Ineffective Communication

Ineffective Communication

Order Description
Ineffective Communication (graded)
Dear students, we all know that communication is very important in” rel=”nofollow”>in every aspect of our lives. Nurse leaders and executives must learn to communicate effectively at many levels. Your ability to communicate effectively will often determin” rel=”nofollow”>ine your ability to advance in” rel=”nofollow”>in leadership. It is also a big part of earnin” rel=”nofollow”>ing respect. As an alternative to the main” rel=”nofollow”>in discussion prompt, consider the followin” rel=”nofollow”>ing scenario and discussion some considerations in” rel=”nofollow”>in developin” rel=”nofollow”>ing your communication strategy in” rel=”nofollow”>in this this situation:
Course Outcomes

Differentiate between decision-makin” rel=”nofollow”>ing, problem solvin” rel=”nofollow”>ing, and critical thin” rel=”nofollow”>inkin” rel=”nofollow”>ing, and describe how these approaches are utilized by the registered nurse in” rel=”nofollow”>in coordin” rel=”nofollow”>inatin” rel=”nofollow”>ing patient care. (PO 2, 6)
Describe a patient-centered model that uses clin” rel=”nofollow”>inical pathways, nursin” rel=”nofollow”>ing care plans, and multidisciplin” rel=”nofollow”>inary action plans to assist in” rel=”nofollow”>in plannin” rel=”nofollow”>ing quality-driven and cost-effective care. (PO 8, 9)
Dr. Wellin” rel=”nofollow”>ing

Discussion Question:
Thin” rel=”nofollow”>ink of a situation in” rel=”nofollow”>in which you were a part of or witnessed in” rel=”nofollow”>ineffective communication between a nurse and a nursin” rel=”nofollow”>ing leader or manager. What form of communication was used? What was the nature of the issue or situation? Describe the tone and pace of the in” rel=”nofollow”>interaction. What would have made this communication more effective?
Communicatin” rel=”nofollow”>ing Effectively
Communication seems like such an overused word, and its contin” rel=”nofollow”>inued emphasis and importance in” rel=”nofollow”>in healthcare means that nurses and leaders, as well as others in” rel=”nofollow”>in the healthcare environment, contin” rel=”nofollow”>inue to miss the level of effectiveness needed to meet patient and organizational goals. Leaders must reflect on their communication patterns by reviewin” rel=”nofollow”>ing in” rel=”nofollow”>interactions and determin” rel=”nofollow”>inin” rel=”nofollow”>ing what they could have done to improve their effectiveness. Communicatin” rel=”nofollow”>ing effectively is an art beyond general verbalization between people and should be a top priority for nurses and leaders.
Research with nurse and physician groups has determin” rel=”nofollow”>ined there are several significant components that must be apparent for communication to be effective (Robin” rel=”nofollow”>inson, Gorman, Slimmer, & Yudkowsky, 2010). First, there needs to be a clear and concise message. The person receivin” rel=”nofollow”>ing the message needs to verify and confirm that the message has been heard correctly. Some techniques that have been used in” rel=”nofollow”>include begin” rel=”nofollow”>innin” rel=”nofollow”>ing phrases with “what I hear you sayin” rel=”nofollow”>ing is” or “the message that I heard was.” Additionally, when takin” rel=”nofollow”>ing a message, repeatin” rel=”nofollow”>ing the speaker’s words helps to ensure that what was heard is correct. Next, the message sender and receiver should collaborate to come to a decision. The communicators need to feel that they are a team in” rel=”nofollow”>in decision makin” rel=”nofollow”>ing, where each would seek the advice of the other in” rel=”nofollow”>in specific in” rel=”nofollow”>instances. The third component is to remain” rel=”nofollow”>in calm in” rel=”nofollow”>in a crisis. The volume, tone, and directness of the communication must be modulated so that the communication does not add additional tension or stress in” rel=”nofollow”>in the environment. Also, it is important to be appreciative of support and help offered by others, such as extendin” rel=”nofollow”>ing a thank you. Fourth is the need for ongoin” rel=”nofollow”>ing demonstration of mutual respect. An extension of respect is trust. Those communicatin” rel=”nofollow”>ing with each other need to be able to trust and rely on the in” rel=”nofollow”>information that is bein” rel=”nofollow”>ing shared. Lastly, each of those who communicate in” rel=”nofollow”>in healthcare want to understand the professional role of the other person.
The most detrimental components leadin” rel=”nofollow”>ing to in” rel=”nofollow”>ineffective communication come when there is an attempt by one communicator to belittle the other, due to position, education, or licensure (Robin” rel=”nofollow”>inson, Gorman, Slimmer, & Yudkowsky, 2010). These types of communications can be viewed as bullyin” rel=”nofollow”>ing. Another concern is the reliance on the use of electronic devices to communicate. Although an order may be placed in” rel=”nofollow”>into the electronic health record, the nurse must go to the record and note it; if this does not happen, there is a missed communication and delay in” rel=”nofollow”>in care. Some healthcare professionals believe that devices have taken the place of the face-to-face in” rel=”nofollow”>interactions that are imperative to ensure understandin” rel=”nofollow”>ing and create dialogue about patient care. A consistently echoed concern is the variation in” rel=”nofollow”>in levels of understandin” rel=”nofollow”>ing when communicatin” rel=”nofollow”>ing with in” rel=”nofollow”>individuals from other cultures and different languages. The concerns focus on in” rel=”nofollow”>individuals who have English as a second language.
Manager Communication Patterns
Leaders must be aware in” rel=”nofollow”>in all of their communications that they are in” rel=”nofollow”>in positions of power over those who report to them. Understandin” rel=”nofollow”>ing power makes communication with subordin” rel=”nofollow”>inates more effective because the leader can anticipate potential responses to his or her message from a content standpoin” rel=”nofollow”>int and from a power-relation standpoin” rel=”nofollow”>int. Some reactions can be related to in” rel=”nofollow”>intimidation or defensiveness. Nonverbal messages, such as eye rollin” rel=”nofollow”>ing, shoulder shruggin” rel=”nofollow”>ing, frownin” rel=”nofollow”>ing, and angry looks, all in” rel=”nofollow”>indicate that the message was not well received (Schermerhorn, Osborn, Uhl-Bien & Hunt, 2012).
Leaders’ communication with their subordin” rel=”nofollow”>inates requires preparation of a carefully crafted message that is articulate, clear, and concise. Additionally, the nurse leader must appreciate the audience. If addressin” rel=”nofollow”>ing peers, technologists, or registered nurses, there may be a different approach, different vocabulary, and a different message about the same topic.
Durin” rel=”nofollow”>ing communication, it is a good rule to pace the discussion with breaks in” rel=”nofollow”>in order to answer questions and allow the audience to clarify your meanin” rel=”nofollow”>ing. Be careful with the phrasin” rel=”nofollow”>ing of the questions to avoid seemin” rel=”nofollow”>ing in” rel=”nofollow”>insolent or disrespectful. Such phrases as “do you really believe that?” imply that you question the sin” rel=”nofollow”>incerity of someone’s in” rel=”nofollow”>inquiry or believe that the question or statement cannot be true. Thus it is better to avoid such words as really, never, always, and other, similar words. A good question to ask at the pause in” rel=”nofollow”>in the discussion is “does that make sense to you?” or “does anyone want me to expand on any of this?”
Leaders know that nearly 80% of the population has high appreciation for visual learnin” rel=”nofollow”>ing. Leaders will want to follow up any verbal communications in” rel=”nofollow”>in writin” rel=”nofollow”>ing to ensure that the message is clarified and readily available for reference (Schermerhorn, Osborn, Uhl-Bien & Hunt, 2012). Durin” rel=”nofollow”>ing the discussion, leaders should make an effort to give a clear example. If the issue is related to patient care, tellin” rel=”nofollow”>ing a story about a patient who commented about the great service after in” rel=”nofollow”>institutin” rel=”nofollow”>ing hourly roundin” rel=”nofollow”>ing lets the staff know the impact of what you are askin” rel=”nofollow”>ing. Another technique that can quiet tension is to let the message be serious even as the presenter is relaxed. Consider a humorous anecdote, or if you mix up slides or lose your place in” rel=”nofollow”>in the speaker notes, make a joke about yourself to gain” rel=”nofollow”>in a laugh and relax the group. Leaders often fin” rel=”nofollow”>ind that they are in” rel=”nofollow”>in a lonely spot at the top of their sphere of in” rel=”nofollow”>influence, and havin” rel=”nofollow”>ing a laugh at your own expense makes you more human and approachable to your staff. It says to them, “my leader is just like me; gettin” rel=”nofollow”>ing nervous in” rel=”nofollow”>in front of a crowd.” This identification with the leader is helpful because it demonstrates the leader’s humility (Schermerhorn, Osborn, Uhl-Bien & Hunt, 2012).
In the discussion, leaders need to attend to the audience and ensure that they stop when necessary. Additionally, the leader must ensure that the manner, vocabulary, tone, and presentation to the audience are respectful, that the audience feels a sense of in” rel=”nofollow”>inclusion, and, when they speak, that you have heard their message. Leaders who have been berated by their leaders tend to roll the anger and disrespect downhill to their staff. Be sure that you take time to catch your breath and center your emotions and attitude as you acknowledge how poorly you feel; you do not want to impact your staff in” rel=”nofollow”>in the same manner. If the leader goes in” rel=”nofollow”>into the staff room demandin” rel=”nofollow”>ing changes and accusin” rel=”nofollow”>ing the staff of purposefully creatin” rel=”nofollow”>ing a negative environment, the leader has just made the situation 10 times worse.
Leaders often miss the opportunity to have their audience evaluate their approach. It is easy to do; just ask them. At the end of the message, ask them how you did, if the format is the best for them to receive this message, and what you can do better next time. While self-reflection is very important, leaders need to understand and appreciate the perception that others have of them. Just ask.
Difficult Discussions
Many leaders fin” rel=”nofollow”>ind that they do not always elect to confront difficult situations and difficult discussions. Some of this hesitancy can come from gender, culture, and socialization. However, the leader is in” rel=”nofollow”>in a role in” rel=”nofollow”>in which havin” rel=”nofollow”>ing difficult discussions is part of the job; part of the responsibility. When an issue comes up, every leader should address the issue at the very first opportunity. If the issue is related to direct-care delivery, immediate in” rel=”nofollow”>intervention is crucial. If the issue is one of in” rel=”nofollow”>interstaff conflict, a coolin” rel=”nofollow”>ing-down period may be appropriate. However, leaders must address the issue! Remember that whatever you fail to address as a problem is seen as condonin” rel=”nofollow”>ing the behavior. Condonin” rel=”nofollow”>ing the behavior means that you will be seein” rel=”nofollow”>ing more of it, not less, and that others will believe that these behaviors are sanctioned and do them as well.
The difficult discussion is when leaders have the opportunity to correct behaviors and mentor for new behaviors. In every area of healthcare, there are difficult employees who require leader management. The Studor Group (2010) in” rel=”nofollow”>indicates that leaders will spend 80% of their time with 5% of their staff. This means that leaders must quickly identify the problems, make every effort to correct them, and, if not correctable, release the person from employment.
Leaders will adjust their discussions with subordin” rel=”nofollow”>inates based on the subordin” rel=”nofollow”>inates’ current levels of performance. For those who are at the highest level and very valuable, there will be a different approach than with the mid-level staff member whom the leader is workin” rel=”nofollow”>ing to improve than to the low-level staff member whom the leader is workin” rel=”nofollow”>ing to brin” rel=”nofollow”>ing up to the min” rel=”nofollow”>inimum standard.
It is the low-level staff member who will be the most challengin” rel=”nofollow”>ing and require the most skill. Leaders with low-level staff members must understand that these employees may be very skilled at divertin” rel=”nofollow”>ing the difficult discussions. Often, these low-level employees have done so through several leaders in” rel=”nofollow”>in the past (The Studer Group, 2010). The employee must be called in” rel=”nofollow”>in to speak with the leader. If this will be a contentious conversation, havin” rel=”nofollow”>ing a human-resources representative in” rel=”nofollow”>in the meetin” rel=”nofollow”>ing as an observer would be preferable. The discussion should begin” rel=”nofollow”>in with a serious tone because it is a serious matter. As such, the manner of greetin” rel=”nofollow”>ing the employee should be in” rel=”nofollow”>in alignment with the seriousness. Sayin” rel=”nofollow”>ing “Thank you for makin” rel=”nofollow”>ing this meetin” rel=”nofollow”>ing” would be appropriate.
The leader’s goal is to change behavior. Some of the low-level staff members will step up and meet the standards: the expectations. Some will elect to leave, and some will be fired. One method to construct these difficult discussions is through the use of the DESK model (The Studer Group, n.d.). This model guides the leader through the discussion. The D is for describe what needs to change and what has been observed. Give a concrete example. The E is for explain” rel=”nofollow”>in or evaluate how the described behavior impacts the unit or the patient. The leader should explain” rel=”nofollow”>in how the behavior has actually impacted the patient. The S is for show or tell clearly and concisely exactly what the staff member must do to correct the situation. The K is for know the consequences. The staff member must be told what will happen if the behavior does not change.
For example: “Doug, I have found that the hourly roundin” rel=”nofollow”>ing is not bein” rel=”nofollow”>ing completed on your patients. Failin” rel=”nofollow”>ing to complete hourly roundin” rel=”nofollow”>ing led Mrs. Smith to fall gettin” rel=”nofollow”>ing out of bed to use the bathroom. From this time forward, hourly roundin” rel=”nofollow”>ing must be completed as expected and outlin” rel=”nofollow”>ined in” rel=”nofollow”>in the procedure. If hourly roundin” rel=”nofollow”>ing is not completed, this verbal warnin” rel=”nofollow”>ing will escalate to a level-one disciplin” rel=”nofollow”>inary action.”
The need for effective communication in” rel=”nofollow”>in difficult situations is clear. Managin” rel=”nofollow”>ing the communication between and among others falls to the leader whenever a conflict occurs. Leaders who perfect many communication styles and options of response will fin” rel=”nofollow”>ind that they will become very successful in” rel=”nofollow”>in conflict resolution.
Robin” rel=”nofollow”>inson, F. P., Gorman, G., Slimmer, L. W., & Yudkowsky, R. (2010). Perceptions of effective and in” rel=”nofollow”>ineffective nurse-physician communication in” rel=”nofollow”>in hospitals. Nursin” rel=”nofollow”>ing Forum, 45(3), 206–216.
Schermerhorn, J. R., Osborn, R. N., Uhl-Bien, M. & Hunt, J. G. (2012). Organizational behavior (12th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
The Studer Group. (n.d.). Glossary of terms. Retrieved from
The Studer Group. (2010). The nurse leader handbook. Gulf Breeze, FL: Fire Starter Publishin” rel=”nofollow”>ing

Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in” rel=”nofollow”>in nursin” rel=”nofollow”>ing: Theory and application (8th ed.).Philadelphia, PA: Lippin” rel=”nofollow”>incott, Williams & Wilkin” rel=”nofollow”>ins.
• Chapter 19: Organizational, Interpersonal and Group Communication
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Wright, R. (2012). Effective communication skills for the ‘carin” rel=”nofollow”>ing’ nurse. The Great Teachers Tertiary Place. lin” rel=”nofollow”>ink to article
Page or paragraph numbers must be in” rel=”nofollow”>included with quotes per APA. See APA re how to format references and in” rel=”nofollow”>in-text citations i.e. capitalization issues and use of the ampersand versus the word (“and”).
Includin” rel=”nofollow”>ing at least one in” rel=”nofollow”>in-text citation and matchin” rel=”nofollow”>ing reference.
Check for grammar and spellin” rel=”nofollow”>ing

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