Name of student teacher Name of guide Name of subject Name of topic Class/ Group/ Batch Date of presentation Time

of presentation Duration Venue Method of teaching Audio Visual Aids Previous Knowledge of Group

Teaching on Barriers of communication - Mr. Chris Thomas - Nursing Management. - Barriers of communication. - IVth Year BSc Nursing - 13/06/12 - 9.30-9.45 am - 15 minutes - Lecture Hall - Lecture method. - Black Board, Transperancy,Power Point,Video clip,Chart, hand out,role play,flannel board - Students are aware about communication

GENERAL OBJECTIVE At the end of teaching session on Barriers of communication,students will be able to understand different barriers of communication and able to overcome those barriers of communication. SPECIFIC OBJECTIVES At the end of classroom teaching on Barriers of Communication:1. Student defines Communication 2. Student states the elements of communication. 3. Student enlists different barriers of communication 4. Student explains physical barrier of communication 5. Student identify psychological barrier of communication

PRAVARA INSTITUTE OF MEDICAL SCIENCES(DU), COLLEGE OF NURSING,LONI

TEACHING ON BARRIERS OF COMMUNICATION

SUBMITTED

By-Mr.Chris Thomas,1st year MSc Nursing

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Specific Objective Student gain interest on the topic

Content Introduction Communication is a process involving the sorting, selecting and sending of symbols in such a way to help the listener perceive and recreate in his/her own mind the meaning contained in the mind of the communicator. The process of communication is often much more complex than it appears. But there are many problems which adversely affects the transmission from sender to the receiver. These are called as barriers of communication. Definition of Communication

Teaching-Learning Activity Teacher introduces the topic by illustrating example. Eg- Linguistic barrier. Teacher asks question to the students. Teacher lists down the objectives of lecture on blackboard.

A.V.Aids Blackboard

Evaluation

Student defines Communica tion

Teacher defines Transperancy communication using 1. Communication is the process of transmitting information transperancy. Teacher asks from one person to another.- (Criffin) definition of communication 2. The interchange of thought or information to bring about to students. Student takes mutual understanding and confidence or good human the notes. relation. Teacher states elements of communication by giving example. Student listens well Cartoon Flannel board

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Student Elements of Communication. states the I) Sources or sender elements of The person or objects which pass information or ideas to communicat other persons is known as sender or source. ion II) Ideas This is the subjects matter of communication. This might be opinions, attitudes, feelings, view, suggestions, order etc.

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Specific Objective

Content III) Channel The symbols are transmitted through certain channels, eg. radio, telephone, speech, written message, gestures etc. depending upon the relative distance between the sender and the receiver. IV) Receiver Receiver is the person to whom the message is meant for. V) Feed Back Feed back is the response from the receiver. Feed back is necessary to ensure that the receiver has received the message and understood it in the same sense as a sender wants. Communication Process:Sender Idea Channel Receiver

Teaching-Learning Activity

A.V.Aids

Evaluation

Feedback 4 Student Teacher enlists different Barriers of communication enlist The word barriers means hindrances or hurdles or difficulties barriers of communication different by using chart. Students or problems. barriers of take the notes. communicat 1. Physical barrier ion 2. Psychological barrier 3. Mechanical barrier 4. Organizational barrier Chart Flannel board SAQ

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Teaching-Learning Activity

A.V.Aids

Evaluation

5. Semantic barrier 6. Personal barrier 7. Cross-cultural barrier 8. Gender barrier 9. Perceptional barrier Student Physical barrier of communication explain i) Physical health: Inability to receive when ill. physical ii) Poor hearing: Born deaf, lost hearing due to accident, barrier of excess use of ear phone. communicat iii) Environmental disturbances: Lack of privacy ,traffic ion nuisances, loud speakers, unwanted noise, bright light, unusual sight or any other stimulus providing a potential distraction, any other physical barrier between sender and receiver. Student identify psychologic al barrier of communicat ion Psychological barrier of communication i) Unclear message from sender ii) Lack of interest and lack of listening iii) Communication overload iv) Confused thinking v) Fear and anxiety vi) Suspicious, jealousy, anger

Teacher explains physical Powerpoint barrier by showing video Videoclip clip on physical health Role play barrier. Teacher explains other barrier through role play and powerpoint. Teacher asks question to students. Student replies and take the notes.

MCQ SAQ

Teacher explains some barrier like lack of interest by showing video clip. Teacher explains other barrier like communication overload through role play and powerpoint. Teacher gives handout to explain unclear message from sender. Teacher asks question to students. Student replies and take the notes.

Powerpoint Videoclip Role play Handout

SAQ MCQ

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Specific Objective

Content Summary and Conclusion The above mentioned barriers can be thought of a filter, that is message leaves the sender, goes through the above mentioned filters and is then received by the receiver which may the muffle the message. I hope everybody understood physical and psychological barrier. Tomorrow we will see the remaining barriers and various methods to overcome those barriers. Recapitualisation 1. What do you mean by communication? 2. What are the various barrier of communication? Assignment Oral assignment- Read the remaining barriers Bibliography Basavanthappa B.T. Nursing Education, 1st ed., Jaypee Borthers Publication, India, Pp. 418-422. Pramila R.Nursing communication and Educational Technolog, 1st ed., Jaypee Publication, India, Pp. 16-25. Nancy,Principles and Practice Of Nursing, Reprint ed., N.R. Publishing House, India, Pp. 162-168. Potter and Perry, (2002), Fundamentals of Nursing, Revised ed., W.B. Saundars Co., Philadelphia, Pp. 115120. internet reference

Teaching-Learning Activity

A.V.Aids

Evaluation

9 10

BLUE PRINT TOTAL MARKS- 20

SR.NO 1 CONTENT KNOWLEDGE COMPREHENSION MCQ SAQ LAQ MCQ SAQ LAQ 5 ---1 -----------APPLICATION MCQ SAQ LAQ 1 --------TOTAL 7

Barriers of communication and measures to overcome barriers TOTAL

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TYPE OF QUESTIONS MCQ SAQ LAQ TOTAL

NO.OF QUESTIONS 5 1 1 7

MARKS 5 5 10 20

Multiple Choice Question

1x5=5 Marks

1.Which of the following is physical barrier of communication? a. Environmental disturbances b. Physical health c. Poor hearing d. All of these

2. The psychological barriers includes EXCEPT a. lack of listening b. Power failure c. Fear d. Communication overload

3. Which of the following is a method to overcome barriers of communication? a.Active listening b. Spend more time in talking c. prejudice d. None of these 4. Which of the following is a mechanical barrier of communication? a. Interruption b. Non-availability of machines c. Defective machines d. All the above

5. Perceptional barriers includes a. Low IQ b. Lack of knowledge c. Language difficulties d. All the above

Short answer Question

1X5= 5 Marks

1. a. Enlist different barriers of communication b. Explain physical barrier in detail Long answer question

(2) (3)

1X10= 10 Marks

1. How can you overcome the barriers while communicating with patient?

Research Nurse-patient communication barriers in Iranian nursing.

BACKGROUND: Providing effective communication with patients is an essential aspect of nursing care. Understanding the barriers that inhibit nurse-patient communication can provide an opportunity to eliminate them. AIM: To investigate nurse-patient and environment-related communication barriers perceived by patients and nurses in Iranian nursing. METHODS: A descriptive survey was carried out in three randomly selected educational hospitals in a large urban city in Iran. Data were collected by questionnaire; the study sample consisted of 61 patients and 75 nurses. Participants were asked to rate the importance of each communication barriers item. Finally, data were analysed using descriptive statistics, and to compare the perceived importance of communication barriers between patients and nurses, item means were calculated and the t-test for independent samples was applied. RESULTS: Similarities and differences between the two groups were identified. According to nurses' views, 'heavy nursing workload', 'hard nursing tasks' and 'lack of welfare facilities for nurses' were the main communication barriers. From patients' views, 'unfamiliarity of nurses with dialect', 'having contagious diseases' and 'sex differences between nurses and patients' were determined as the main communication barriers. The shared communication barriers were 'age difference', 'social class difference' and 'having contagious diseases'. CONCLUSION: It can be concluded that nursing managers and healthcare system planners should focus on eliminating or modifying the barriers stated by the two groups, particularly the shared ones. It is suggested that understanding the cultural aspects of nurse-patient communication barriers in various contexts can help nurses. LIMITATIONS: The study relied on self-report by a limited sample of nurses and patients. The responses should now be tested by a larger sample and then by empirical research into actual practice in order to test whether the nurses' and patients' perceived ideas of communication barriers are substantiated.