Communication Barriers

 • Create a 6–8-slide PowerPoint presentation that describes communication barriers within an interdisciplinary team and how those barriers affect patient safety and health care outcomes. Offer a solution in which you recommend evidence-based strategies to improve communication within the team and explain how the strategies benefit the team and patients.
The ability to effectively communicate as part of interdisciplinary collaboration is essential for patient safety and successful health care delivery.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
o Competency 1: Explain the principles and practices of highly effective interdisciplinary collaboration.
 Describe communication barriers that can occur within an interdisciplinary team.
 Recommend evidence-based strategies to improve communication within an interdisciplinary team.
 Explain how specific communication strategies benefit both team members and patients.
o Competency 3: Explain the internal and external factors that can affect the health of individuals, families, communities, and populations.
 Explain how communication barriers between members of an interdisciplinary team can affect patient safety and health care outcomes.
o Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing professional.
 Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
 Correctly format citations and references using current APA style.
CONTEXT
• Effective communication is important in all organizations and is especially important in the area of health care. Communication can come in many forms, but the crucial factor is whether the communication is effective.
Collaboration among teams is important for the delivery of appropriate medical care and for providing the specialized skills necessary to meet the needs of patients and the public.
Assessing the needs of a community may involve communication across several public service providers and private entities.
Maintaining open communication and collaboration among teams is essential to assess the needs of a community or those of patients and their families within a health care system. The same communication skills must be evident within the interdisciplinary health care team, or across the public and private sectors in a community, in order to promote collaboration and understanding and to provide the utmost quality service.
QUESTIONS TO CONSIDER
• To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
o How might communication styles and perceptions influence clinical-practice decisions?
o What types of patient issues might require interdisciplinary collaboration, both within a health care delivery domain and within a community setting?
ASSESSMENT INSTRUCTIONS
• Imagine you are part of an interdisciplinary health care team in your organization. Although the team has been working together for several months, communication between members is not always efficient or effective, and the situation has become stressful for everyone. The team leader asks you to develop a presentation for the team that addresses the issue.
Preparation
Search the Capella library and the Internet for scholarly and professional peer-reviewed articles on communication. You will need at least three articles to use as support for your work on this assessment.
Directions
Create a 6–8-slide PowerPoint presentation to examine the communication issue and the risk it creates for positive health care outcomes.
o Describe the types of communication barriers that occur within an interdisciplinary team.
o Explain how the communication barriers can impact patient safety and health care outcomes.
o Recommend specific evidence-based strategies to improve communication within the team.
o Explain how the strategies will benefit team members and patients.
Use the notes section of each slide to expand your points and cite your supporting evidence. Also, include a title slide and a reference slide that lists the resources you used in this assessment.
Additional Requirements
o Use APA format for citations and references.
o Be creative. Consider your intended audience.
RESOURCES
• Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Multimedia
Click the links provided below to view the following multimedia pieces:
o Possible Barriers to Communication | Transcript.
Possible Barriers to Communication
There are 4 types of factors that could result in possible barriers to communication during holistic assessment:

Prior to the holistic health assessment, you should account for such barriers, as they could impact the quality of the information that you gather.
Environmental Factors
The environment in which a holistic health assessment takes place is very important. Environmental factors that could pose as possible barriers could be:
• Noise: When children accompany parents, it is important, when possible, to keep the children engaged in some form of play or activity in a way to minimize disruptions. In addition, noise from the bells, telephones, etc in the department could be avoided by using an admissions room for the health assessment.
• Temperature: A room that is either too cold or too hot could pose a barrier with communication during the health assessment.
• Privacy: Allowing for privacy, by having an admissions room available, is always a good option.
• Uniform: The white coats of staff (doctors, nurses) could possibly intimidate patients.
Cultural Factors
The main method of communication between the staff and the patient is through language; therefore, it is essential for you to understand your patients language and vice versa.
Some tips for avoiding this barrier are:
• Avoid jargon.
• Speak clearly and slowly.
• Use trained interpreters or translators, when necessary.
• Have a bilingual liaison service accessible.
Other cultural factors to overcome are health beliefs and values. It is important to understand your patients cultural differences. For example, Vietnamese don’t generally encourage expression of strong emotion).
Physical Disorders
Some physical disorders exhibited by patients can be connected to communication difficulties. Examples may include:
• Stroke: A patient may have difficulty speaking; you may want a close relative to assist in gathering information regarding the patient.
• Heart/Lung Conditions: A patient may produce breathlessness; veer toward asking open-ended questions to the patient.
• Deafness/Blindness: Use Braille when necessary for patients who have a combination of deafness/blindness. Don’t assume all patients exhibit both physical disorders.
Other Disorders
There are several other physical conditions that may impede communication between a health care professional and the patient during the health assessment. These may include:
Age: When talking to an elderly patient, face the patient to allow for lip reading; speak slightly louder than normal and in good lighting conditions; when a patient has a hearing aid, ensure he/she is wearing it and it’s turned on; be sensitive to the needs of the elderly. Avoid discrimination and communicate respect, acceptance, warmth, and empathy to aid in the information-gathering process.
Mental State: Emotions, which can be displayed differently by patients, can impede communication during a health assessment. Tips for dealing with this barrier are:
• Explore how the client is feeling through open-ended questions.
• Use close up observation to elicit any pent-up emotions.
• Use active listening skills to help allay fears and enhance the communication process during the health assessment.
Learning Disability: Another barrier to communication during a health assessment could involve a patient with a learning disability. Tips for dealing with this barrier are:
• Use diagrams, videos and special communication techniques such as Makaton.
• Demonstrate patience, respect and warmth.
Subject: Sometimes the subject being discussed by the healthcare professional is uncomfortable for the patient. Tips for dealing with this barrier are:
• Be sensitive during the assessment process.
Patient Unable to Ask Questions: Sometimes patients have questions to ask, but do not do so. Tips for dealing with this barrier:
• Create an atmosphere which encourages questions.
Use of Computer-Mediated Communication: The use of computers is common in healthcare today. Some patients are concerned about confidentiality. Tips for dealing with this barrier are:
• Be sensitive in the use of computers.
• Ensure maintenance of confidentiality.
References
• Crouch, A. & Meurier, C. (2005). Health Assessment. Malden, MA: Blackwell

Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
o Brown, J., Lewis, L., Ellis, K., Stewart, M., Freeman, T., & Kasperski, M. J. (2011). Conflict on interprofessional primary health care teams – can it be resolved? Journal of Interprofessional Care, 25(1), 4–10.
o Gilardi, S., Guglielmetti, C., & Pravettoni, G. (2014). Interprofessional team dynamics and information flow management in emergency departments. Journal of Advanced Nursing, 70(6), 1299–1309.
o Garon, M. (2012). Speaking up, being heard: Registered nurses’ perceptions of workplace communication. Journal of Nursing Management, 20(3), 361–371.
o Wagner, J., Liston, B., & Miller, J. (2011). Developing interprofessional communication skills. Teaching and Learning in Nursing, 6, 97–101.
o Boykins, A. D. (2014). Core communication competencies in patient-centered care. ABNF Journal, 25(2), 40–45.
o Groves, W. (2014). Professional practice skills for nurses. Nursing Standard, 29(1), 51–59.
o Frederick, D. (2014). Bullying, mentoring, and patient care. AORN Journal, 99(5), 587–593.
o Ndoro, S. (2014). Effective multidisciplinary working: The key to high-quality care. British Journal of Nursing, 23(13), 724–727.

Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
o Proper Patient Care – Team Communication | Transcript.
o HTTPS://WWW.YOUTUBE.COM/WATCH?V=CEJ6RVOKWQU
o Interprofessional Team | Transcript.
o HTTPS://WWW.YOUTUBE.COM/WATCH?V=6SDHH4HLKCY
o Transforming Conflict to Collaboration in Healthcare | Transcript.
o HTTPS://WWW.YOUTUBE.COM/WATCH?V=XY3GCN1I5TI
o Interdisciplinary Team Care: Case 1 | Transcript.
o HTTPS://WWW.YOUTUBE.COM/WATCH?V=BYDUZL5ZUL0
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required.
o Clark, C. C., & Paraska, K. K. (2014). Health promotion for nurses: A practical guide. Burlington, MA: Jones & Bartlett.
 Chapter 3.

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