I have actively listened to what my group member had to say. Listening is a process that requires energy and concentration as only a part might be heard of what was said. (Anderson 1990)As active listing requires responses I have used short verbal responses to acknowledge that I am hearing what the other person was saying. Those paralinguistic responses were such hmm and ah showed that I was listening.
In a health care setting effective listing is very important, therefore I believe that professional may miss something important about a patient/ service user when full attention is not fully paid to the message. (Anderson 1990)
The factors that enhanced effective communication within our group was had a set objective which would make a difference on what we think professionalism mean in different professions. When we had to give feed back to the rest of the classroom we all supported each other with the answers. In the process of communication assertiveness was lacking within our group. For example when at times I felt differently on certain aspects of our conversation I feared to say what I thought.
The overall objective has enabled us as a group to make the best of time that we had.
The lecturer was our facilitator. The facilitator used the meaning dimension. This model has dimensions that can be used to make decisions in a group. (Burnard 1997) Our group facilitator listened to feedback and than explained what have been said so all members made sense of what is happening.
When the discussion took place about professionalism my group was still at the second stage in its development. This stage is called the storming stage. (Burnard 1997).
I believe that in nursing the ability to work in a team is one of the key elements. (Sully and Dallas 2005)The reasons that enhance effective interpriffesional team work is the clear goals that are set by the teams to make the significant different for the patient. When the members are competent, committed and know the expected standards of excellence that that also enhance interproffesional team work. Team work between nurses and multidisciplinary team is important, the more effective the teamwork the better the client care (Hogston and Simpson 1999)
When the intereprofessionl team work don’t support each other and don’t have a leader who has a vision of the outcome of what the team is to achieve than that inhibit effective interprofessional work. Also factors such as budgets and resources can inhibit team wok. For example when nurses would like to work collaboratively to solve a problem, the manager might cut down the time on collaboration. (Hogston and Simpson 1999)
Factor such as trust and respect also contributes to effective team work. This could be partly done by understanding key roles of practitioners, values and models of practice in other professional groups.
The adaptation to various roles when working in a team enhances the effectiveness of the group. (Sully and Dallas 2005)
Effective communication between the interprofessionals increases the ability to provide better care. (Sully and Dallas 2005)
Factors that inhibit effective communication within interprofessional team is failure of eliciting available information, also when professional fells to check understanding and does not encourage questions to answers when necessary can inhibit effective communication. (Davis and Fallowfield 1991)
When communicating with my group members I have paraphrased sentences and asked questions to make better understanding of what have been said.
Professionals also need to understand the non verbal as verbal communication. I have learned that my arms folded could mean that I have no interest in the conversation or in what the other person has to say.
“Head and shoulders movements are used to convey interest, level of agreement, defiance, submission or ignorance.”( Kenworthy et al 2002)
My eye contact was maintained fairly well, this was easy thing to do as my group was quiet small. But when giving feedback to other groups in the classroom it became much harder thing to do.
I spoke clearly so everyone could hear me speaking. Taking turns when giving feed back was also done very well. Everyone waited for each person to finish what they were saying.
So what
This discussion prepared me for my placement practice. I was actively involved in communication. It made me realise that I need to use principles of communication within inter professional team.
I have learned why reflection is so important. By reflecting I have gain better understanding of my experience in my group. Also I have not only recalled my experience but made decision on what I am going to do to improve my interprofessional skills.
I have got basis understanding of communication, but in order to become effective communicator reflection is required (Minardi and Riley 1997)
Sully and Dallas (2005) states that we learn about our skills so we can develop both professionally and personally through the process of reflection.
Reflection can be done by using reflective models. I have learned about the three reflective models that can help me and any health care worker to reflect in the future.
Gibbis 1998 reflective cycle is one of the frameworks that enable professionals to reflect on things that can be improved, learned more, and strengthen in the futher. The reflection cycle has six main points:
- Description of what is happening
- Feelings
- Evaluation
- Analysis
- Conclusion
- Action plan
(Kenworthy et al 2002)
The framework proposed by johns (1995) is detailed but with simple questions about other involved especially the professional and the patient. (Johns and Freshwarer 2005)
Now what
Writing this reflection made me aware about the need to improve my assertiveness. Assertive communication is fundamental when passing on important messages to others. (Sully and Dallas 2005) At times I haven’t expressed my self because I feared negative response from group members. To enhance my knowledge about assertiveness I will read more on that subject. When appropriate I will use assertive behaviour.
The thing that I need to work on to be become an effective communicator is to reflect on practice. I must also become more aware of non-verbal communication for example eye contact, is an important factor and influence when speaking, and at times not even speaking to others. I will practice maintaining better eye contact to improve interaction. Also to improve my interaction skills I will concentrate on my body position. I have at times looked too relaxed which made me look uninterested.
I have also decided that from now on I will keep a reflective journal to enable me to reflect back on and draw from as I gain the experience. According to Melanie Jasper that is a good way to start reflective practice. (Bulman and Schutz 2004).
Conclusion
Throughout my assignment I have answered the questions in relation to the interprofessional group work session. I have discussed impact on communication by using Rolfe et al’s reflective model. I have also identified factors that enhance and inhibit effective communication and team wok.
1512 words
References
Anderson, C. (1990) Patient Teaching & Communicating in an Information Age. New York. Delmar Publishers Inc.
Bulman C, Schutz S. (2004) Reflective practice in nursing. (3rd Ed) Oxford. Blackwell Publishing Ltd.
Burnard, P. (1997) Effective Communication Skills for Health Professionals. Cheltenham. Stanley Thornes Ltd.
Davis H, Fallowfield L. (1991) Counselling and Communication in Health Care. Chichester. John Wiley & Sons.
Dunne, K. (2005) Effective communication in palliative care. Nursing Standard. 20 (13) June, 57-64.
Hinchiff S, Norman S, Schober J. (2003) Nursing Practice and Healthcare: A Foundation Text. (4th Ed) London. Edward Arnold.
Hogston R, Simpson P, M. (1999) Foundations of Nursing Practice. London. Macmillan Press Ltd.
Johns, C. and Freshwarer, D. (2005) Transforming Nursing Through reflective Practice. (2nd Ed) Oxford. Blackwell Publishing Ltd.
Kenworthy N., Snowley G. and Gilling C. (2002) Common Foundation Studies in Nursing. London. Churchill Livingstone. (page 260)
Kenworthy N., Snowley G. and Gilling C. (2002) Common Foundation Studies in Nursing. London. Churchill Livingstone.
Minardi H. A., Riley M, J. (1997) Communication in Health Care, A skills based approach. Oxford. Butterworth Heinemann.
Somerville, D. Keeling, J. (2004) A practical approach to promote reflective practice within nursing. Nursing Times. 100 (12) March, 42- 45.
Sully P, Dallas J. (2005) Essential Communication Skills for Nursing. London. Elsevier Ltd.
