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Communication Problems in Nursing

"Communication Problems in Nursing” is an activity that utilizes on-line videos, such as those on www.vimeo.com in order to research nursing problems and then to create class screencasts or videos to be possibly posted on the Vimeo website.

Outcomes:

The learner will be able to:

  • Develop vocabulary related to nursing and communication
  • Build oral fluency through creating a screencast or video summarizing research on communication problems in nursing

Preparation:

  • Review vocabulary choice parameters
  • Identify language for students to practice while engaging in the activity
  • Review pragmatics: Language for voicing an opinion and feedback in culturally appropriate way

Delivery:

  1. Introduce the Tool:
    • Clarify participation expectations; grading criteria
  2. View related videos for research
  3. Create a summary of research found:
    • Choose a problem related to dealing with patients and communication problems (could include discussions around non-verbal communication, how stress affects communication, medication affecting communication, etc.)
    • Create a screencast (see www.screencast-o-matic) or video of summarized research
      • No more than 2 -3 minutes in length
      • Focus on just 3 points of information
      • Choose 7-10 key vocabulary words and list and define from this video
      • Develop (in pairs) 3-5 questions related to the video and submit to instructor
      • Provide answers to the questions
  4. Respond by providing feedback:
    • By breaking into groups to discuss the video created, clarify any necessary information by asking questions, and share list of vocabulary words
  5. Conclude with one of these ideas:
    • Write a summary that recommends the created video to the next class, provide justification of chosen video
    • Provide necessary support language (pragmatics) learners should practice orally/focus attention on:
      • Providing feedback appropriately. For example, “I feel that your video is interesting”
      • Giving an opinion orally in a discussion; Summarizing point orally or in written form

The Canadian Language Benchmarks (CLB) skills addressed by this activity are:

  • Listening
  • Speaking
  • Reading
  • Writing

Speaking

ES: Global Description CLB: Global Description ES: Speaking Tasks CLB: Speaking Tasks
Functions:
  • Moderate oral communication demands.
  • Exchanges information.
  • Presents and discusses simple options and advice on choices.
Information:
  • Moderate range of subject matter, familiar topics, usually one main issue.
  • Language is both factual or concrete and abstract.
  • Information content is moderately complex and detailed, deals mostly with facts but may also deal with emotions and opinions.
Context:
  • Gives a short talk or directions to a small group.
  • Selects from a moderate range of formats and styles to present information.
  • Established rules and conventions, mostly familiar situation and setting.
Functions:
  • Presents information in a coherent connected discourse. (6)
  • Gives spoken instructions. (Uses correct sequence of steps, clear reference, correct stress and intonation). (6)
Information:
  • Topics may be familiar, concrete or abstract. (8)

Trains and gives direction and instruction to new employees or informs less experienced co-workers of their duties.

Participates in staff meetings to discuss new products and how to improve work processes.

Gives clear instructions in a workplace situation related to moderately complex technical tasks. (7)

Makes an extended suggestion on how to solve an immediate problem or make an improvement. (7)

Listening

ES: Global Description CLB: Global Description ES: Speaking Tasks CLB: Speaking Tasks
Functions:
  • Moderate oral communication demands.
  • Exchanges information.
  • Coordinates work with several other individuals.
  • Presents and discusses simple options and advice on choices.
Information:
  • Moderate range of subject matter, familiar topics, usually one main issue.
  • Language is both factual or concrete and abstract.
  • Moderate range of general and context specific or technical vocabulary and idiom.
  • Information content is moderately complex and detailed, deals mostly with facts but may also deal with emotions and opinions.
Context:
  • Gives a sort talk or directions to a small group.
  • Selects from a moderate range of formats and styles to present information.
 Functions:
  • Comprehends main points and most important details in oral discourse in moderately demanding contexts of language. (7)
  • Communication is live, or video and audio- mediated. (7)
  • Determines mood, attitudes and feelings. (8)
Information:
  • Understands an expanded range of concrete, abstract and conceptual language (8)
Context:
  • Follows most formal and informal conversations on familiar topics at a descriptive level, at a normal rate of speech, especially as a participant.(7)
  • Interacts in a familiar group with three to five people. (7)

Listens during staff meetings to learn about new equipment, procedures or developments, to evaluate the process or to make suggestions for users.

Listens to a presentation on gardening conditions, procedures and region plants in two different regions. Retells, responds to questions or completes a chart. (7)

Listens to a presentation on basic personality types, learning styles or life styles. Identifies main idea, details and transition points. (8)

Writing

ES: Global Description CLB: Global Description ES: Speaking Tasks CLB: Speaking Tasks
Functions:
  • Brief text that is a paragraph or longer intended to serve a variety of purposes.
Information:
  • A tone which is appropriate for the occasion.
  • Standard spelling and grammar (syntax) expected.

Constructs coherent paragraphs on familiar concrete topics with clear main ideas and some supporting details and with a developing sense of audience.(7)

Reproduces information received orally or visually and can take simple notes from short oral presentations or from reference materials. (6)

Writes incident /accident reports, including detailed description of incident.

Writes an outline or a summary of a longer text. (7)

Gives a detailed description of a simple process. (6/7)