Level 5 Diploma for Assistant Practitioners in Healthcare
Use and develop systems that promote communication
The learner will:
1. Be able to address the range of communication requirements in own role 1.1 Review the range of groups and individuals whose communication needs must be met within own job role 1.2 Explain how to support effective communication within own job role 1.3 Analyse the barriers and challenges to communication within own job role 1.4 Implement a strategy to overcome communication barriers
1.5 Use different means of communication to meet different needs
Effective communication is the key to building positive relationships for a patient within a healthcare environment. Within my own job role as a Trainee Assistant Practitioner (TAP), I have a responsibility of communicating effectively with first and foremost, the individual patient. Within my job setting there are a number of patients whose communication needs must be addressed in order to build a positive relationship. Examples of these needs are: Patients suffering from Dementia - ‘The word dementia describes a set of symptoms that may include memory loss and difficulties with thinking, problem-solving or language.’ (http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=106) This could create a barrier for effective communication as this could lead to the individuals confusion to who I am, why I am there and difficulty understanding information that I portray (specifically within my own job role as a TAP, as this position is relatively new role and many individuals are unsure of what my roles and responsibilities are). To minimise the barriers and challenges that I face with communicating with individuals with Dementia, there are a number of different strategies I follow to achieve this:
Non-verbal - Making sure I maintain appropriate eye contact with the patient and that I am placed at the same level as what they are i.e. sitting beside them, not standing beside them as this could present as intimidating Verbal - Speaking in a clear and slow manner, but not in a way that could be observed as patronising Rephrasing questions and information to ensure the patient has and understanding of what I’m trying to portray.
Patients with sensory disabilities
Sensory disability is when one of your senses; sight, hearing, smell, touch, taste and spatial awareness, has either never materialised from birth or has decreased with time. One of the main sensory disabilities I see in practice is of hearing. Hearing loss can range from an individual who is profoundly deaf to someone who is hard of hearing. There are a number of different techniques I could implement in order to support effective communication. For example, I have a qualification in Level One BSL (British Sign Language). I can implement my knowledge and experience of using sign language to positively communicate with patients who are deaf. The barriers and challenges I would face whilst practicing sign language are that I am not fluent in this method of communication. To overcome these barriers and challenges, I could use alternative means and methods to communicate with a patient such as writing, pictures, other hand gestures and facial expressions to describe what I want to articulate.
Whilst focusing directly on the patient and their communication needs, I also need to ensure that I communicate with individuals who are involved with and specific to the patients care, both personally and professionally. For example: Next of Kin, other relatives, advocates, neighbours, friends, Spiritual leaders, District Nurses, G.P’s, Healthcare Assistants, Palliative Care Nurses, Tissue Viability Nurses and Hospices. I endeavour to support effective communication with all individuals and agencies via a wide range of different techniques such as:...
References: Dr Daniel Harwood and Dr Yvonne McCulloch. (2013). What is Dementia. Available: http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=106. Last accessed 26th September 2014.
Please join StudyMode to read the full document