Quiz 1: Nursing Communication

Altruism

Concern for the welfare and well-being of others, reflected by the nurse’s concern for the welfare of patients, other nurses, and other healthcare providers.

Autonomy

The right to self-determination, honoring and respecting the right of patients and families to make decisions about health care.

Human Dignity

Respect for the inherent worth and uniqueness of individuals and populations, reflected when the nurse values and respects all patients and colleagues.

Integrity

Acting in accordance with an appropriate code of ethics and accepted standards of practice, providing honest information, and demonstrating accountability for actions.

Social Justice

Upholding moral, legal, and humanistic principles, advocating for equal treatment under the law and equal access to quality health care.

Ethics

The systematic study of principles of right and wrong conduct, virtue and vice, good and evil.

Beneficence

The ethical principle to do what is best for the patient.

Non-Maleficence

The ethical principle to do no harm.

Justice (Medical Ethics)

The ethical principle that patients have the right to fair and impartial treatment.

Code of Ethics

A succinct statement of the ethical obligations and duties of every person who enters the nursing profession, serving as a nonnegotiable ethical standard.

American Nurses Association (ANA) Code for Nurses

A foundational document that outlines the ethical obligations and duties of nurses, providing a framework for ethical practice and commitment to society.

Bill of Rights for Registered Nurses

A document outlining the rights of nurses to practice ethically, safely, and with fair compensation, and to advocate for themselves and their patients without fear of retribution.

Ethical Decision Making

A systematic process involving assessing the situation, diagnosing the ethical problem, planning alternatives, implementing, and evaluating decisions.

Patient Advocacy

The protection and support of another’s rights, prioritizing the patient’s well-being and giving priority to the good of the individual patient.

Informed Consent

A process that protects against lawsuits by promoting the patient’s well-being and respecting their self-determination, requiring disclosure, comprehension, competence, and voluntariness.

Informed Consent: Disclosure

The requirement that the patient or surrogate be informed of the nature of the procedure, risks, benefits, alternatives (including non-treatment), and that no outcomes can be guaranteed.

Informed Consent: Comprehension

The ability of the patient/surrogate to correctly repeat in their own words what they are giving consent for.

Informed Consent: Competence

The patient's ability to understand the information needed to make a decision, reason with consistent values, and communicate a preference.

Informed Consent: Voluntariness

The act of consenting or refusing care freely, without manipulative or coercive influences.

Pender's Health Promotion Model

A theoretical framework stating that health is a positive dynamic state, not merely the absence of disease, and focuses on optimal health, well-being, and self-actualization.

Prochaska's Stages of Change

A theoretical framework describing motivation to change and assessing an individual's readiness to act on a new, healthier behavior.

Social Learning Theory

A theoretical framework that suggests motivation is fundamental to learning, people learn through observation, involves internal mental status, and learning does not always result in a change in behavior.

Precontemplation (Stages of Change)

A stage characterized by reluctance, rebellion, resignation, and rationalization regarding change; communication involves validating lack of readiness and encouraging self-exploration.

Contemplation (Stages of Change)

A stage where an individual considers the need to change problematic behavior; interventions include educating on pros and cons, with the decision to change resting solely with the individual.

Determination/Preparation (Stages of Change)

A stage where a decision is made to move forward with change, and preparations begin; interventions involve assisting in making realistic plans and affirming the individual's ability to change.

Action (Stages of Change)

A stage where the individual implements the plan, and success reinforces the decision to change behavior; communication focuses on reiterating long-term benefits.

Maintenance, Relapse, and Recycling (Stages of Change)

A stage involving sustaining new behavior for 6 months to 5 years; interventions aim to explore strategies to support new behaviors and continue efforts during relapse.

Maslow's Hierarchy of Needs

A theory outlining human needs in a pyramid structure, where lower-level needs (physiological) must be met before higher-level needs (self-actualization) can be satisfied.

Physiologic Needs

The first priority in Maslow's hierarchy, including needs that must be met to maintain life, such as oxygen, water, food, elimination, temperature, sexuality, physical activity, and rest.

Safety & Security Needs

The second priority in Maslow's hierarchy, encompassing physical protection from harm and emotional security, trust in others, and freedom from fear, anxiety, and apprehension.

Love & Belonging Needs

A higher-level need in Maslow's hierarchy, involving understanding and acceptance of others, and belonging to groups like families, peers, friends, neighborhoods, and communities.

Self-Esteem Needs

A need in Maslow's hierarchy for a person to feel good about themselves, experience pride and accomplishment, facilitating confidence, independence, worth, and self-acceptance.

Self-Actualization Needs

The highest level in Maslow's hierarchy, representing the need for people to reach their full potential by developing unique capabilities, requiring all lower-level needs to be met first.

Factors Negatively Impacting Communication

Include pain, fear, anxiety, low health literacy, language barriers, sensory impairment, advanced age, confusion, and impaired cognition.

Health Literacy

The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions.

Limited Health Literacy

Difficulty using everyday health information, making it hard to read, listen to, talk about, and evaluate health information, comply with treatment, or navigate the healthcare system.

Learning Needs

The knowledge, skills, and attitudes that are of priority to the patient, necessary for patients and families to learn to manage their health care effectively.

Learning Readiness

A patient's physical, emotional, and experiential preparedness to learn, influenced by health status, motivation, self-concept, coping mechanisms, and cultural background.

Learning Style

The individual preferences in thinking and problem-solving, influenced by developmental level, age, education, culture, personality, and past experiences with learning (e.g., visual, tactile, auditory).

Health

(Passive) state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity.

Wellness

(Active) state of being healthy, including living a lifestyle that promotes good physical, mental, and emotional health.

Health Promotion

Behavior of a person who is motivated by a personal desire to increase well-being and health potential.

Disease Prevention

Behavior motivated by a desire to avoid or detect disease or to maintain functioning within the constraints of an illness or disability.

Primary Prevention

Actions taken to prevent or preclude illness, such as immunizations, diet, exercise, and smoking cessation.

Secondary Prevention

Actions aimed at promoting early diagnosis and screening for early detection of disease, such as blood pressure checks, mammograms, and colonoscopies.

Tertiary Prevention

Rehabilitation services and treatments designed to manage and reduce the impact of an existing illness or disability, including medication, physical therapy, and job retraining.

Health Equity

The attainment of the highest level of health for all people.

Health Disparity

A particular type of health difference that is closely linked with social, economic, and/or environmental disadvantage.

Healthy People 2030

A national initiative aiming to eliminate health disparities, achieve improved health for all, and attain health literacy to improve the health and well-being of all.

Social Determinants of Health (SDOH)

Conditions in the environments where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks.

Economic Stability (SDOH)

A domain of SDOH focusing on helping people earn steady incomes that allow them to meet their health needs, including employment, job benefits, and safe workplaces.

Education Access and Quality (SDOH)

A domain of SDOH aiming to increase educational opportunities and help children and adolescents succeed in school, including early childhood development.

Healthcare Access and Quality (SDOH)

A domain of SDOH focused on increasing access to comprehensive, high-quality health care services, including health insurance, health worker availability, telehealth, and reliable transportation.

Neighborhood and Built Environment (SDOH)

A domain of SDOH focused on creating neighborhoods and environments that promote health and safety, addressing issues like violence, unsafe air/water, and access to healthy foods.

Social and Community Context (SDOH)

A domain of SDOH aimed at increasing social and community support, emphasizing the importance of civic participation and social connections in all aspects of life.

Teach Back Method

An interactive communication technique where a person is asked to explain in their own words what they need to do or know, serving as a check for understanding rather than a test.

Plain Language (Teach Back)

Using simple words, short sentences, and easy-to-understand terminology, avoiding medical jargon, to ensure clarity during patient education interactions.

Non-Shaming Open-Ended Questions (Teach Back)

Questions designed to elicit a patient's understanding without making them feel tested or shamed, such as 'What would you like to know more about?' or 'What questions do you have?'

Easy-to-Understand Materials

Educational resources characterized by a clear purpose, logical flow, everyday language, absence of jargon, visuals reinforcing messages, simplified numbers, short sections, informative headings, large font, bulleted lists, and ample white space.

Encoder

Source of the message; the person who encodes a communication.

Message

The actual information or content being communicated.

Channel

The medium used to send the message (spoken, written, visual, etc.).

Receiver

The person who decodes or interprets the message.

Verbal communication

Use of spoken or written language to convey information.

Nonverbal communication

Communication without words; includes body language and facial expressions.

Paralinguistics

Vocal features of speech such as volume, tone, and rate.

Haptics

Communication through touch.

Kinesics

Body movements and gestures used to convey meaning.

Proxemics

Use of space and distance in communication.

Interpersonal communication

Communication between two or more people with a shared goal.

Intrapersonal communication

Communication within oneself; internal thoughts and self-talk.

Small-group communication

Communication among a few individuals, such as staff meetings.

Organizational communication

Communication within an organization or institution.

Group dynamics

How individuals in a group interact to achieve goals.

SOLER

A listening stance: Square toward speaker, Open posture, Lean forward, Eye contact, and Relax.

Therapeutic communication

Communication aimed at promoting patient well-being and trust.

Therapeutic nurse-patient relationship

Professional relationship focused on patient health with defined boundaries.

Paraphrasing

Restating what the patient said in your own words to show understanding.

Summarizing

Briefly restating key points of a discussion.

Encouraging communication

Techniques that prompt the patient to share more.

Observations

Note and state what you perceive nonverbally.

Leading the discussion

Guiding the conversation to cover important topics.

Offering of self

Sharing appropriate personal information to build rapport.

Silence

Pause used to encourage reflection and allow thought processing.

Nonjudgmental

Being neutral and accepting without judgment.

Acceptance

Acknowledging and welcoming the patient’s feelings.

Open-ended questions

Questions that invite broad, descriptive responses.

Closed-ended questions

Questions that require brief or specific answers (yes/no).

Validating questions

Questions or statements that acknowledge and confirm feelings.

Clarifying questions

Questions that remove confusion and prevent misinterpretation.

Reflective questions

Questions that encourage elaboration by repeating or paraphrasing.

Sequencing questions

Arranging questions to build on prior topics or events.

Direct questions

Specific questions aimed at obtaining precise information.

Warmth

A caring, friendly demeanor that builds trust.

Openness

Willingness to share information and be transparent.

Respect

Treating the patient with dignity and value.

Empathy

The ability to understand and share the feelings of another.

Sympathy

Feeling concern for another, which can shift focus to the provider’s emotions.

Honesty

Truthful and accurate communication.

Authenticity

Genuineness in interactions.