Essential Communication Skills for Nursing and Midwifery

Joan Dallas, Philippa Sully

Description

Effective communication skills are crucial in all aspects of nursing and midwifery practice - this book will enable readers to communicate effectively and with confidence in their professional practice. It focuses on the communication skills needed for the development of effective professional and therapeutic relationships. It is a 'how to do it' book that relates the theory of effective and ethical communication to the practice of nursing and midwifery and provides a framework for developing communication skills to meet a variety of situations.

Approx.256 pages

All the chapters have been revised in line with up-to-date literature, professional practice guidelines and research

Sujets

• Psychiatric
• Mental Health
• Medical
• Médecine
• Nursing

Informations

• Publié par: Mosby Ltd.
• Date de parution: 19 mai 2010
• Nombre de lectures: 0
• EAN13: 9780702044380
• Langue: English

Extrait

Table of Contents

Cover image
Front matter
Copyright
Preface
Acknowledgements
1. Introduction
2. Reflecting on practice
3. Ensuring respect and dignity
4. Empathy and comfort skills
5. Interview and assessment skills
6. Assertiveness, advocacy and negotiation skills
7. Communicating where barriers exist
8. Managing difficult situations
9. Working in groups and teams
10. Teaching skills
Bibliography
Appendix 1. Glossary
Appendix 2. Some unconscious ego defences
Appendix 3. Explaining obstetric terminology in an emergency
Appendix 4. Examples of strategies for communication partners of people with aphasia
Index
Front matter
Essential Communication Skills for Nursing and Midwifery
Commissioning Editor: Ninette Premdas
Development Editor: Sally Davies
Project Manager: Sruthi Viswam
Designer: Kirsteen Wright
Illustration Manager: Merlyn Harvey
Illustrators: William Le Fever and Cactus

Essential Communication Skills for Nursing and Midwifery
SECOND EDITION
PHILIPPA SULLY , MSc CertEd FPACert RN RM RHV RNT CCRelate, Visiting Lecturer, Reflective Practice, School of Community and Health Sciences, City University London, UK
JOAN DALLAS , MSc BEd(Hons) PgDip(TA) RN RCNT, Lecturer, Psychology, Communication and Counselling Skills, School of Community and Health Sciences, City University London, UK
SERIES EDITOR
Maggie Nicol , BSc(Hons) PgDip(Ed) RN, Professor of Clinical Skills, School of Community and Health Sciences, City University London, UK
Copyright

© 2010 Elsevier Ltd. All rights reserved.
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher's permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions .
This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).
First edition 2005
Second edition 2010
ISBN 978 0 7234 3527 3
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress

Notices

Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein.


Printed in China
Preface
Philippa Sully and Joan Dallas

Why this book?
Communication underpins everything we do in everyday life as well as in professional practice. What we say, how we say it and what we do communicates a multiplicity of messages. These messages are given and received both consciously and unconsciously.
This book explores how we communicate every day in nursing and midwifery practice. It focuses on the communication skills needed for the development of effective and professional therapeutic relationships. The aim is to enable practitioners to reflect on the effectiveness of their communication skills in practice and to build on their existing skills. This reflection is encouraged, acknowledging that practitioners have differing levels of ability and recognising that these abilities vary according to the situation and the demands made on those involved.

What is it?
Theories offer foundations for exploring the nature of the therapeutic relationship and applying their principles to nursing and midwifery practice. The three theories chosen for this text, humanistic, psychodynamic and systems, acknowledge the importance of both the conscious and unconscious processes that affect our lives and our communication. While we are clear that this is not a book outlining the principles of counselling, we draw on that literature, as well as that of nursing, midwifery, psychology and other relevant sources, to demonstrate the application of effective communication skills to nursing and midwifery practice. These theories of personality and their theoretical principles offer frameworks for explaining and analysing human interactions.

How do I use it?
Each chapter begins with an Introduction and goes on to outline principles underpinning the practice of the skills to be explored. An explanation of the skills is given, followed by a scenario from practice. Specific principles are identified (where appropriate) relating to each scenario as well as the considerations that need to be given to the environment. In this second edition, as well as exploring the specific and sensitive nature of communication in midwifery practice, we have also considered the person with dementia and the specific communication skills that are necessary.
Reflection is integral to the entire text. Readers are invited to consider personal preparation prior to putting a skill into practice. Then, having practised the skill, readers are offered opportunities to reflect on practice. At the end of each scenario, there are reflection-on-practice questions. These are designed to enable readers to analyse their experiences and apply what they have learned to their future practice. If readers have not had a similar experience in practice, they are invited to try and imagine how they would respond if they had.
Each chapter concludes with specific references relevant to the content and in some there are suggestions for further reading. At the end of the book there is a Bibliography to support the theoretical underpinning of the text.
There is a short glossary of specialist terms and an appendix outlining unconscious defences. Other appendices cover obstetric terminology in an emergency and strategies for communication partners of people with aphasia.
We hope that you will find this book interesting, enjoyable and a valuable resource to support and enhance your communications skills and therapeutic relationships.
London 2010
Acknowledgements
The figures and text below have been reproduced or adapted with permission of the copyright holders and are credited as follows:
Jacobs, M., 2004. Psychodynamic Counselling in Action, 3rd edn. Sage, London, ( Figure 1.1 ).
Macmillan, 1996. Professional Relationships: Influences on Health Care. Emap, London, ( Figure 1.3 ).
Boud, D., Keogh, R., Walker, D.R., 1985. Reflection: Turning Experience into Learning. Kogan Page, Taylor & Francis, London, ( Figure 2.2 ).
Dickson, A., 1982. A Woman in Your Own Right. Quartet, London, ( Figure 6.1 ).
Napper, R., Newton, T., 2000. TACTICS. TA Resources, Ipswich, ( Box 9.2 ).
Berne, E., 1975. What Do You Say After You Say Hello? Corgi, London, ( Appendix 1: Berne's Ego State Model ).
Gross, R., 2005. Psychology: The Science of Mind and Behaviour, 5th edn. Hodder and Stoughton Educational, London. © 2005 Richard Gross. Reproduced by permission of Hodder & Stoughton Ltd, ( Appendix 2 ).
Baron, M., 2009. For permission to reproduce and adapt ‘Explaining obstetric terminology in an emergency’ from Teaching Notes , with drawings courtesy of M. Laurence ( Appendix 3 ).
Simmons-Mackie, N., 2001. Social approaches to aphasia intervention. In: Chapey, R. (Ed.), Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders, 4th edn. Lippincott, Williams and Wilkins, Philadelphia, ( Appendix 4 ).
We are very grateful to Maurina Baron, Lecturer in Midwifery, London, for her expertise in compiling with us the midwifery content for this edition, and to Jenny Riddell, Consultant Psychotherapist, London, our critical reader.
1. Introduction

INTRODUCTION
All of us practise skills in communication. Communication skills are transferable across different walks of life and different practice circumstances. Communication is a complex process. It involves a number of interacting factors: (1) physical, e.g. someone with dementia; (2) psychological, e.g. an anxious student and (3) social, e.g. a new mother in her home. How we as practitioners respond in each unique situation requires skilled thought. Effective communication, therefore, requires self-awareness, attention to the unique nature of this episode and a willingness to respond sensitively and flexibly by the use of verbal and non-verbal skills. These skills need to be embodied within the person of the practitioner in order for them to respond compassionately and flexibly regardless of the circumstances with which they are faced. Thus, a nurse or midwife does not have to be a specialist in Accident & Eme