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The importance of effective communication between doctors and nurses and its impact on patient careCritical Analysis of a Clinical Incident.

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The importance of effective communication between doctors and nurses and its impact on patient care; Inter-professional learning from a student nurse?s perspective Critical Analysis of a Clinical Incident As student nurses, throughout this nursing course, we have continuously been reminded of the numerous issues in healthcare; some ongoing and some more current. Members of the multidisciplinary team are encouraged and expected to work together and overcome these issues so they can provide patients with the care they need. Therefore, the need for Inter-professional learning (IPL) is ongoing. Considering the limited word count allowed for this assignment, I will be reflecting on a clinical incident (see Appendix I) that took place on a cardiology ward where I worked as a third year student nurse. Although this clinical incident arises various problems that could be classed as current issues in healthcare, for the purpose of this assignment I have decided to focus on the issue of communication between nurses and doctors in the clinical setting and its? impact on patient?s care. This assignment offers definitions on effective communication and inter-professional learning as well as it outlines certain barriers that can prevent effective communication. Gibbs? reflective cycle (1988) is used throughout the assignment to encourage a natural flow of events and to aid a comprehensive reflection (Gibbs, 1988). ?Information is fundamental to choice and making informed decisions. Without information, there is no choice. Information helps knowledge and understanding. It gives patients the power and confidence to engage as partners with their health service.? (Department of Health, 2004, p.2 as cited in Berry, 2007) Communication is the way in which information is shared with others. Northouse and Northouse (1998) define communication as the transfer of information between a source and one or more receivers using a set of common rules (Berry, 2007). Berry (2007), states that communication can be verbal and non-verbal; therefore we as human beings communicate with each other even when we are not saying anything. ...read more.


Furthermore, she will be awake for the procedure and will have a say in what happens during and after it. This left the patient reassured and satisfied that she will be in safe hands. Although, the nurse could not get through to the doctor earlier that day, she was much more successful when there was less pressure on the doctor from the rest of the team and he had time to reflect on his behaviour. However, these personal issues that the doctor was experienced should not have affected his professional relationship with the nurse or the patient and he should have been more self-aware of his behaviour and unprofessional practice. Inter-professional learning is now a required part of the education of all working within heath care today and aims to ensure effective collaborative working across a multidisciplinary workforce (Uys and Gwele, 2005). There has been recent evidence to suggest that inter-professional learning should be started as early as possible within an undergraduate curriculum (Barr et al., 2005) Communication between medical professionals is not the only area where there can be issues and barriers to successful communication. Often patients can experience communication barriers that can affect the care and services they receive. One study has highlighted the need for more generalised language to be used when medical professionals communicate with patients, an area that would appear to be relatively unexplored. Patients can be generally unfamiliar with medical terminology; as a result can feel confused by the vocabulary used by doctors and nurses (Ong et al., 1995). This claim would support the theory that for more quality patient interaction to occur there is a need for better communication training to take place. There is also evidence to suggest that although doctors and nurses view communication as a vital and important tool within nursing, it is often overlooked due to 'lack of time'. However, communication need not be for prolonged periods in order for more successful patient outcomes to be achieved, and patients recognise that it is quality of the interaction that is important (McCabe, 2004). ...read more.


Include e.g. how you were feeling when the event started; what you were thinking about at the time; how did it make you feel; how did other people make you feel; how did you feel about the outcome of the event; what do you think about it now. Stage 3: Evaluation Try to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or didn?t go so well Stage 4: Analysis Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include e.g. what went well; what did you do well; what did others do well; what went wrong or did not turn out how it should have done; in what way did you or others contribute to this Stage 5: Conclusion This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other people?s behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently. Stage 6: Action Plan During this stage you should think yourself forward into encountering the event again and to plan what you would do ? would you act differently or would you be likely to do the same? Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle Jasper, M. 2003. Beginning Reflective Practice ? Foundations in Nursing and Health Care. Nelson Thornes. Cheltenham Page of ...read more.

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