3. The specific goals of communication for health professionals: 1
CHAPTER OBJECTIVES
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• Understand the difference between the overall goal and specific goals of communication for health professionals
• State the role and purpose of introductions
• Understand the characteristics of a good introduction
• Demonstrate skills in introductions
• Recognise the scope of introductions
• Understand the importance of skills in providing information, specifically informing, instructing and explaining
• Demonstrate understanding that providing information is a two-way process that requires organisation, appropriate ordering and timing, and summarising.
The overall goal of all health professionals is to provide family/person-centred practice, which requires mutual understanding and a therapeutic relationship (see Ch 2). This goal should guide every interaction between health professionals and those seeking their assistance. There are, however, specific goals that also guide communication for health professionals. These specific goals may vary from one interaction to another. The first part of this discussion (Ch 3) examines the two major goals of
• Making verbal introductions
• Providing information.
Making introductions and providing information are two specific goals for communicating in the health professions. Many other goals for communicating fall within these two areas. The second part of the discussion relating to the specific goals of communication in the health professions examines the skills of i) gathering information (through interviewing and the related skill of questioning); ii) comforting; and iii) confronting. These skills require specific management to ensure appropriate outcomes for all individuals involved in an interaction, and it is for this reason that they are considered separately in Chapter 4.
Making verbal introductions
In family/person-centred services, the initial purpose of every health professional is to introduce themself, their role and their workplace environment. Introductions are a form of giving information, and many overlook their significance and potential impact. Introductions can establish a precedent for any future interactions with the individual; they ‘set the tone and the scene’ (Harms 2007). Through introductions, the person listening learns about the person introducing themself – this establishes the reliability and trustworthiness of the health professional. Introductions also demonstrate interest in the listening person and in the circumstances surrounding that person. Introductions should reassure the listening person, allowing them to decide whether they will continue listening. They should produce a sense of confidence that means the listening person will willingly invest in any future interactions.
In the health professions, the person listening – whether the person seeking assistance or a related person – is often vulnerable (Milliken & Honeycutt 2004). People often feel unsure of and overwhelmed by their circumstances and the generally unknown environment surrounding the health professions. This may be the case for new colleagues (including colleagues unfamiliar with the particular context) and students, in addition to individuals seeking the specific assistance of a health professional (Higgs et al 2005).
REFLECTION
Every introduction should reflect the essential characteristics that demonstrate family/person-centred practice.
• What generally occurs during an introduction?
• What constitutes a good introduction when you are in a new environment and do not know anyone?
• What makes introductions different for a health professional?
• What should the health professional introduce?
Remember: The people you are assisting are vulnerable and may feel disconnected. Consider what you might need to know if you were in their place.
Introductions generally provide information that allows the speaker and listener to achieve mutual understanding and establish whether they share a common experience or intent. The vulnerable person listening to a health professional is certainly listening for answers. In their mind, they have often-unconscious questions they want answered about the health professional talking to them (Harms 2007), for example, Who is this person?, What do they want?, What can they do to help me?, Do they really want to help me?, Can I trust them?, Will they listen to me?, Will they understand me and therefore help me?, Will they really want the best for me?, Will they want what I want?, Are they worth listening to?, Do I want to keep listening?
The verbal message or actual words used may contribute to the answers of only two or three of the questions in the listener’s mind. In fact, during their first introduction the manner and non-verbal messages (see Ch 12) sent by the health professional will provide the most powerful message to the person seeking their assistance (Devito 2007). Both verbal and non-verbal messages influence future interactions and future collaboration between the person and the health professional.
Introducing yourself and your role
Some health professions are unknown or commonly misconstrued in the public mind. In such cases, preconceptions are equally challenging. It is important to use a clear and easy-to-understand explanation of the role of the profession. The use of professional jargon and potentially confusing descriptions must be avoided in this explanation. It may be useful to include specific examples of the role of the particular health profession in the specific setting or context. It may be important when explaining a role to understand the role of other health professions, because this may assist in dispelling confusion about the role of the profession in question compared with that of the other health professions. A written explanation can be helpful when working with adults and may address any misconceptions concerning the role of a particular health profession (Johnson & Stanford 2005).
Failure to introduce a particular role, or at least to question and clarify their understanding of the role, may result in a misunderstanding that is difficult to correct. More importantly, the people who require assistance may not receive the appropriate service. This certainly limits the possible outcomes for those who seek assistance.
REFLECTIVE ACTIVITY
• Write down the role of your health profession.
• Introduce yourself and explain your role to
– Someone from your health profession. Do they understand you? Do they agree?
– Someone from another health profession. Do they understand you? Do they agree? Discuss their perception of your health profession.
• Do you need to adjust your explanation because of the above responses?
Introducing the unfamiliar environment
There is usually an element of uncertainty and anxiety for an individual entering an unfamiliar environment (Purtilo & Haddad 2002). New environments create questions about a number of things – the physical layout of the environment, the people in the environment, the emotional safety and predictability of the environment, the possible events that will occur within the environment and, for some, survival within the new environment.
These questions and the overall goal of a health professional determine the order of an environmental introduction. Thus, the first part of an environmental introduction is usually introducing the physical environment. Essential information for all newcomers to an unfamiliar environment includes the location of the toilet! Introducing the physical environment does not merely assist in the orientation of the person but also allows the health professional and the person to begin progressing through the steps that facilitate family/person-centred practice.
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