Running Head: VERBAL COMMUNICATION 1

Verbal Communication

A Communication in Nursing Research Paper

Mary Angelica Ong

Louisiana State University

Audience

Nursing Students
Running Head: VERBAL COMMUNICATION 2

Preface:

In the category of focus, I give myself a one because while I am reading my

paper, I find that my focus is more about a nurses relationship with her patients and
coworkers rather than about verbal communication. In the category of organization, I
give myself a two because I think that I know what topics I want to talk about and I can
tie the paragraphs together. In the category of development, I give myself a one because I
dont think that I added a lot of details in my paper and as well as explanations as to why
I use the quotes that I did. For the audience awareness and voice, I give myself a one
because I dont think that my audience is clear.
Three concerns that I have are my focus, audience awareness, and development. I
need to work on how to make sure that verbal communication can easily be spotted as my
focus and not relationships. I also need to make sure that my audience is clear and that I
have the appropriate tone for my paper. Development is also another concern for me
because the quotes that I may have used may not be enough to justify what I am trying to
say.

Introduction:

There are different modes of communication, each having equal importance in the

field of nursing. These different types of modes are written, verbal, nonverbal or

therapeutic, and visual communication. Verbal communication is not limited to just

patients; it goes beyond the workplace as well. A nurse should be able to distinguish how

to properly use verbal communication with his/her patients, coworkers, as well as to

know how to approach a patient.

Overview of Genres:

Verbal communication plays an important role in nursing. Nurses use verbal

communication to make sure that necessary information are getting across not only to

their patients, but as well to their coworkers. Being a nurse requires for one to give clear,

precise, and easy to follow instructions. Nurses have to be aware of their tone and

language when talking because not everyone has the same level of education of a nurse.

Nurse-to-Patient :
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Nurses are exposed to many different kinds of relationships, but the most

important relationships that they have to maintain are with their patients. As a nurse,

using the proper verbal skills with a patient can make a difference in the level of care a

patient receives. According to the article, Communication in Nursing Practice from

National Institutes of Health states, Communication betweennurse-and-patient is a

process that begins with the first contact of the two and lasts as long as the therapeutic

relationships (Kourkouta and Papathanasiou). This just shows how important it is to

make sure that nurses start off in the right foot with their patients.

Nurses also have to be aware that they talk is in the same level as their patient.

This means talking to the patient in the level that they can understand and process. One

way to see if the patient truly understands what he/she just said is to have the patient

repeat it back to them. The purpose of the article Educational Role of Nurse in Chronic

Disease Control from Public Health Records is to educate or inform current and future

nurses by providing examples of ways a nurse can make sure he/she is communication

effectively with the patient. By asking questions like wont you show me how you do

it or now lets review what we said will help a nurse see where the patient is

comfortable and where the patient is uncomfortable (1104). Allowing for the patient to

demonstrate what they were just taught will ensure the nurse that patient clearly

understands. It is clear that the way nurses communicated is key to having a good

relationship with a patient.

Nurse-to-Coworkers:

A nurses relationship goes beyond just the patient; they also establish a

relationship with their coworkers and again have to adjust on how they communicate to
 Running Head: VERBAL COMMUNICATION 4

one another. Nurses are in a competitive setting thus; complications with one another can

arise. Being able to communicate with one another can ease the tension between

coworkers: The purpose of the article Carefronting from Nursing Leadership is to

inform nurses on how carefronting works by providing steps to solve a misunderstanding.

Below is an excerpt of the article.

Truthing it: A simplified speech style. Truthing it
encompasses the willingness and ability to listen
deeply, empathetically, and accurately to assure
understanding of others points of view. Truthing
also encompasses speaking simply, I want to hear
you accurately and speaking honestly, I want to
share my feelings and attitudes with you; I want to
be heard; I care about our relationship.
Inviting change: Careful confrontation.
Carefronting invites change but does not demand it.
Inviting change means focusing feedback on the
behavior, not the person; on observations, not
conclusions; on descriptions, not judgments; and on
ideas and alternatives, not on advice and answers.
Inviting change encompasses clear, simple
descriptions and observations couched in concern
and caring. Invite change by carefronting caringly,
gently, constructively, and clearly.
Ending blame: Forget whose fault the conflict is.
Confrontation that endeavors to place blame
inevitably evokes resistance and resentment.
Carefronting ends the blame game, leading to the
real questions: What is the respectful thing to do
now? Where do we go from here? When do we start
to discuss the conflict? If not now, when? If not us
who cares enough about our goals, such as patient
safety, who will end blame and work toward the
professional practice we deserve?
Peacemaking: Getting together again. Nurse
leaders who are peacemakers are caring people who
dare to be truly present in conflict situations,
listening and caring for all stakeholders.
Peacemakers care enough to confront and drop the
demands of the past. Peacemakers are nurse leaders
who value others and who have rediscovered that
the values that shape their decisions must be lasting
values consistent with the values of the profession.
Owning anger: Let both your faces show. Anger is
both a positive, self-affirming emotion and a
demand. When one feels ignored or rejected, the
normal response is anger. I am a person of worth, I
demand that you recognize and respect me. Each
person, regardless if the context is a practice or
educational setting, is responsible for choosing how
they respond and react to others when conflicts
occur.
Giving trust: A two-way venture. Trust undergirds,
connects, and integrates all human emotions. Trust,
which is essential in work relationships, is grounded
in authentic self-disclosure. Trust confronts openly,
frankly, respectfully, and responsibly, trusting that
the other person will assume his or her
responsibility to be equally honest and frank. Such
trust releases demands and accepts apologies.
Getting unstuck: The freedom to change. Getting
unstuck means owning responsibility for ones part
in the conflict and refusing to waste time in
assigning blame. Getting unstuck means accepting
accountability for behavioral changes that accept
responsibility for the present conflict and focusing
on what can be is shared.
Kupperscmidt and Sherman

The excerpt above lists some strategies of carefronting a nurse can do. It explains

how to come to an agreement with one another so that they can offer a better care service.
Running Head: VERBAL COMMUNICATION 5

This excerpt from Carefronting is a great example of how verbal communication is

important in the field of nursing.

Asking Questions:

The way that a nurse develops a good communication with his/her patients is

through the way that they talk. It is important to let ones patient know that they are going

to be taken care of and that they are not to be blamed. The purpose of the article

Validation Therapy from The Encyclopedia of Elder Care is to inform nurses that they

way they ask questions can make a huge difference in understanding. The article uses 5

key questions: Who? What? Where? When? How? (Burnette and Howell). Notice how

why? was not included. This is because it is very important to avoid asking why

because doing so will only make the patient feel like they are at fault, that they are

responsible for the state they are in. Nurses have to be aware with the kind of questions

that they ask their patients because it can sometimes lead to a misunderstanding.

Common Pitfalls:

There are many pitfalls in the mode of verbal communication. The most common

pitfall is language and cultural barrier. The purpose of the article Cultural Diversity in

Nursing Education: Perils, Pitfalls, and Pearls from Journal of Nursing Education is to

inform nurses how language and cultural differences may appear as poor verbal

communication to others and excellent verbal communications to others. The article

includes an example of how a students proficiency in English was adequate but his

cultural background became a barrier (Bednarz, Schim, and Doorenbos). The student

came from China and thus his actions and the way he talks maybe take in the wrong way.

Conclusion:
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Verbal communication is an important mode of communication in the field of

nursing among side the other modes. It is important for a nurse to distinguish when to use

certain vocabulary when they are with a patient and when they are with their coworkers.

Works Cited

Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education:

perils, pitfalls, and pearls. Journal Of Nursing Education, 49(5), 253-260.

doi:10.3928/01484834-20100115-02
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Burnette, V. and Howell, T. (2013). Validation therapy. In E. Capezuti, The encyclopedia

of elder care: The comprehensive resource on geriatric health and social

care. New York, NY: Springer Publishing Company. Retrieved from

http://libezp.lib.lsu.edu/login?

url=http://literati.credoreference.com/content/entry/spenelderc/validation_t

herapy/0

Drenckhahn, V. (1965). Educational Role of the Nurse in Chronic Disease Control.

Public Health Reports (1896-1970), 80(12), 1103-1106.

doi:10.2307/4592622

Kupperschmidt, B. and Sherman, R.O. (2011). Carefronting. IN H. Feldman, Nursing

leadership. New York, NY: Springer Publishing Company.

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