenda setting 15 aggressive behaviour
managing 110–1 ambulances
data transmitted from 69 antecedents
critical incident analysis 110 anxiety
communication to address 2 anxiety level 109
appearance 145 assertiveness 119–20 assessment
definition 2
holistic approach 23–4 structures for 13–8 assumptions 130
asynchronous communication 56–7 Athens controlled password system 64 attachments
email 66
attitudinal barriers to learning 132 attribution theory 108–9
authoritative interventions 34 autism 93
bad news
communicating 28–30 definition 28–9 barriers
identifying 132 types of 90 behaviour
critical incident analysis 110 relationship with communication 95 behavioural phenotypes 92
body language change in 27
non-verbal communication 6 patient 6
boundaries awareness of 27 British Sign Language 95 bulletin boards 56 Caldicott Gurardian 157
Calgary Cambridge Framework guide to the medical interview 9, 20 Care and Respect Every Time 99 care delivery teams 83 care plan
development of 17 care planning 2 case studies 127 CD-ROM
vulnerability of 65 challenges
response to 131 challenging situations
communication in 107–21 negotiation within 116–8 prevention of arising 118–9 chaperone 16
‘chip and PIN’ technology 68
‘choose and book’ appointments 68
163
chronic conditions patient control of 18 client team 83 clinical information
disclosure 148–50
Clinical Knowledge Summaries 64 clinical leaders
introduction of 81 clinical records
maintaining 81 clinical supervision 81
framework for 135 closed questions 12 colleagues
working with 115–6 colloquialisms 97 comfort
providing 33–4 communication
as clinical skill 1 assertiveness 119–20 asynchronous 56–7 audience 139–40 bad news 28–30 barriers to 90–105
challenging situations 107–21 cultural influences 96–7 dual sensory impairment 102–3 environmental influences 103–5 failure of 14, 113
for learning and teaching 123–41 hierarchical 85
ineffective 112–3
legal and ethical dimensions 143–58 mediation through 129
modes of 3–7 older people 99–100
people with hearing loss 100–2 physical disabilities 97–9 relationship with behaviour 95 selecting appropriate medium for
65–7
synchronous 56–7 threats to good 44 use of silence 34
using technology in 54–70
with people who’s first language is not English 30–2
with people with learning disabilities 94–5
within teams 72–88
completer/finisher role within team 80 confidence
establishing 146–7 confidentiality 10, 47, 156–8
managing 129
when using telephone 58–9 conflict resolution 114–5
basic guidelines for 117–8 negotiation and 116–8 congruence
in teacher-learner relationship 125 Connecting for Health 67–70, 79 consent 150–4
acquiescence distinguished 151 explicit 16
for intervention 147 legal perspective on 150–1 valid 153–4
consequences
critical incident analysis 110 consultation
structures for 13–8 with patients 7 contention
identifying areas of 118
continuous professional development (CPD) 81
coordinator
role within team 80
use of in cross-boundary working 77
critical incident analysis 110 cross-boundary working 77–8 cues
non-verbal 12 picking up 12–3 cultural experience 130 cultural influences
communication 96–7
Data Protection Act (1998) 65, 156–7 data sticks
vulnerability of 65 Death by Indifference 92 debriefings
team 136 dementia 94 denial 113
dependence/independence continuum for patient assessment 8
diagnosis
disclosure of information on 148–50 dialects 97
Diamond, John [1953–2001] 150 dignity 38–43
benchmarks for 38
communicating non-verbally 41–3 definition 38–9
Disability Discrimination Act (1995) 100
Disability Rights Commission 92 discharge planning meetings 83–4 disclosure 147
incremental 150 discrimination 90
discriminatory behaviour 51–2 disease-specific teams 83 displacement 113 documentation
lack of standardized 78 Down’s syndrome 94 dramaturgy
concept of 108 drawings
to explain actions 30 dress
impression created by 145 dressing 16, 27
dual sensory impairment 102–3 dyslexia 91, 132
dyspraxia 132
educational theory 131 education
healthcare professionals 73 Ego and the Mechanisms of Defence, The
113 ego states 113
electronic patient records (EPRs) 67–8, 78–9
electronic prescribing 68 email 55–7
attachments 66 communication by 54 increasing use of 62–3 policies for 62–3 remote access to 62 embarrassment 49
tackling 27 emoticons 63
emotional intelligence 137
empathy
difference between sympathy, pity and 44–5
importance of 44–7
in teacher-learner relationship 125 sympathy distinguished 24–5 empowerment 112–3
end of life care 74 enduring permission 150 environment
for learning 125–9 environmental influences
communication 103–5 epilepsy 92
Equal Treatment: Closing the Gap 92 Equality and Human Rights Commission
52
Essence of Care, The: Patient-focused Benchmarking for Health Care Practitioners 38
ethics
communication and 143–58 consent 150–4
definition 143–4 healthcare and 143
non-verbal communication 144–7 verbal communication 147–8 written communication 154–6 ethnic experience 130
euphemisms 97
evidence-based information 18 examination
patients 12, 16, 20 expectations 130, 146 experiential learning 137 explanation 16–7
Exploring New Roles in Practice 86 eye contact 10, 95
non-verbal communication 5–6 facilitative interventions 34 feedback 79–80
financial matters concerns over 27 first impressions 13–4 formal teams 83 forming
teams 75
Freire, Paulo Reglus Neves [1921–97]
131
Freud, Sigmund [1856–1939] 113
functional role
team role distinguished 80–1 General Medical Council (GMC) 73 gestures
non-verbal communication 5 group discussion
teleconferencing for 66 hair washing 27
handover
as learning opportunity 135 Harding Report see Primary Healthcare
Team, The (Harding Report) healthcare
ethics and 143 support by IT 55 teamwork in 72–3 Healthspace website 68 hearing aids 101–2 hearing loss 100–2 hierarchies 85 Hippocratic oath 157 holism
promotion of in healthcare 24 holistic assessment 23–4 home working
IT facilitating 55 honesty 41
‘hospital at home model’ 77–8 humour 50–1
implementer role within team 80 incremental disclosure 150 indirect teams 82
individuality in living for patient assessment 8 ineffective communication 112–3 inequality 52, 90
information collation 16
difficulties in imparting 152–3 dissemination 17
via email 62–3
information gathering 15–6, 20–1 information technology (IT)
developments in 54 healthcare support by 55 limitations on 55 policies for 62–3
range of 54
using in communication 54–70
‘inter-sector teamwork’ model 78 interaction
sociocultural factors 124 internet 64–5
patients accessing 17 security 65
interpreters 31
interprofessional teams 73, 82 intervention
categories of 34 consent for 147 jargon 4
avoiding 16, 41–2 justification 144
‘know how’
relationship between ‘know why’ and 138
Kolb, David 137 labelling see stereotyping Lancet, The 149
language 97
language barriers 30–2 language line 31 laptops
vulnerability of 65 leadership
skills for 81 team 81 learner
engagement with teacher 125 understanding oneself as 129–33 learning
effective communication for 123–41 environment for 125–9
identifying barriers to 132 presenting 139–40 learning contract 127–8
negotiating 128 learning difficulties
learning disabilities distinguished 91 learning disabilities
communicating with people with 94–5
health problems of 92
healthcare for people with 91–2 learning difficulties distinguished 91
learning disability definition 91 learning needs
managing 132–3 learning opportunities
identifying 133–7 learning styles 128 lifespan continuum
for patient assessment 8 lip reading 101
listening
importance of 42–3
long-term conditions agenda 72–3 Makaton Vocabulary Development
Project 95 management
team 81
management plans 18
Mancroft, Lord Benjamin Lloyd Stormont impression of nurses published in
Hansard 145 meaning-making 128 mediation
through communication 129 medication error 147–8 Mencap 92
mentor 136
responsibilities of in challenging situations 121
mentorship 81 Meziro, Jack 131 micro-management 55 Mitchell, Sir Jonathan 92 mobile phones
nurses equipped with 59–61 voicemail 59–60
modesty
protection of 48 monitor evaluator
role within team 80 multi-tasking 55
multidisciplinary teams 82 multiple service providers 78 multiprofessional education
as means of combating tribalism 87 multiprofessional teams 82
National Alliance for Autism Research 93 National Chlamydia Screening
Programme 61
National Electronic Library for Health (NELH) 64
National Patient Safety Agency 154 National Prescribing Centre 62 needs
establishing 15
negative acknowledgement 43 negative stereotyping
older people 52 negotiation 116–8
‘netiquette’ 65 network association 83 networking
lack of 78 NHS Direct 57, 69 NHS Plan, The 72, 78, 85 NHS stop smoking website 64 non-medical prescribing 87 non-verbal communication 5–6
dignity 41–3 ethical issues 144–7
providing comfort and reassurance 33 respect 41–3
with people who’s first language is not English 30–1
norming teams 75
nurse-patient relationship 2 nurses
mobile phones provided for 59–61 signposting for 13
nurses’ professional code 40
Nursing and Midwifery Council (NMC) 73
Nursing and Midwifery Council (NMC) Code 51, 77, 96
older people
communication 99–100 negative stereotyping 52 open-ended questions 27 oppression 90
organizational management 81 outpatient appointments 68 Paget Gorman sign system 95 paraverbal communication 4 patient assessment
activities of living 7–8
Calgary Cambridge Framework 9 communication in 1–2
patient assessment (Contd.) dependence/independence
continuum 8 framework for 7–8 individuality in living 8 lifespan continuum 8 purpose of 2
patient empowerment 18 patient observation
as learning opportunity 134 patient records
online access to 67–8 patients
body language 6 consulting with 7 examination 12 signposting for 13 patients’ problems 22 pauses
response to 4
perceptual barriers to learning 132 performing
teams 75
personal cleansing 27 personal data
protection of 65 personal history
taking as learning opportunity 135 personal information
collecting 10, 16 dealing with 25 personal space
respect for 47
pervasive developmental disorders (PDDs) 93
pharmacies
electronic prescribing 68 phrasing
choice of 12 physical disabilities
communication 97–9 physical disorders 92
physical examination see examination pity
difference between empathy and 44–5 placement/work setting 126
plain language use of 16
planning meetings 83–4 plant
role within team 80
portfolio work 127 positioning
non-verbal communication 5 positive acknowledgement 43 practice supervision 127 practice-based learning 132 pre-registration students
teamwork 76 prejudice 51 presentation
written work 139 presentations
structure 140 primary care
interface with secondary care 73, 77–8 Primary Healthcare Team, The (Harding
Report) 76–7 privacy 104
benchmarks for 38 ensuring 49–50 respect for 47 problems
patients’ 22 procedures
explaining for people with learning disabilities 96
professional boundaries erosion of 86 professional code
nurses’ 40 prognosis
disclosure of information on 148–50 project teams 83
projection 113 questioning
effective 12 questions
framing 11 reflective 138 Quintilian rhetoric 140 racism 51
rationalization 113 reassurance
providing 33–4 record-keeping 10, 154–6
importance of 79 reflective practice 137–9 reflective questions 138 regression 113
relationship building 10–3 religious practices 96–7 repression 113 resource investigator
role within team 80 respect 38–43
communicating non-verbally 41–3 definition 38–9
results
receiving 61–2
Rogers, Carl [1902–87] 125 room size 104
Royal National Institute for Deaf People (RNID) 100–1
safe environment conflict resolution 117 secondary care
interface with primary care 73, 77–8
security internet 65 self-awareness 123
senior management teams 82–3 sense-making 124
sensitive issues dealing with 26–8 sensory deprivation 100–3 sensory impairment 92 service providers
multiple 78 service provision 96 session closing 17 sexism 51 sexuality
expressing 27 shadowing drugs round
as learning opportunity 134 shaper
role within team 80 sign language 95 signposting 13 silence
use of in communication 34 Skills for Communciating with Patients 10 sociocultural factors
affecting interaction 125
‘spam’
protecting against 66 specialist
role within team 80
speech speed of 4
staged disclosure see incremental disclosure
Standards to Support Learning and Assessment in Practice 121 stereotyping 51–2, 90 storming
teams 75 strategy skills 81 structures
for assessment and consultation 13–8
student placements teamwork and 76 supervision session
as learning opportunity 135 supported participation 10 sympathy
difference between empathy and 44–5
empathy distinguished 24–5 synchronous communication 56–7 teacher
engagement with learner 125 teaching
effective communication for 123–41 team
characteristics of 74–7 definition 74
developing 75 team debriefings 136 team leader
role of 85
team management 81 team role
functional role distinguished 80–1 team structures 82–3
team worker
role within team 80 teams
communication within 72–88 functioning of 76–8
member roles and attributes 80–1 working in 82–4
teamwork
in healthcare 72–3
maintaining professional 77 pre-registration students 76 student placements and 76
technology see information technology (IT)
teeth cleaning 27 teleconferencing 55, 66 telemedicine 69 telephone 56
communication by 54 confidentiality when using
58–9 telephone calls
recording 57 telephone skills 58 texting 60–1
results by 61–2 tinnitus 100 tone of voice 4 touch
non-verbal communication 6 translators 31
tribalism 85–7 definition 86 trust
establishing 146–7 truth
ethical issues relating to 149
undressing 16 university setting 126 unplanned encounters
as learning experience 136 valid consent 153–4 verbal communication 3
cross-boundary working 77 ethical issues in 147–8 vision loss 100
voice tone of 4 voicemail
mobile phones 59–60 ward round
as learning opportunity 135 words
choice of 12 work-life balance 55 writing case notes
as learning opportunity 135 written communication
cross-boundary working 77 ethical dimensions 154–6