Académique Documents
Professionnel Documents
Culture Documents
Communication
Skills
September 2013
Introduction............................................................................................................................................ vi
Module Sessions
Session 1: Components of Communication Process ........................................................................ 1
The development of the training manuals for Certificate and Diploma in Nursing (NTA Level
4 to 6) has been possible and accomplished through involvement of different stakeholders.
The Ministry of Health and Social Welfare (MoHSW) through the Director of Human
Resources Development sends sincere gratitude to the stakeholders including the
coordinating team (Department of Nursing and Midwifery Training), TNI, through AIHA and
the WINONA state University for funding the activity.
The MOHSW would like to thank all those involved during the process for their valuable
contribution to the development of these training materials. The ministry of Health would like
to thank the Assistant Director for Nursing Training section Mr. Ndementria Vermand, and
Ms. Vumilia B.E Mmari (Coordinator for Nursing and Midwifery Training) who tirelessly
led this important process.
Sincere gratitude is expressed to main facilitator: Mr. Golden Masika, Tutorial Assistant
University of Dodoma for his tireless efforts and Mr. Nicolaus Ndenzako Programme
consultant of AMCA inter consultant in guiding participants through the process. Special
thanks go to the team of contributors representing the Health Training Institutions, hospitals
and Universities. Their participation in meetings and workshops and their inputs in the
development of the content for each module have been invaluable. It is the commitment of
these participants that has made this product possible.
Supporting staff:
Daniel Muslim Driver, Ministry of Health and Social Welfare
Fatuma Mohamed Health Librarian, Ministry of Health and Social Welfare
Mbaruku A. Luga Driver, Morogoro School of Public Health Nursing
Roselinda RugemaliraAdm. Secretary, Tanzania Nursing & Midwifery Council
Veronica Semhando Secretary Ministry of Health & Social Welfare
George Laizer System Analyst Ministry of Health & Social Welfare
Silvanus Ilomo System Analyst Ministry of Health & Social Welfare
Violet Mrema Adm. Secretary, Ministry of Health and Social Welfare
Walter Ndesanjo System Analyst, Ministry of Health and Social Welfare
In 2007 the Ministry of Health and Social welfare (MOHSW) started the process of
reviewing the nursing curricula at Certificate and diploma level. In 2008 refined and
developed NTA Level 4 to 6 Nursing Curricula and in the same year 2008 started the
implementation. The intention was to comply with the National Council for Technical award
(NACTE) Qualification framework which offers a climbing ladder for higher skills
opportunity. Advanced Diploma awards are not among the awards of the council and do not
conform to NACTE framework. Therefore, institutions offering Advanced Diploma in
nursing are required to either offer Ordinary Diploma (NTA Level 6) or develop its capacity
to offer Bachelor’s Degree (NTA Level 7&8).
These programs have been developed in line with the above consideration aiming at
providing a room for Nurses to continue to a higher learning and achieve advanced skills
which will enable them to perform duties competently. In addition, WHO advocates for
skilled and motivated health workers in producing good health services and increase
performance of health systems (WHO World Health Report, 2006). Moreover, Primary
Health Care Development Program (PHCDP) (2007-15) needs the nation to strengthen and
expand health services at ALL levels. This can only be achieved when the Nation has
adequate, appropriately trained and competent work force who can be deployed in the health
facilities to facilitate the provisions of quality health care services.
In line with these new curricula, the MOHSW supported tutors by developing quality
standardized training materials to accompany the implementation of the developed curricula.
These training materials will address the foreseen discrepancies in the implementation of the
new curricula. NTA level 8 training materials have been developed after Curricula validation
and verification.
This training material has been developed through writers’ workshop (WW) model. The
model included a series of workshops in which tutors and content experts developed training
materials, guided by facilitators with expertise in instructional design and curriculum
development. The goals of Writer’s Workshop were to develop high-quality, standardized
teaching materials and to build the capacity of tutors to develop these materials. This product
is a result of a lengthy collaborative process, with significant input from key stakeholders
(NACTE, MOHSW, AIHA and WINONA University) and experts of different organizations
and institutions. The new training package for NTA Level 4-6 includes a Facilitator Guide
and Student Manual. There are 28 modules with approximately 520 content sessions
The vision and mission of the National Health Policy in Tanzania focuses on establishing a
health system that is responsive to the needs of the people, and leads to improved health
status for all. Skilled and motivated health workers are crucially important for producing
good health through increasing the performance of health systems (WHO, 2006). With
limited resources (human and non-human resources), the MOHSW supported tutors by
developing standardized training materials to accompany the implementation of the
developed CBET curricula. These training manuals address the foreseen discrepancies in the
implementation of the new curricula.
Therefore, this training manual for Certificate and Diploma program in Nursing (NTA Levels
4-6) aims at providing a room for Nurses to continue achieving skills which will enable them
to perform competently. These manuals will establish conducive and sustainable training
environment that will allow students and graduates to perform efficiently at their relevant
levels. Moreover, this will enable them to aspire for attainment of higher knowledge, skills
and attitudes in promoting excellence in nursing practice.
Learning Tasks
By the end of this session, students are expected to be able to
Define communication
Explain the concept and process of communication
Describe barriers to effective communication
Explain the components of the communication process
Utilize the components of communication during patients/clients
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
SESSION OVERVIEW
Feedback
Effective use of communication will play an important role in the nursing care career and
personal life.
It is the foundation on which interpersonal relationship are built.
The art of communication does not come naturally, you must learn it.
Effective communication requires the ability of sender and receiver to:
o Listen
o Pay attention
o Receive what the other is trying to communicate
o Respond verbally or non-verbally (i.e. use feedback)
Barriers to Communication
Messy desk, with other patients’ information all over the table
Interruptions and distractions
The door is open and there are people nearby who can hear their interaction, so there is no
privacy to ensure confidentiality
Not looking directly at someone when he/she is talking. In this picture, the clinician is
taking a call on his mobile phone and not talking to the patient.
Looking out the window
Looking at the clock or watch
Starting to speak to someone else
Shuffling papers
Person A Person B
ASK each group to select a speaker, a listener and an observer for the first round (speaker
and listener will switch roles for the second round so they are given a chance to play both
roles).
TELL the speakers to choose any topic that interests them, something that they feel they can
speak about for 2 minutes.
TELL the observer to pay attention to both the speaker and the listener, in order to provide
feedback regarding both of their verbal and non-verbal communication skills.
CONDUCT a large group discussion using the following questions after each student has
had a chance to be the speaker:
How did you feel to speak for 2 minutes without being interrupted?
Did you feel that your partner was listening to you? Why or why not?
Did you feel that your partner understood you? Why or why not?
How did you know that your partner was listening and understanding?
LEAD students to the possible answers: non-verbal tools: facial expression, body language,
posture, agreeing phrases (um-hum)
ASK questions for the observer: Did you think the listener was showing active listening?
Why or why not? What could he or she do better?
SUMMARISE the activity with the following points: This exercise demonstrates the impact
of verbal and non-verbal communication. Through this exercise we have learned the
necessity of being aware of both verbal and non-verbal communication in the healthcare
setting. Tell them that actions speak louder than words
Communication process has five components which include sender, message, channel,
receiver and feedback.
Effective communication is when there is shared meaning and understanding between
sender and receiver using the correct channel.
Effective communication can be either verbal or non-verbal.
Effective communication can be blocked by barriers from the sender and/or the
receiver.
Effective communication enhances the working relationship between the patient and
the health care worker.
What is communication?
Name two barriers of communication
Mention four skills for effective communication
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam Tanzania: Ministry of Health and Social welfare
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to:
Describe the factors influencing communication
Explain factors influencing effective communication
Explain the advantages of proper communication at the work place
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
SESSION OVERVIEW
SESSION CONTENT
ASK students to buzz in pairs on ‘what are the factors influencing effective communication’
for 2 minutes
SUMMARIZE the responses leading them to correct answers and continue with content
below
Sender
Sender wants to keep information back
Sender does not know exactly what to say
Sender is very much involved in his own affairs
Sender speaks another language than the receiver
Intensity, movements, repetition
Non verbal communication is not according to the words
Receiver
Knowledge and experience
Feelings
Attention
Views, norms, values and culture
Motivation
Mood
Physical condition
Defense mechanism
Client Relations
There are 10 factors that are influencing communication process some of them are
attention, age, gender, social factors and body image.
There are other factors that directly influence effective communication to the sender and
the receiver.
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam Tanzania: Ministry of Health and Social Welfare
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to:
Explain the importance of good relationships with patients/clients and co workers
Explain factors which create and maintain good relationship with patients/clients and co
workers
Utilize the steps of creating and maintaining good relationship with patients/clients and co
workers
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
SESSION OVERVIEW
Good relationship at work place encourage clients to express their thought and feelings
more effectively.
Moreover it builds and maintains rapport within health workers.
Healing requires more than medicine and treatment applications.
Because illness affects the whole person, it is as important to discover the particular
personal meanings woven into the fabric of an illness as it is to address the physical and
psychological origins of the disorder.
In health care, human connections are essential to the healing process and effective health
care delivery.
The nurse becomes a ‘’skilled companion’’ on the illness journey, encouraging,
supporting and challenging the clients as needed.
CHARACTERS:
MARY: A midwife who is newly employed at RCH clinic, not trained in Life Serving Skills
JANE: A graduate of advanced life saving Skills Training
HILDA: A graduate of Basic Life Saving Skill Training
JOYCE: A new RCH client who has come for service.
ASK students volunteer themselves for the role play, being roles of the names as above
JANE and HILDA are sitting in one corner of the clinic talking. MARY is sitting at the
registration table
JOYCE comes in and goes straight to MARY. When JOYCE is approaching MARY,
JANE bursts out in laughter while looking at JOYCE and says, ‘’You are going to a wrong
person.’’
Joyce become puzzled and stands in the middle of the clinic. After two minutes she also
walked out and says, ‘’What type of a clinic is this? I was told I was seeing the wrong person,
yet there is nobody to direct me to the right person. How long do you expect me to wait
here?’’
HILDA called JOYCE back and attended her. Then she went to assist MARY in difficulty
areas and they all become friends.
AFTER a role play, ask students what does the role play mean/teach?
Pre-interaction phase
Introductory phase
Working (maintaining phase) phase
Termination phase
Pre-interaction Phase
This is similar to the planning stage before an interview.
In most situations, the nurse has information about the client before the first face-to-face
meeting.
Such information may include the client’s name, address, age, medical history, and social
history.
Termination phase
Nurse and client accept feeling of loss.
The client accepts the end of the relationship without feelings of anxiety or dependence.
The desired outcome of the nurse-client relationship is to find meaning in the illness
experience related to the specific health needs or problems for which a client is seeking
health care interventions.
There are four stages for creating and maintaining good relationship these are:
o Pre-interaction phase
o Introductory phase
o Working (maintaining phase) phase
o Termination phase
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Kozier, E.R.B. (2008).Fundamentals of Nursing, Concepts, Process and Practice. (5th
ed).New York: Lippincott Williams & Wilkins
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam Tanzania: Ministry of Health and Social welfare.
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to:
Explain verbal and non-verbal communication
Explain advantages and disadvantages of verbal and non-verbal communication
Use verbal and non-verbal communication when communicating with patients/clients and
co workers
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
SESSION OVERVIEW
Non-Verbal Communication
Is sharing information without using words or language
It is also called body language.
The following are some of the common non-verbal ways of communication
Personal space
Each person has an area around him or her varies from person to person and across
cultures. Try not to violate the outermost boundary of a person’s space.
If you are too close, you invade the person’s space, if you are too far away, you risk
isolating the person.
Eye contact
Eye contact means looking directly into the eyes of the other person.
Lack of direct eye contact has various meanings among cultures.
Facial expressions
Facial expressions convey messages of many emotions: joy, sadness, anger and fear.
Disadvantages
You cannot have long conversation.
Cannot discuss the particulars of your message
Difficult to understand and requires a lot of repetitions.
Cannot be used as a public tool for communication.
Less influential and cannot be used everywhere.
Not everybody prefers to communicate through non-verbal communication.
Cannot create an impression upon people/listeners
ASK students to make pairs and tell a story to each other. You can choose the subject. While
the other is talking, don’t listen; you cannot run away but show in your behaviour that you are
not listening for 1 minute.
ASK students to discuss on how they feel when someone doesn’t listen to you and how it
does feel not to listen to the other for 3 minutes
SUMMARIZE the discussion leading to the correct answers and tell them that the aim of
this activity is to enable students to become aware of your feelings when one is not listening
to you or you don’t listen.
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers, Dar es
Salaam.Tanzania: Ministry of Health and Social welfare
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to:
Define listening, questioning and observing skills
Explain the importance of good listening, questioning and observing skills
Demonstrate skills in listening, questioning and observation during communication
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
SESSION OVERVIEW
SESSION CONTENT
Listening is the ability to focus on the client and what client massages are about or paying
attention to the message they are sending
Questioning skills is the ability of collecting information from the patient through
questions. E.g. open ended question.
Observing skill is the ability of the nurse to collect information from the patient through
different senses. E.g. smell, hearing and touch
ASK one student from each group to tell a short story about his/her life; about growing up,
important people or events in the life.
ASK others to take notes on important issues as their fellow student is presenting a story.
WHEN the story is completed, each of the other students in the group shares his or her
observations with the sharer
AFTER all students have shared their observations, validate their accuracy with the sharer.
Discussion Guide:
Were the underlying themes recorded by the group consistent with the sharer’s
Understanding of his or her communication?
2. Were the interpretations of pertinent information relatively similar or significantly
different?
3. If they were different, what implications do you think such differences have for nurse-
Client relationships in nursing practice?
4. What did you learn from doing this exercise?
SUMMARIZE the responses from students leading to the correct answers and continue with
following content
Listening is the ability to focus on the client and what client massages are about or paying
attention to the message they are sending
Questioning is the ability of collecting information from the patient through questions.
E.g. open ended question.
Observing is the ability of the nurse to collect information from the patient through
different senses. E.g. smell, hearing and touch
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam, Tanzania: Ministry of Health and Social welfare
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to:
List the cues of non-verbal communication
Explain the importance of non-verbal communication with patients/clients
Interpret the non-verbal communication from patients
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
Emotional card for non-verbal exercise
Tutor Tool 6.1: Emotion Cards for Non-Verbal Exercise
SESSION OVERVIEW
SESSION CONTENT
Message expressed through body postures, gestures, facial expressions, and other forms
of non-verbal behavior provides cues or suggestions to a person’s true feelings or beliefs
‘’Action’’ speaks louder than ‘’Words’’.
For example a nurse may give a health talk to a patient about cleanliness and dangers of
smoking, when at the same time her uniform is dirty and smelling of cigarettes.
It will be very hard for the patient to understand what the nurse is talking about
Our deeds (actions) should always match with our words in order to gain the confidence
of our patients.
YOU will require a timekeeper, a recorder and six volunteers who will be actors. Actors will
be given two minutes each
TELL students that this exercise will give students an introduction to non-verbal
communication through the interpretation of emotions.
REQUEST six students to volunteer to be “actors” who will portray one of the emotions
given to them on the card in tutor tool 6.1
HAVE each of the “actors” take an emotion card and tell him/her not to share it with the
audience.
EXPLAIN to students that volunteer actors will come in front of the group to act out an
emotion.
EXPLAIN that the volunteers will act out the given emotion using non-verbal
communication and without talking. The audience will guess what emotion the volunteer is
acting out.
COMPARE the audience guesses to the actual emotion after each volunteer acts out their
emotion.
ASK the volunteers to be seated after all the volunteers have completed their emotion.
USE the following points to summarize the activity and make the connection between non-
verbal communication and the healthcare setting:
Patients will use both verbal and non-verbal communication to express their feelings and
emotions.
Sometimes when it is difficult to express them with words, they may use non-verbal
communication.
This is why it is very important to be aware of and observe non-verbal communication
that the patient may be using.
As a healthcare professional, it is also necessary to be aware of the non-verbal
communication you are communicating.
ASK students to think about effective communication skills that would be useful in these
situations.
SUMMARIZE the responses leading them to the correct answers and continue with the
following content
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam, Tanzania: Ministry of Social welfare and Tanzania
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Anger Fear
Sadness Pain
Impatience Happiness
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to:
Identify health team members involved in rendering health services
Explain the importance of having health team members
Establish and maintain collaboration with health team members in providing health
services
Describe the basics of interacting sensibly with other members of the health care team
List the basics of interaction sensibly with other members of the health care team
Describe critical thinking for problem solving of patient situations and own performance
Describe a friendly and cooperative climate
Identify opportunities for collaboration
Establish cause-effect relationships in clinical situations
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
SESSION OVERVIEW
Increase team member’s awareness of each other’s type of knowledge and skills leading
to continued improvement in decision making.
The team work is governed by trust, respect and collaboration and they are working
toward achieving the same goals.
CHARACTERS:
MARY: A midwife who is newly employed at RCH clinic, not trained in LSS
JANE: A graduate of advanced life saving Skills Training
HILDA: A graduate of Basic Life Saving Skill Training
JOYCE: A new RCH client who has come for service.
ASK students volunteer themselves for the role play, being roles of the names as above
JANE and HILDA are sitting in one corner of the clinic talking. MARY is sitting at the
registration table
JOYCE comes in and goes straight to MARY. When JOYCE is approaching MARY,
JANE bursts out in laughter while looking at JOYCE and says, ‘’You are going to a wrong
person.’’
MARY gets annoyed and walks out of the clinic.
Joyce become puzzled and stands in the middle of the clinic. After two minutes she also
walked out and says, ‘’What type of a clinic is this? I was told I was seeing the wrong person,
yet there is nobody to direct me to the right person. How long do you expect me to wait
here?’’
HILDA called JOYCE back and attended her. Then she went to assist MARY in difficulty
areas and they all become friends.
AFTER a role play, ask students what does the role play mean/teach?
Open communication
Non-punitive environment
Clear direction
Clear and known roles and tasks for team members
Respectful atmosphere
Shared responsibility for team success
Appropriate balance of member participation for the task at hand
Clear specifications regarding authority and responsibility
Clear and known decision-making procedures
Regular and routine communication and information sharing
Enabling environment, including access to needed resources
Mechanism to evaluate outcomes and adjust accordingly
Critical thinking refers to as reflective thinking in relation to evaluation and has a broader
scope than decision making and problem solving
Critical thinking is a manner of thinking that moves from the general to specific ideas or
facts and never narrows the focus until the logic of both the questions and argument come
to the same conclusion.
Problem solving is a systematic process that focuses on analyzing a difficult situation.
Components of Critical Thinking
A set of information and believes generating and processing skills
The habit based on intellectual commitment, of using those skills to guide behavior.
Step 4 Step 2
TAKE APPROPRIATE LOOK AND FEEL
ACTION
Step 3
IDENTIFY THE
PROBLEMS/ NEEDS
Ask and Listen:
This is the first step that must be taken when a problem arise within the working place.
It is important to identify the possible causes of the problem through history taking and
interviewing or look for likely complications and options which can be taken to solve the
problem.
Identify Problem/Need
This is the third step of the problem solving approach.
Using information obtained from the first two steps the health care provider must identify
the problem.
It is important that all identified problems should be taken care immediately
Health team is a group of health personnel from different disciplines who coordinate their
skills to assist a client and /or support persons.
Their mutual goal is to restore a clients’ health and promote health and promote wellness
To maintain the highest level of performance and inter-professional collaboration Health Teams
may need to ensure there is maintenance of a shared focus and regular ongoing communication.
Establishing cause-effect is difficult and critical; especially since the true cause and/or
how to measure it is often unknown.
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam Tanzania: Ministry of Health and Social Welfare
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to
Define the term feedback in communication
Explain the importance of feedback in communication
Identify appropriate means of providing feedback
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
SESSION OVERVIEW
Step Time Activity/Method Content
Presentation,
3 20 minutes Buzz Importance of Feedback in Communication
SESSION CONTENT
Feedback means communicating with other person by providing information on how you
interpret his/her message
SUMMARIZE the responses towards correct responses and continue with the following
content
Feedback means communicating with other person by providing information on how you
interpret his/her message
There are four ways of providing feedback such as verbal or non-verbal, conscious or
non-conscious, spontaneous or on request and formal or informal.
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam Tanzania: Ministry of Health and Social Welfare
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to
Explain the principles of giving and receiving feedback
List the advantages of giving and receiving feedback to patients/clients
Utilize the principles of giving and receiving feedback
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
Session Overview
SESSION CONTENT
Help receiver know about her/his performance, e.g. on skill acquisition during training or
instructions
Enable the giver to express feelings, observations and recommendations
Inform receiver about his/her behavior and how it may affect others
Can correct negative (undesirable) behavior.
The other person is invited to change behavior
Clarifies interpersonal relations; i.e. it increases understanding between people and is thus
assisting in improving their cooperation
ASK them to give positive feedback to each other. To start one person gives feedback about a
good thing in the behavior of the other. Insist them to use the principles of feedback while
giving the feedback.
ASK students how they used the principles to give feedback and what effect the feedback has
on the receiver.
A DIVIDE student in groups of 3 Person A is given a certain situation and gives feedback
to person B. Person C observes how the feedback is given and what the reactions of the
person receiving the feedback are. Person C can also interrupt when the principles of
feedback are no longer observed.
ASK students how they feel after getting feedback. What are the advantages and
disadvantages of giving and receiving feedback?
SUMMARIZE the responses leading them to correct answers and continue with the
following content
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam Tanzania: Ministry of Health and Social Welfare
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins
Prerequisites
None
Learning Tasks
By the end of this session, students are expected to be able to:
Explain the factors influencing effective feedback in communication
Explain the barriers for feedback in communication
Utilize tips on how to overcome barriers of feedback in communication
Resources Needed
Flipcharts, marker pens, masking tape
Black / whiteboard and chalk/white board markers
Projector
Computer
SESSION OVERVIEW
Presentation,
3 10 minutes Barriers for Feedback in Communication
Buzz
Presentation Utilizing tips on how to Overcome Barriers
4 15 minutes of Feedback in Communication
ASK students to buzz in pairs on ‘the barriers of feedback in communication for 2 minutes
The communication cycle may break down at the receiving end for some of these reasons
within health organizations:
Clarity of Purpose: The message to be delivered must be clear in the mind of sender.
o The person to whom it is targeted and the aim of the message should be clear in the
mind of the sender
Completeness: The message delivered should not be incomplete.
o It should be supported by facts and observations.
o It should be well planned and organized.
o No assumptions should be made by the receiver.
Conciseness: The message should be concise.
o It should not include any unnecessary details.
o It should be short and complete.
References
KMTC. (2009). Nursing Procedure Manual. (4th ed). Nairobi: Colorscapes media Ltd.
Marquis, B. L. & Huston, C.J. (2009). Leadership Roles and Management Functions in
Nursing Theory and Application. (6th ed). New york: Lippincott Williams & Wilkins
MHSW. (2000). Quality Assurance Training Guidelines for Health workers. Dar es
Salaam, Tanzania: Ministry of Health and Social Welfare.
Rosdahl, C.B. (1999). Textbook of Basic Nursing. (7th ed). New York: Lippincott
Williams & Wilkins