Unit 2 Communication
Types of Communication
Tutor Group: 1.28
Teacher: Julia Redican
Unit Two: Communication
The word communication comes from the Latin word communis, which means to share. It is an important aspect of everyday life, especially in a health and social care environment. This is because it is a way in which a service user and provider can share and obtain information. It can help express emotion for example a service user may feel unhappy about a certain aspect of their care they can use communication to let their service provider know this. They can then discuss between them what the service user may feel is more appropriate, this helps make the service user feel more valued as their service provider has used oral communication to help make sure their care is more specialised for the service user. It is also a necessary to build up a rapport the only way a person can get to know another person is through communicating with them so they can understand their personality traits and their feeling towards them. Trust is essential to the developing of a rapport communication is the only way in which a service user is going to feel they can trust a service provider.
There are four types of communication: oral, non-verbal, written, computerised and special
This is where a person approaches communication with others through speech, language and verbal sounds. Unlike other methods of communication it includes non-verbal communication, this is used along side oral to show how a person may feel about the communication happening. It enquires social skills, as a person needs to be able to understand the receiver’s non-verbal communication to help make sure it is effective. It needs to be used in the right manor for each situation for example if a person is wanting to have a friendly chat with someone and catch up then asking them closed questions and having an abrupt manor is not going to develop the conversation.
It is useful as it means you can communicate with more than one person at the same time, decision-making and discussion can happen at the same time; there is no delay for the feedback. This is useful in health and social care practices for example in a doctors surgery a client has forgotten when their doctors appointment is, they pop into the surgery and asks at reception if they could possible tell them when their appointment is, the receptionist tells the client straight away when there appointment is. This instant feedback helps stop the client from missing their appointment this makes them feel valued, as the receptionist had made sure to tell them there and then so the clients care is not affected.
It is vital that a service provider within a health and social care setting has a high level of social skills to be able to have effective oral communication with a service provider. As this will make sure, they understand the emotional need of a service user and make sure during the communication they are meeting this emotional needs
There are many purposes to oral communication, these purposes make it a massively significant and important aspect of a health, and social care, as they make sure the right sort of information is given and obtained from a service user. It also makes sure the areas within a services user health and wellbeing that need targeting are. This helps make a service user feel valued and supported as they are receiving the right care for them.
Private information can be passed down to people on a need to know basis successfully using oral communication as the service providers can go into a private room where no one is going to hear and discuss what is being said. Because the information is only valid when it is, being said this could prevent people that are not on a need to know basis receiving personal information about a client. This can stop a client from feeling exploited and loose their dignity but instead they feel valued and appreciate the fact the service providers are respecting their privacy. For example, a midwife has had to take the day off work, as they are feeling sick. Another midwife has to cover her ward. In order for the new midwife understands what sort of care her new clients need, the manager of the ward takes him/her into a private room and shuts the door, only then does the manager begin to discuss the care plan of each of the clients the midwife will be looking after. This way a client’s personal information being shared but privately with the new midwife. Therefore the clients still receive the same good quality care they where receiving without feeling everyone knows their care plan.
Amongst health and social care practitioners it is vital that they give each other information, this way they can help each other to learn vital things and acquire new skills that will in turn improve their quality of work. It is also just as important that user and providers of a care setting give each other information, this is the way in which care plans can be personalised for clients. This makes a service users feel valued and supported as they feel a service provider is making sure their care plan is individualised for the service user and they see it as important that the client receives the best suited care that support their beliefs and rights.
It is important that within a care setting when a service user or provider is given information they obtain it as this helps them understand. For example a soon to be mother and father go to an antenatal class here they obtain information about labour and how to look after their baby. This helps them become more aware of what is going to happen and understand more on how a baby should be cared for in order to keep it’s health and wellbeing happy. The soon to be parents feel valued and supported as the teacher has given them information which they have obtained in order to make them feel more at ease with the life changing events that are soon to take place.
It also helps carer worker know what they need to do in certain situations so they can handle them professionally and efficiently. Such as a social worker maybe given a case study about a service user that they will be working with, they need to obtain this information to create an understanding of the care the client they are going to be working with is going to be need. On their first meeting the client feels valued as the social worker clearly shows they have a basic understanding about the clients needs. This empowers the client to obtain the information the social worker has to give as the social worker obtained theirs.
When a service provider and user are discussing exchanging of ideas should be encouraged. For example a teacher at the beginning of every lesson puts a logic puzzle on the board. They tell the class to discuss their ideas of how to solve it before feeding back to the class. This helps the clients learn how to share ideas and implement them into their own.
Exchanging ideas between a service provider and user helps a service user feel empowered to give ideas of improvement about their care plan in which the service provider can implement. Because the service provider is taking into consideration what the client has to say and applying it. The client feels what they had said was of value, they also feel supported as they know the service provider is out to improve the clients health and wellbeing. It also makes them feel more comfortable about their care plan.
In addition It helps clients to know what is going on; such as at a walk in centre a nurse will respond to a clients question about what is wrong with them by explaining and telling them how to make it better.
Care provider may also have a conference about a service user to exchange ideas, to help result in the best quality care for the service user. This is where all of a client’s service providers will come together in a room to communicate orally between them about the progress of a client’s health and wellbeing. They will share ideas to help improve areas that seem to be having negative progress. The fact it is done orally means decisions over change about a client can be made instantly.
A service provider can carrying out an assessment of needs to analyse a clients intellectual, social, emotional and physical needs are. They would make an appointment to see a client and discuss face to face the client’s health and wellbeing to develop an understanding about the care they need to give to the client and the levels of it. This is important so that the service user does not receive too much health care or not enough. For example in a hospital a service users who may be in pain due to an injury; the nurse needs to measure the right amount of pain killers needed to make sure the client is comfortable and the pain has decreased but not so much that it is at a harmful dose that can damage the clients health. This will help make a client feel cared for because the nurse is making sure they do give the right dose for they valued the client’s health.
The main reason of health and social care practices is to provide support for a service user to help improve their health and wellbeing, this could be through using verbally empowering words encouraging the service user to do something that will help them become more independent and achieve more. This will increase their self-concept as they feel they can do stuff by themselves and do not have to depend on others. A teacher would do this by encouraging a pupil who may be finding it hard to answer a question to try again until they succeed in understanding what the question is asking and being able to answer it.
Sometimes a service provider uses oral communication to discuss and discipline a service user for factors of their lifestyle are maybe having a negative impact on their health and wellbeing. They may do this through using a stern voice when advising the service user. For example a Dietician may sit a client down and tell them to stop eating takeaways, as they are not healthy and are not helping them loose the weight that they need to lose to stop their health from being at risk. If the client is finding it hard to do this on his or her own, they may join a group or team such as ‘weight watcher’ where there are other clients in the same situation as them. Therefore, they can encourage and help each other through it.
Non-verbal communication is communicating with another person without words. It is a wordless message from a sender to a receiver. The message is sent via gestures, touch, body language, posture facial expressions and eye contact. People can also non-verbally communicate through objects or artefacts such as a person’s hairstyle or way of dress may give off a message about the person.
Oral/verbal communication tends to include aspects of non-verbal communication to help overcome factors that may inhibit or stop the oral communication from being as effective.
It is important that factors that affect oral communication can be overcome especially in a health and social care environment because both service users and service providers need to understand what is going on around them so good quality care is provided and received. Factors that affect oral communication can include:
Accents and colloquialisms, people from other areas tend to have different accents, and ‘common spoken expressions that are regional.’ ( -17/09/2012 18:57) otherwise known as colloquialisms. The problems with these are that sometimes people from different regions cannot understand what each other are saying because their accents are too different or they do not know the colloquialisms of the region; affecting the communication between them.
This can have a massive impact in health and social care environments. For example, in a school a teacher may misunderstand, what a student said and mark the answer as wrong when it was right just said with colloquialisms that the teacher did not understand. This could have had an impact on the students self esteem and make them feel disempowered to answer questions in the future.
To overcome this factor if a service user or provider has a strong accent they should talk clearly and slowly to make sure everything said has been taken in and understood; and service providers should be advised to not use colloquialisms. Active listening could be used to double check that the information been digested correctly.
People in certain Age groups, cultures and genders can also have different colloquialisms, which can make it hard in a health and social care setting for service providers or users who are not in the same age group, culture or genders to understand what the other person is trying to say.
So it is advised for service providers to not use colloquialisms. For example if a service provider of a different age group to the service user tries to use colloquialisms of the services users’ age group. The service user may find this patronising which could have a damaging affect to the development of a rapport between them.
Sometimes the length or complexity of the sentences you are saying can have an effect on the other persons understanding. This can have an impact in a health and social care setting because if a carer uses complicated words that a service user does not understand then the information passed on is going to be muddled and not digested properly. For example, a General practitioner in a doctor’s surgery may tell a service user what is affecting their health and wellbeing, but use complicated and professional words to describe it, which the service user does not understand. The service user may feel embarrassed to voice that they do not understand and walk away not knowing what is wrong with them, which could lead to their illness not being treating and even getting worse.
The length and complexity of a sentence by a service provider can change depending on the health and social care environment they are in. Such as a carer to another carer, may use lengthy words to describe a service user’s welfare. But when the carer is talking to the service user about their welfare them may use shorter and less complicated sentences to make sure the service user understands and takes in everything that is said. This will also help the service user feel valued as they carer has explained it in a way that they understand so it shows that carer wants the service user to understand.