Effective Communication
Effective Communication
Ahmed Abdelmageed, PharmD Director of Experiential Education Assistant Professor Husson University School of Pharmacy
Husson University School of Pharmacy
Objectives • At the end of the presentation you should be able to: – Define communication and discuss its importance – Identify components of interpersonal communication – Identify common barriers to communication and develop ways to overcome each – Discuss the importance of active listening and constructive feedback Husson University School of Pharmacy
What is Communication? • How people use messages to generate meanings within and across various contexts, cultures, channels, and media. • Communication can take on many forms including gestures, facial expressions, signs, vocalizations (including pitch and tone), in addition to speech and written communication • Effective communication is a two-way process sending the right message, that is also being correctly received and understood by the other person(s) Husson University School of Pharmacy
Why is Communication Important? •
It is estimated that 75% of a person‟s day is spent communicating in some way
•
A majority of your communication time may be spent speaking and listening
•
These communication actions reflect skills which foster personal, academic, and professional success
•
Effective and open communication promotes an awareness of others‟ interests and needs
•
Without effective communication, conflicts can be destructive http://www.iuvotech.com/images/rocks.gif
Husson University School of Pharmacy
The Communication Model • S = Sender • R = Receiver • Message • Feedback • Barriers The goal of communication is for the sender to deliver accurate information and for the receiver to understand the information presented. Husson University School of Pharmacy
Quick Definitions • Sender – The one that initiates the communication
• Receiver – The one that receives the message and tries to decode it to determine what is being asked or requested
• Message – The element that is actually transmitted from one individual to another through various means
• DUH!
• Potential problems? – Many times our responses have hidden messages, almost all the time unintentional Husson University School of Pharmacy
Ill Intention? Sender
Receiver
•
"I think you need to get a daily planner so you can organize your time better to get your homework finished.“
• “I am un-organized and I will never make it as a pharmacist.”
•
“You better remember you only have four days to complete that project.“
• “I am a slacker and I will never make it as a pharmacist.”
•
Do you know the cross hypersensitivity between Penicillins and Cephalosporins?
• “I know this one, YES. I will make a great pharmacist.”
Husson University School of Pharmacy
The Message • The most common place for miscommunication to occur • Various means of transmitting a message: – – – – – – –
Verbally Facial expressions Gestures Body language Posture Eye contact Tone of voice and inflection Husson University School of Pharmacy
Mr. Raymond •
George Raymond, a 59 year old man with moderate hypertension, enters your pharmacy holding an unlit cigar. He comes to pick up a new prescription- an antibiotic for a UTI. Although he knows you personally, he is somewhat hesitant as he approaches the prescription area. He looks down at the ground and mumbles, “The doctor called in a new prescription for me, and can I also have a refill of my heart medication?
•
What is the message?
•
How did you perceive what Mr. Raymond was saying?
•
What else did you pick up on? – Verbal v Non-verbal
•
Potential problem: when there is no congruence between the verbal and nonverbal aspects of the message – „I am not angry but you have really got to pay attention to what you‟re doing.” Husson University School of Pharmacy
Verbal Communication • When we talk to others, they will understand us. Right? • When we speak, only approximately 10% of the words we use get through to others • People bring their own attitudes, opinions, emotions and experiences to an encounter and this often clouds their perception of our message Husson University School of Pharmacy
Non-verbal Communication
http://blogs.glnd.k12.va.us/teachers/rtownsend/files/2009/03/howareyou_grey.gif
How something is expressed may carry more significance and weight than what is said, the words themselves. Husson University School of Pharmacy
Barriers to Effective Communication • Anything that prevents effective communication and transmission of the message 1.
Language Barrier Different languages, vocabulary, accent, dialect represents a national/ regional barriers
2.
Cultural Barriers Age, education, gender, social status, economic position, cultural background, temperament, health, beauty, popularity, religion, political belief, ethics, values, motives, assumptions, aspirations, rules/regulations, standards, priorities can separate one person from another and create a barrier
3.
Individual Barrier It may be a result of an individual's perceptual and personal discomfort
4.
Organizational Barrier The nature of the internal and external environment like large working areas physically separated from others, poor lightening, outdated equipments and background noise are Physical Organizational Barriers. Husson University School of Pharmacy
Barriers to Effective Communication (Cont‟d) 5.
Interpersonal Barrier: Lack of Knowledge of non-verbal clues; different experiences; shortage of time
6.
Attitudinal Barrier: Pre-conceived notions, and distrusted source divides the attention and create a mechanical barrier which affects the attitude and opinion
7.
Channel Barrier: Lack of interest to communicate; information sharing or access problems which can hamper the channel and affect the clarity, accuracy and effectiveness.
Biggest barriers - Time - Lack of feedback - Poor listening skills Husson University School of Pharmacy
Biggest Barrier……..TIME! • Good time management will allow you to maximize the use of your time • You know your schedule and how the day usually goes so you decide on meeting and discussion times • First day is important, set the tone • Reinforcing the importance of time management in pharmacy practice is an important lesson for students Husson University School of Pharmacy
Overcoming Barriers • First day student is at your site – Discuss background, pharmacy experience, career goals and plans – Discuss expectations • e.g. Conduct, ethics, confidentiality
– Fill out necessary paperwork • HIPPA, Name badge, Parking…etc
– Pharmacy tour – Introduction to staff – Rotation Calendar • This will keep your rotation on track and running smooth Husson University School of Pharmacy
Rotation Calendar Monday
Tuesday
Wednesday
Thursday
Friday
28
29
30
31
1
0800-1000 Student Orientation and introduction to staff
0800-1200 Dispensing activities with technician_______
0800-1200 Dispensing activities with technician_______
0800-0900 IPPE workbook
0800-1200 Inventory
0900-1200 Compounding with___________
1200-1230 Lunch Break
1000-1200 Shadow pharmacy staff
1200-1230 Lunch Break
1200-1230 Lunch Break
1200-1230 Lunch Break
1230-1245 How‟s the day going?
1230-1245 How‟s the day going?
1200-1230 Lunch Break
1230-1630 Shadow pharmacy staff
1245-1630 Continue dispensing activities
1245-1630 Continue dispensing activities
1230-1245 How‟s the day going? 1245-1400 IPPE workbook 1400-1630 Continue compounding
1630-1700 Wrap up
1630-1700 Wrap up
1630-1700 Wrap up
1630-1700 Wrap up
Husson University School of Pharmacy
1230-1245 How‟s the day going? 1245-1500 Inventory (Cont‟d) 1500-1600 How was your week? What‟s next?
Overcoming Barriers (cont‟d) • Feedback – The place where miscommunication can be corrected – Receiver and sender change roles. – Can be both verbal and nonverbal – Makes communication a twoway process. – Can be used to determine the level of understanding of the receiver – Must be provided to students throughout the rotation.
http://hercules.gcsu.edu/~hedmonds/images/plato%20cartoon.jpg
Husson University School of Pharmacy
Constructive Feedback •
Focus on behavior rather than personality – Behavior can be changed
•
Be descriptive rather than evaluative – Less threatening and judgmental
•
Focus on your own reactions rather than the other person‟s intentions – Assigning blame is not constructive
•
Be specific – Focus on the issue at hand
•
Focus on problem solving – Improves relationship
•
Provide feedback in a private setting
Husson University School of Pharmacy
Questioning Skills When feedback is used effectively additional questions can be used to elicit the desired response
– The key to getting the desired response is directly related to the type of question asked – e.g. the above example of asking a close-ended question and desiring an answer for an open ended question. http://www.3dissue.com/questions.jpg
Husson University School of Pharmacy
Types of Questions •
Open questions –
•
Closed questions –
•
These pose a theoretical situation in the future
Reflective questions –
•
These check for more detail or clarification
Hypothetical questions –
•
These are used to determine facts. For example “How much did you spend on that”
Probing questions –
•
These are questions that require a yes or no answer and are useful for checking facts
Specific questions –
•
These are useful in getting another person to speak
You can use these to reflect back what you think a speaker has said, to check understanding
Leading questions. –
These are used to gain acceptance of your view
Husson University School of Pharmacy
Active Listening •
Listening is very much an “active” process
•
Research does tell us that there are a number of events that constitute “listening”. The listener: • • • • • • • • •
Determines a reason for listening; Takes the raw speech and deposits an image of it in short-term memory Attempts to organize the information by identifying the type of speech event (inform, request, persuade); Sometimes predicts information expected to be included in the message; Recalls background information to interpret the message; Assigns a meaning to the message; Checks that the message has been understood; Transfers the original message into long-term memory; and Deletes the original information from short-term memory.
Husson University School of Pharmacy
Active Listening (Cont‟d) • When we use our own words to repeat back what we think the student has just communicated, we are clarifying their message. This "feedback" is called active listening • By listening, we can show concern and interest in understanding both the person and the situation.
• Active Listening: – – – – –
Helps students deal with and "defuse" strong feelings. Facilitates problem solving. Keeps the responsibility with the student. Makes students more willing to listen to others. Promotes a closer, more meaningful relationship between preceptor and student
Husson University School of Pharmacy
Factors Affecting Listening • Bias – As good communicators, personal bias and anger must be put aside in order to interpret the message
• Environmental Factors – such as noise and temperature can cause us to focus our attention on other factors besides what the speaker is saying – “How‟s your day going” breaks
• Short Attention Span – As we receive a message, we must attend to it or we will lose it – Ask questions to clarify and to become involved in the conversation
• Rehearsing a Response – Many times we catch the drift of what the speaker is saying and we begin to rehearse a response, thereby missing parts of the message Husson University School of Pharmacy
Factors Affecting Listening (Cont‟d) • Daydreaming – We are capable of receiving and processing information more rapidly than a speaker can deliver it. – Spare time to think or daydream – Concentrate on the message
• Hot Words – We all have certain words that we react to. – Sometimes when a speaker uses a hot word in his/her message we will concentrate more on the meaning of the word, or its implications for us. Consequently, we tend to lose sight of what is being said
• Filtering: – As listeners, we tend to listen to get an overview of what is going to be presented and then simply tune out the rest of the message. Husson University School of Pharmacy
Assertiveness • Direct expression of ideas, opinions, and desires.
• Communicate in an atmosphere of trust. • Conflicts are faced and solutions of mutual accord are sought. • Assertive individuals initiate communication in a way that conveys their concern and respect for others • The process of resolving conflict can lead to growth and increased understanding and respect for others in spite of differences • Constructive feedback Husson University School of Pharmacy
Do‟s of Overcoming Barriers •
Use specific and accurate words
•
Use less of absolute words such as "never", "always", "forever", etc.
•
Express your expectations
•
Write down the plan
•
Be a good, attentive and active listener
•
Ask for clarifications, repetition where necessary
•
Foster congenial relationship
•
Focus on purposeful and well focused communication
•
Give Proper Feedback
Husson University School of Pharmacy
Don‟ts of Overcoming Barriers • Don‟t be a Selective Listener – This is when a person hears another but selects not to hear what is being said by choice or desire to hear some other message
• Don‟t be a "Fixer” – A fixer is a person that tries to find other person's fault
• Don‟t be a daydreamer • Don‟t use too many technical jargons or vague words • Don‟t jump to conclusions immediately • Don‟t interrupt the speakers and distract him/her by asking too many irrelevant questions Husson University School of Pharmacy
Tips for Effective Communication •
Have a positive attitude about communication
•
Work at improving communication skills
•
Include communication as a skill to be evaluated along with all the other skills
•
Make communication goal oriented
•
Approach communication as a creative process rather than simply part of the chore of working with people.
•
Accept the reality of miscommunication. http://www.vsu.edu/Images/ResLife/Images/helpful_tips_image.jpg
Husson University School of Pharmacy
Conclusions • Effective communication is a two-way process
• The goal of communication is for the sender to deliver accurate information and for the receiver to understand the information presented • Congruence between the verbal and nonverbal aspects of the message are key to its proper delivery • How something is expressed may carry more significance and weight than what is said, the words themselves • Time management is an important principle for allocating activities through the rotation effectively Husson University School of Pharmacy
Conclusions • Feedback – The place where miscommunication can be corrected
• By listening, we can show concern and interest in understanding both the person and the situation • Constructive Feedback is essential • The key to getting the desired response is directly related to the type of question asked
• The process of resolving conflict can lead to growth and increased understanding and respect for others in spite of differences
Husson University School of Pharmacy
Questions
http://www.promotionalpro.com/blog/media/questions1.jpg
Husson University School of Pharmacy
References •
Beardsley R, Kimberlin C, Tindall W. Communication Skills in Pharmacy Practice 5th edition. Baltimore. Lippincott Williams & Wilkins. 2008
•
Cuella L, Ginsburg D. Preceptor‟s Handbook for Pharmacists 2nd edition. Bethesda. American Society of Health-System Pharmacists. 2009
•
Effective communication. How to use effective communication skills to solve problems and achieve the success you deserve. Available at: http://www.effective-communication.net/ Accessed on July 20th, 2009
•
Project PARA. Effective Communication with Students, Teachers, & Other Professionals. Available at: http://para.unl.edu/legacy/Communication/Intro.php Accessed on July 28th, 2009
•
Adam Blatner. About nonverbal communication. Available at: http://www.blatner.com/adam/level2/nverb1.htm Accessed on August 4th, 2009
•
TheLife. 10 Tips to Effective & Active Listening Skills. Available at: http://thelife.com/students/people/listen/ Accessed on August 6th, 2009
Husson University School of Pharmacy
Ahmed Abdelmageed, PharmD Director of Experiential Education Assistant Professor Husson University School of Pharmacy
Husson University School of Pharmacy
Objectives • At the end of the presentation you should be able to: – Define communication and discuss its importance – Identify components of interpersonal communication – Identify common barriers to communication and develop ways to overcome each – Discuss the importance of active listening and constructive feedback Husson University School of Pharmacy
What is Communication? • How people use messages to generate meanings within and across various contexts, cultures, channels, and media. • Communication can take on many forms including gestures, facial expressions, signs, vocalizations (including pitch and tone), in addition to speech and written communication • Effective communication is a two-way process sending the right message, that is also being correctly received and understood by the other person(s) Husson University School of Pharmacy
Why is Communication Important? •
It is estimated that 75% of a person‟s day is spent communicating in some way
•
A majority of your communication time may be spent speaking and listening
•
These communication actions reflect skills which foster personal, academic, and professional success
•
Effective and open communication promotes an awareness of others‟ interests and needs
•
Without effective communication, conflicts can be destructive http://www.iuvotech.com/images/rocks.gif
Husson University School of Pharmacy
The Communication Model • S = Sender • R = Receiver • Message • Feedback • Barriers The goal of communication is for the sender to deliver accurate information and for the receiver to understand the information presented. Husson University School of Pharmacy
Quick Definitions • Sender – The one that initiates the communication
• Receiver – The one that receives the message and tries to decode it to determine what is being asked or requested
• Message – The element that is actually transmitted from one individual to another through various means
• DUH!
• Potential problems? – Many times our responses have hidden messages, almost all the time unintentional Husson University School of Pharmacy
Ill Intention? Sender
Receiver
•
"I think you need to get a daily planner so you can organize your time better to get your homework finished.“
• “I am un-organized and I will never make it as a pharmacist.”
•
“You better remember you only have four days to complete that project.“
• “I am a slacker and I will never make it as a pharmacist.”
•
Do you know the cross hypersensitivity between Penicillins and Cephalosporins?
• “I know this one, YES. I will make a great pharmacist.”
Husson University School of Pharmacy
The Message • The most common place for miscommunication to occur • Various means of transmitting a message: – – – – – – –
Verbally Facial expressions Gestures Body language Posture Eye contact Tone of voice and inflection Husson University School of Pharmacy
Mr. Raymond •
George Raymond, a 59 year old man with moderate hypertension, enters your pharmacy holding an unlit cigar. He comes to pick up a new prescription- an antibiotic for a UTI. Although he knows you personally, he is somewhat hesitant as he approaches the prescription area. He looks down at the ground and mumbles, “The doctor called in a new prescription for me, and can I also have a refill of my heart medication?
•
What is the message?
•
How did you perceive what Mr. Raymond was saying?
•
What else did you pick up on? – Verbal v Non-verbal
•
Potential problem: when there is no congruence between the verbal and nonverbal aspects of the message – „I am not angry but you have really got to pay attention to what you‟re doing.” Husson University School of Pharmacy
Verbal Communication • When we talk to others, they will understand us. Right? • When we speak, only approximately 10% of the words we use get through to others • People bring their own attitudes, opinions, emotions and experiences to an encounter and this often clouds their perception of our message Husson University School of Pharmacy
Non-verbal Communication
http://blogs.glnd.k12.va.us/teachers/rtownsend/files/2009/03/howareyou_grey.gif
How something is expressed may carry more significance and weight than what is said, the words themselves. Husson University School of Pharmacy
Barriers to Effective Communication • Anything that prevents effective communication and transmission of the message 1.
Language Barrier Different languages, vocabulary, accent, dialect represents a national/ regional barriers
2.
Cultural Barriers Age, education, gender, social status, economic position, cultural background, temperament, health, beauty, popularity, religion, political belief, ethics, values, motives, assumptions, aspirations, rules/regulations, standards, priorities can separate one person from another and create a barrier
3.
Individual Barrier It may be a result of an individual's perceptual and personal discomfort
4.
Organizational Barrier The nature of the internal and external environment like large working areas physically separated from others, poor lightening, outdated equipments and background noise are Physical Organizational Barriers. Husson University School of Pharmacy
Barriers to Effective Communication (Cont‟d) 5.
Interpersonal Barrier: Lack of Knowledge of non-verbal clues; different experiences; shortage of time
6.
Attitudinal Barrier: Pre-conceived notions, and distrusted source divides the attention and create a mechanical barrier which affects the attitude and opinion
7.
Channel Barrier: Lack of interest to communicate; information sharing or access problems which can hamper the channel and affect the clarity, accuracy and effectiveness.
Biggest barriers - Time - Lack of feedback - Poor listening skills Husson University School of Pharmacy
Biggest Barrier……..TIME! • Good time management will allow you to maximize the use of your time • You know your schedule and how the day usually goes so you decide on meeting and discussion times • First day is important, set the tone • Reinforcing the importance of time management in pharmacy practice is an important lesson for students Husson University School of Pharmacy
Overcoming Barriers • First day student is at your site – Discuss background, pharmacy experience, career goals and plans – Discuss expectations • e.g. Conduct, ethics, confidentiality
– Fill out necessary paperwork • HIPPA, Name badge, Parking…etc
– Pharmacy tour – Introduction to staff – Rotation Calendar • This will keep your rotation on track and running smooth Husson University School of Pharmacy
Rotation Calendar Monday
Tuesday
Wednesday
Thursday
Friday
28
29
30
31
1
0800-1000 Student Orientation and introduction to staff
0800-1200 Dispensing activities with technician_______
0800-1200 Dispensing activities with technician_______
0800-0900 IPPE workbook
0800-1200 Inventory
0900-1200 Compounding with___________
1200-1230 Lunch Break
1000-1200 Shadow pharmacy staff
1200-1230 Lunch Break
1200-1230 Lunch Break
1200-1230 Lunch Break
1230-1245 How‟s the day going?
1230-1245 How‟s the day going?
1200-1230 Lunch Break
1230-1630 Shadow pharmacy staff
1245-1630 Continue dispensing activities
1245-1630 Continue dispensing activities
1230-1245 How‟s the day going? 1245-1400 IPPE workbook 1400-1630 Continue compounding
1630-1700 Wrap up
1630-1700 Wrap up
1630-1700 Wrap up
1630-1700 Wrap up
Husson University School of Pharmacy
1230-1245 How‟s the day going? 1245-1500 Inventory (Cont‟d) 1500-1600 How was your week? What‟s next?
Overcoming Barriers (cont‟d) • Feedback – The place where miscommunication can be corrected – Receiver and sender change roles. – Can be both verbal and nonverbal – Makes communication a twoway process. – Can be used to determine the level of understanding of the receiver – Must be provided to students throughout the rotation.
http://hercules.gcsu.edu/~hedmonds/images/plato%20cartoon.jpg
Husson University School of Pharmacy
Constructive Feedback •
Focus on behavior rather than personality – Behavior can be changed
•
Be descriptive rather than evaluative – Less threatening and judgmental
•
Focus on your own reactions rather than the other person‟s intentions – Assigning blame is not constructive
•
Be specific – Focus on the issue at hand
•
Focus on problem solving – Improves relationship
•
Provide feedback in a private setting
Husson University School of Pharmacy
Questioning Skills When feedback is used effectively additional questions can be used to elicit the desired response
– The key to getting the desired response is directly related to the type of question asked – e.g. the above example of asking a close-ended question and desiring an answer for an open ended question. http://www.3dissue.com/questions.jpg
Husson University School of Pharmacy
Types of Questions •
Open questions –
•
Closed questions –
•
These pose a theoretical situation in the future
Reflective questions –
•
These check for more detail or clarification
Hypothetical questions –
•
These are used to determine facts. For example “How much did you spend on that”
Probing questions –
•
These are questions that require a yes or no answer and are useful for checking facts
Specific questions –
•
These are useful in getting another person to speak
You can use these to reflect back what you think a speaker has said, to check understanding
Leading questions. –
These are used to gain acceptance of your view
Husson University School of Pharmacy
Active Listening •
Listening is very much an “active” process
•
Research does tell us that there are a number of events that constitute “listening”. The listener: • • • • • • • • •
Determines a reason for listening; Takes the raw speech and deposits an image of it in short-term memory Attempts to organize the information by identifying the type of speech event (inform, request, persuade); Sometimes predicts information expected to be included in the message; Recalls background information to interpret the message; Assigns a meaning to the message; Checks that the message has been understood; Transfers the original message into long-term memory; and Deletes the original information from short-term memory.
Husson University School of Pharmacy
Active Listening (Cont‟d) • When we use our own words to repeat back what we think the student has just communicated, we are clarifying their message. This "feedback" is called active listening • By listening, we can show concern and interest in understanding both the person and the situation.
• Active Listening: – – – – –
Helps students deal with and "defuse" strong feelings. Facilitates problem solving. Keeps the responsibility with the student. Makes students more willing to listen to others. Promotes a closer, more meaningful relationship between preceptor and student
Husson University School of Pharmacy
Factors Affecting Listening • Bias – As good communicators, personal bias and anger must be put aside in order to interpret the message
• Environmental Factors – such as noise and temperature can cause us to focus our attention on other factors besides what the speaker is saying – “How‟s your day going” breaks
• Short Attention Span – As we receive a message, we must attend to it or we will lose it – Ask questions to clarify and to become involved in the conversation
• Rehearsing a Response – Many times we catch the drift of what the speaker is saying and we begin to rehearse a response, thereby missing parts of the message Husson University School of Pharmacy
Factors Affecting Listening (Cont‟d) • Daydreaming – We are capable of receiving and processing information more rapidly than a speaker can deliver it. – Spare time to think or daydream – Concentrate on the message
• Hot Words – We all have certain words that we react to. – Sometimes when a speaker uses a hot word in his/her message we will concentrate more on the meaning of the word, or its implications for us. Consequently, we tend to lose sight of what is being said
• Filtering: – As listeners, we tend to listen to get an overview of what is going to be presented and then simply tune out the rest of the message. Husson University School of Pharmacy
Assertiveness • Direct expression of ideas, opinions, and desires.
• Communicate in an atmosphere of trust. • Conflicts are faced and solutions of mutual accord are sought. • Assertive individuals initiate communication in a way that conveys their concern and respect for others • The process of resolving conflict can lead to growth and increased understanding and respect for others in spite of differences • Constructive feedback Husson University School of Pharmacy
Do‟s of Overcoming Barriers •
Use specific and accurate words
•
Use less of absolute words such as "never", "always", "forever", etc.
•
Express your expectations
•
Write down the plan
•
Be a good, attentive and active listener
•
Ask for clarifications, repetition where necessary
•
Foster congenial relationship
•
Focus on purposeful and well focused communication
•
Give Proper Feedback
Husson University School of Pharmacy
Don‟ts of Overcoming Barriers • Don‟t be a Selective Listener – This is when a person hears another but selects not to hear what is being said by choice or desire to hear some other message
• Don‟t be a "Fixer” – A fixer is a person that tries to find other person's fault
• Don‟t be a daydreamer • Don‟t use too many technical jargons or vague words • Don‟t jump to conclusions immediately • Don‟t interrupt the speakers and distract him/her by asking too many irrelevant questions Husson University School of Pharmacy
Tips for Effective Communication •
Have a positive attitude about communication
•
Work at improving communication skills
•
Include communication as a skill to be evaluated along with all the other skills
•
Make communication goal oriented
•
Approach communication as a creative process rather than simply part of the chore of working with people.
•
Accept the reality of miscommunication. http://www.vsu.edu/Images/ResLife/Images/helpful_tips_image.jpg
Husson University School of Pharmacy
Conclusions • Effective communication is a two-way process
• The goal of communication is for the sender to deliver accurate information and for the receiver to understand the information presented • Congruence between the verbal and nonverbal aspects of the message are key to its proper delivery • How something is expressed may carry more significance and weight than what is said, the words themselves • Time management is an important principle for allocating activities through the rotation effectively Husson University School of Pharmacy
Conclusions • Feedback – The place where miscommunication can be corrected
• By listening, we can show concern and interest in understanding both the person and the situation • Constructive Feedback is essential • The key to getting the desired response is directly related to the type of question asked
• The process of resolving conflict can lead to growth and increased understanding and respect for others in spite of differences
Husson University School of Pharmacy
Questions
http://www.promotionalpro.com/blog/media/questions1.jpg
Husson University School of Pharmacy
References •
Beardsley R, Kimberlin C, Tindall W. Communication Skills in Pharmacy Practice 5th edition. Baltimore. Lippincott Williams & Wilkins. 2008
•
Cuella L, Ginsburg D. Preceptor‟s Handbook for Pharmacists 2nd edition. Bethesda. American Society of Health-System Pharmacists. 2009
•
Effective communication. How to use effective communication skills to solve problems and achieve the success you deserve. Available at: http://www.effective-communication.net/ Accessed on July 20th, 2009
•
Project PARA. Effective Communication with Students, Teachers, & Other Professionals. Available at: http://para.unl.edu/legacy/Communication/Intro.php Accessed on July 28th, 2009
•
Adam Blatner. About nonverbal communication. Available at: http://www.blatner.com/adam/level2/nverb1.htm Accessed on August 4th, 2009
•
TheLife. 10 Tips to Effective & Active Listening Skills. Available at: http://thelife.com/students/people/listen/ Accessed on August 6th, 2009
Husson University School of Pharmacy
