Self-Reflection in Communication: Difference between revisions
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== Introduction == | == Introduction == | ||
Effective healthcare communication has beneficial effects on patients including decreased pain and anxiety, increased satisfaction, improved vital signs and treatment | Effective healthcare communication has beneficial effects on patients including decreased pain and anxiety, increased satisfaction, improved vital signs and treatment outcomes and increased participation in interventions.<ref name=":0">Pangh B, Jouybari L, Vakili MA, Sanagoo A, Torik A. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6589483/ The effect of reflection on nurse-patient communication skills in emergency medical centers]. Journal of caring sciences. 2019 Jun;8(2):75.</ref>In a successful two-way dialogue between provider and patient, both parties speak freely and are listened to without interruptions. Both parties have the ability to ask questions for clarification while feeling open to expressing their opinions. | ||
Since patient-centered communication can facilitate positive health outcomes, | Since patient-centered communication can facilitate positive health outcomes, providers need to be responsive and individualised in their patient interactions due to different cultures, languages, values and beliefs. Providers must be mindful of their own values and beliefs that can cause barriers to patient communication.<ref>Kwame A, Petrucka PM. [https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-021-00684-2 A literature-based study of patient-centered care and communication in nurse-patient interactions: barriers, facilitators, and the way forward]. BMC nursing. 2021 Dec;20(1):1-0.</ref> | ||
== Values == | == Values == | ||
Values are described as context-independent, abstract and steady goals which people strive to achieve in life. They guide peoples' perception, behaviour and attitudes | Values are described as context-independent, abstract and steady goals which people strive to achieve in life. They guide peoples' perception, behaviour and attitudes. They are distinct from norms, attitudes and beliefs but are related. <ref name=":1">Kesberg R, Keller J. [https://www.sciencedirect.com/science/article/abs/pii/S0191886920306498 Personal values as motivational basis of psychological essentialism: An exploration of the value profile underlying essentialist beliefs.] Personality and Individual Differences. 2021 Mar 1;171:110458.</ref> Values are relatively stable through the lifespan, and in situations but do have the ability to change.<ref name=":2" /> | ||
=== 10 Basic Values === | === 10 Basic Values === | ||
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# power: dominance over resources and people, social status | # power: dominance over resources and people, social status | ||
# achievement: | # achievement: personal success according to social standards | ||
# hedonism: gratification or pleasure for oneself | # hedonism: gratification or pleasure for oneself | ||
# stimulation: novelty, challenge or excitement | # stimulation: novelty, challenge or excitement | ||
# self-direction: independence in action and thought | # self-direction: independence in action and thought | ||
# universalism: welfare | # universalism: understanding, welfare and concern for all people and nature, tolerance | ||
# benevolence: | # benevolence: increasing the welfare of people whom one is close to | ||
# tradition: commitment and respect to religious or cultural ideas | # tradition: commitment and respect to religious or cultural ideas | ||
# conformity: restraint of actions that may harm others or violate social expectations | # conformity: restraint of actions that may harm others or violate social expectations | ||
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=== Relationship of Values === | === Relationship of Values === | ||
These 10 values can be co-mingled to form two different subsets of values: | These 10 basic values can be co-mingled to form two different subsets of values: | ||
# self-transcendence: | # self-transcendence: | ||
#* welfare and | #* concern for welfare and interest of others | ||
#* openness to change values | #* openness to change values | ||
#* preserves tradition | #* preserves tradition | ||
#* self-restraint | #* self-restraint | ||
#* social focus | #* social focus | ||
# self-enhancement | # self-enhancement | ||
#* success and dominance over others | #* success and dominance over others | ||
#* pursuit | #* pursuit of ones own interest | ||
#* personal focus | #** personal focus | ||
#* self-protective | #* self-protective | ||
#* avoiding conflict to control situations<ref name=":2" /> | #* avoiding conflict to control situations<ref name=":2" /> | ||
== Beliefs == | == Beliefs == | ||
Values identify what people feel are important and what goals to pursue. Beliefs determine what people consider to be true and how they will pursue their respective goals. Beliefs offer | Values identify what people feel are important and what goals they want to pursue. Beliefs on the other hand determine what people consider to be true and how they will pursue their respective goals. Beliefs offer an individual casual explanation (rooted determining factor) for perceived individual differences and observed behaviour. Stereotypes and prejudice are specific behavioural and cognitive tendencies that are associated with beliefs.<ref name=":1" /> Stereotypes are the association and attribution of specific characteristics to a group. It is the image that comes to mind when one thinks about a particular social group. Prejudice is an attitude (often negative) reflecting an overall evaluation of a group. <ref>Fourie, M. Self-Reflection in Communication. Plus. 2023</ref> | ||
== Self-Reflection == | == Self-Reflection == | ||
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The healthcare provider must understand that their own rooted values and beliefs can hinder effective communication with their patients. Providers that examine and explore their own attributes and perspective through self-reflection will gain insight in how to improve in the future. <ref name=":3">Anderson B. [https://www.britishjournalofnursing.com/content/professional/reflecting-on-the-communication-process-in-health-care-part-1-clinical-practice-breaking-bad-news/ Reflecting on the communication process in health care. Part 1: clinical practice—breaking bad news.] British Journal of Nursing. 2019 Jul 11;28(13):858-63.</ref>In order to begin the process of reflection, one needs to recall, reconsider and reevaluate their own experiences.<ref name=":0" /> Intentional reflection on actions, emotions and experience is critical to informing the individuals existing knowledge base and making contextually appropriate changes.<ref name=":3" />Reflective thinking should be learned and used continuously as a proof of professional behaviour and professionalism in clinical performance.<ref name=":0" /> | The healthcare provider must understand that their own rooted values and beliefs can hinder effective communication with their patients. Providers that examine and explore their own attributes and perspective through self-reflection will gain insight in how to improve in the future. <ref name=":3">Anderson B. [https://www.britishjournalofnursing.com/content/professional/reflecting-on-the-communication-process-in-health-care-part-1-clinical-practice-breaking-bad-news/ Reflecting on the communication process in health care. Part 1: clinical practice—breaking bad news.] British Journal of Nursing. 2019 Jul 11;28(13):858-63.</ref>In order to begin the process of reflection, one needs to recall, reconsider and reevaluate their own experiences.<ref name=":0" /> Intentional reflection on actions, emotions and experience is critical to informing the individuals existing knowledge base and making contextually appropriate changes.<ref name=":3" />Reflective thinking should be learned and used continuously as a proof of professional behaviour and professionalism in clinical performance.<ref name=":0" /> | ||
Below are some examples of reflective thinking prior to | In addition to self-reflecting on ones own values and beliefs, providers should be aware of other physiological cues their body might be signaling that could hinder their patient interaction. Providers should take note of their current emotions, thoughts, non-verbal and physiological cues that could interrupt good patient communication. Below are some examples of reflective thinking a provider could do prior to engaging a patient: | ||
{| class="wikitable" | {| class="wikitable" | ||
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|Emotions | |Emotions | ||
| | | | ||
* consider your current emotions: | * consider your current emotions: are you feeling frustrated, anger, sadness, happy | ||
* having a sense of your current emotions prior to the interaction may help avoid miscommunication | * having a sense of your current emotions prior to the interaction may help avoid miscommunication | ||
|- | |- | ||
|Thoughts | |Thoughts | ||
| | | | ||
* are you having ruminating thoughts | |||
* it may be difficult to stop a thought from invading your mind | * it may be difficult to stop a thought from invading your mind | ||
* be mindful of that thought and try and suspend it when you are with the patient | * be mindful of that thought and try and suspend it when you are with the patient | ||
Line 67: | Line 67: | ||
|Non-verbal cues | |Non-verbal cues | ||
| | | | ||
* are your current emotions | * are your current emotions and thoughts leading you to display non-verbal cues | ||
* be mindful of | * be mindful of non-verbal cues you might be exhibiting | ||
|- | |- | ||
|Physiological triggers | |Physiological triggers | ||
| | | | ||
* is your body | * is your body trying to tell you something: hunger, sadness, fatigue | ||
* physiological cues can lead you to displaying non-verbal cues | |||
* be mindful of physiological cues and how they might shape your non-verbal cues | * be mindful of physiological cues and how they might shape your non-verbal cues | ||
|- | |- | ||
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| | | | ||
* do environmental triggers affect your ability to listen | * do environmental triggers affect your ability to listen | ||
* be mindful of subtle triggers such as foul smell, bright | * be mindful of subtle triggers such as foul smell, bright lights, and beeping machines that may affect your ability to communicate effectively | ||
|} | |} | ||
<ref>Lapum, J., St-Amant, O., Hughes, M., Garmaise-Yee, J. and Lee, C., 2020. [https://pressbooks.library.torontomu.ca/communicationnursing/ Introduction to communication in nursing].</ref> | <ref>Lapum, J., St-Amant, O., Hughes, M., Garmaise-Yee, J. and Lee, C., 2020. [https://pressbooks.library.torontomu.ca/communicationnursing/ Introduction to communication in nursing].</ref> |
Revision as of 17:30, 20 May 2023
Top Contributors - Robin Tacchetti, Jess Bell and Tarina van der Stockt
Introduction[edit | edit source]
Effective healthcare communication has beneficial effects on patients including decreased pain and anxiety, increased satisfaction, improved vital signs and treatment outcomes and increased participation in interventions.[1]In a successful two-way dialogue between provider and patient, both parties speak freely and are listened to without interruptions. Both parties have the ability to ask questions for clarification while feeling open to expressing their opinions.
Since patient-centered communication can facilitate positive health outcomes, providers need to be responsive and individualised in their patient interactions due to different cultures, languages, values and beliefs. Providers must be mindful of their own values and beliefs that can cause barriers to patient communication.[2]
Values[edit | edit source]
Values are described as context-independent, abstract and steady goals which people strive to achieve in life. They guide peoples' perception, behaviour and attitudes. They are distinct from norms, attitudes and beliefs but are related. [3] Values are relatively stable through the lifespan, and in situations but do have the ability to change.[4]
10 Basic Values[edit | edit source]
The Theory of Basic Human Values identifies 10 basic values that are each characterised by a different motivational goal.
- power: dominance over resources and people, social status
- achievement: personal success according to social standards
- hedonism: gratification or pleasure for oneself
- stimulation: novelty, challenge or excitement
- self-direction: independence in action and thought
- universalism: understanding, welfare and concern for all people and nature, tolerance
- benevolence: increasing the welfare of people whom one is close to
- tradition: commitment and respect to religious or cultural ideas
- conformity: restraint of actions that may harm others or violate social expectations
- security: stability and safety of relationships, self and society[4]
Relationship of Values[edit | edit source]
These 10 basic values can be co-mingled to form two different subsets of values:
- self-transcendence:
- concern for welfare and interest of others
- openness to change values
- preserves tradition
- self-restraint
- social focus
- self-enhancement
- success and dominance over others
- pursuit of ones own interest
- personal focus
- self-protective
- avoiding conflict to control situations[4]
Beliefs[edit | edit source]
Values identify what people feel are important and what goals they want to pursue. Beliefs on the other hand determine what people consider to be true and how they will pursue their respective goals. Beliefs offer an individual casual explanation (rooted determining factor) for perceived individual differences and observed behaviour. Stereotypes and prejudice are specific behavioural and cognitive tendencies that are associated with beliefs.[3] Stereotypes are the association and attribution of specific characteristics to a group. It is the image that comes to mind when one thinks about a particular social group. Prejudice is an attitude (often negative) reflecting an overall evaluation of a group. [5]
Self-Reflection[edit | edit source]
The healthcare provider must understand that their own rooted values and beliefs can hinder effective communication with their patients. Providers that examine and explore their own attributes and perspective through self-reflection will gain insight in how to improve in the future. [6]In order to begin the process of reflection, one needs to recall, reconsider and reevaluate their own experiences.[1] Intentional reflection on actions, emotions and experience is critical to informing the individuals existing knowledge base and making contextually appropriate changes.[6]Reflective thinking should be learned and used continuously as a proof of professional behaviour and professionalism in clinical performance.[1]
In addition to self-reflecting on ones own values and beliefs, providers should be aware of other physiological cues their body might be signaling that could hinder their patient interaction. Providers should take note of their current emotions, thoughts, non-verbal and physiological cues that could interrupt good patient communication. Below are some examples of reflective thinking a provider could do prior to engaging a patient:
Reflective Practice | Act |
Emotions |
|
Thoughts |
|
Non-verbal cues |
|
Physiological triggers |
|
Environmental triggers |
|
Resources[edit | edit source]
References[edit | edit source]
- ↑ 1.0 1.1 1.2 Pangh B, Jouybari L, Vakili MA, Sanagoo A, Torik A. The effect of reflection on nurse-patient communication skills in emergency medical centers. Journal of caring sciences. 2019 Jun;8(2):75.
- ↑ Kwame A, Petrucka PM. A literature-based study of patient-centered care and communication in nurse-patient interactions: barriers, facilitators, and the way forward. BMC nursing. 2021 Dec;20(1):1-0.
- ↑ 3.0 3.1 Kesberg R, Keller J. Personal values as motivational basis of psychological essentialism: An exploration of the value profile underlying essentialist beliefs. Personality and Individual Differences. 2021 Mar 1;171:110458.
- ↑ 4.0 4.1 4.2 Russo C, Danioni F, Zagrean I, Barni D. Changing personal values through value-manipulation tasks: a systematic literature review based on Schwartz’s theory of basic human values. European Journal of Investigation in Health, Psychology and Education. 2022 Jun 28;12(7):692-715.
- ↑ Fourie, M. Self-Reflection in Communication. Plus. 2023
- ↑ 6.0 6.1 Anderson B. Reflecting on the communication process in health care. Part 1: clinical practice—breaking bad news. British Journal of Nursing. 2019 Jul 11;28(13):858-63.
- ↑ Lapum, J., St-Amant, O., Hughes, M., Garmaise-Yee, J. and Lee, C., 2020. Introduction to communication in nursing.