Chapter 5
Communicating with People
GOALS
- Understand communication and how it works.
- Use communication skills to interact with all people in your care, influence behavior, interact with families and teach.
- Describe cultural diversity and how culture may influence behavior.
- Recognize and respect differences among people in your care.
Key Terms
Using Communication to Interact with Others
Communication supports every principle of care—safety, privacy, dignity, independence and infection control. Clear exchanges reduce misunderstanding and build trust.
How Communication Works
Effective communication has five elements that work together to carry a message from sender to receiver and confirm understanding.
| Communication Element | Description |
|---|---|
| Sender | The person who wants to communicate information. |
| Message | The information the person sends. |
| Channel | How the message is sent—verbal, nonverbal, or written. |
| Receiver | The person to whom the message is sent. |
| Confirmation | How the receiver lets the sender know the message was received/understood. |
Use verbal, nonverbal, and written channels alone or combined depending on the person’s abilities and the situation (e.g., demonstrate and describe a skill).
Verbal Communication
- Get attention before speaking; choose words the person understands.
- Use appropriate volume; speak slowly and clearly with a respectful tone.
- Invite confirmation using open‑ended questions.
Nonverbal Communication
Expressions, posture, movement, touch, and appearance can reinforce or undermine messages. Be aware of cultural differences and tactile sensitivity.
Clear Communication in Caregiving
| Your Message | Channel | Positive Meaning |
|---|---|---|
| Knock on the door. | Nonverbal | Respect for privacy. |
| Greet by name and title. | Verbal | Respect for dignity. |
| Introduce yourself. | Verbal | Helps with memory; builds trust. |
| Check the name band. | Nonverbal | Shows concern for safety. |
| Firm but gentle handshake. | Nonverbal | Caring and confidence. |
| Ask permission before care. | Verbal | Person stays in control. |
Written Communication
- Write neatly; use readable size and high‑contrast colors.
- Use simple words; be specific and thorough; spell correctly; sign your note.
- For complex info, combine verbal + written reminders.
Explains how to persuade Mr. Rivera to switch to an electric razor due to anticoagulant medication—using respectful, clear language to support safety.
Using Communication in Special Situations
Difficult Subjects
- Pause; notice your feelings; focus on the sender’s feelings; listen.
- Show interest nonverbally; encourage with open‑ended prompts; follow through.
Communicating with Families
Families are part of the care team. Share appropriate updates, learn preferences/traditions, and route medical questions to nurses/doctors.
Cultural Diversity
Respect heritage, language, religion, diet, and rituals. Ask, don’t assume. See Table 5‑3 for bridging differences.
| Area | How You Can Help |
|---|---|
| Language | Short, clear questions; pictures/flash cards; observe nonverbal cues; use translators when needed. |
| Diet | Note likes/dislikes and religious rules; integrate into care plan. |
| Religion | Offer clergy visits; provide privacy for prayer/rituals. |
| Illness/Death | Respect rituals that do not conflict with care/others; ask about customs before and after death. |
Communicating with People Who Are Visually Impaired
- Announce yourself; describe surroundings and actions; keep layout consistent.
- Use “clock face” descriptions for food placement; offer sighted‑guide technique.
Communicating with People Who Are Hearing‑Impaired
- Gain attention; face the person; reduce background noise; don’t cover your mouth.
- Speak clearly (don’t shout); use gestures/writing; confirm understanding.
Specific Developmental Disabilities
With autism spectrum or right‑hemisphere injuries, explain emotions verbally, avoid misreading lack of eye contact, and respect tactile sensitivity.