Importance of Communication Courses in Nursing

This article discusses the importance of communication courses in nursing, including the benefits of effective communication, barriers to communication, and how to overcome them. It also outlines the learning objectives and program outcomes of the course, as well as alignment tables and external standards.

Running Header; THERAPEUTIC COMMUNICATION 1
COMMUNICATION IN NURSING.
Student’s name
Institutional affiliation
Course Title
Date

THERAPEUTIC COMMUNICATION 2
Course Title
Communication in the nursing professional.
Course Description
This course will be addressing the following; characteristics of effective/therapeutic
communication/interactions between the client and the nurse and with other multi-disciplinary
team to nurses. Secondly, the benefits of establishing a therapeutic communication in the nursing
profession. Thirdly, the barriers/challenges in establishing a therapeutic communication. Lastly,
how to overcome these barriers.
Course Vision.
To create a generation of nurses who provide quality care to patients through therapeutic
communication and interactions.
Course Rationale.
This course will impact the nurses with the necessary skills so as to be able to create
therapeutic interactions through therapeutic communication. According to De Vito (2011),
communication is the process of passing and receiving both the verbal and the non-verbal
messages among persons. Balzert-Riley (2011); Bensing, (2011) continues with the definition by
stating that communication occurs when there is a reciprocation in sending and receiving
messages between two persons or among many.
In nursing, communication is different from other health care providers. Communication
forms a very integral in the nursing profession as it entails sharing feelings and information with
clients and the health care professionals (Timmins and McCabe 2015; Burnard, 2014). They

THERAPEUTIC COMMUNICATION 3
spend the most time with clients explaining, delivering and coordinating services. The former
determines the quality of care delivered to the clients. For this to be achieved therapeutic
communication is required (Wagner, Bear, & Sander, 2009).
Course Learning Objectives
Upon the completion of the course on the communication in nursing, the learners will be
able to explain the characteristics of effective communication and those of an effective
communicator. Secondly, they will be able to describe the benefits of effective communication.
Thirdly, the learner will be able to state the barriers of effective communication. Lastly, they will
be able to describe how to overcome these obstacles.
Program Offering
The nursing program offers the trainees a career in which they serve patients. The skills
and the knowledge is impacted through theoretical, practical and experimental teaching. In
addition to this, the learners are evaluated and assessed both directly and indirectly so as to
ensure that only the best qualifies. Effective communication/interaction through being active
listeners, empathizing, coordinating different disciplines, being assertive, being humorous, being
respectful and through self-reflection so as to provide quality care to the patients is one of the
skills and knowledge impacted (Nilson, 2016).
Program Description
This program is made up several courses in which, for each has a description of; firstly,
the methodology used in teaching. Secondly, a description of the both the teaching and learning
environment. Thirdly, guidelines on how the specific courses are to be assessed and evaluated.
For instant the course on communication should be taught using the visual, audio, written and

THERAPEUTIC COMMUNICATION 4
electronic modes. It entails both the theoretical and the practical sessions. Fourthly, the learning
and teaching environment that is most suitable is both the classroom and the hospital setting.
Lastly, the learning process is assessed through self-reports, achievement tests, observations
(direct evaluation) and through exit interviews, focus groups and alumni (indirect evaluation)
(Dolansky & Moore, 2013; Suskie, 2018).
Program Outcomes
The following are the program outcomes in nursing; participating collaboratively with
other healthcare professions in the promotion of safety, health and the well-being of the
community. Secondly, be able to use effective strategies of communication so as to lead and
develop the inter-professional disciplines in promoting and improving the client’s and the
community’s health outcome. Thirdly, will use non-verbal, verbal and written and the emerging
technologies so as to effectively communicate with both the inter-personal and the professional
relationships. Lastly, engaging in professional behaviors by following the ethical, legal, and
professional standards (Benner, Sutphen, Leonard & Day, 2010; Nursing and Midwifery Board
of Australia, 2010).

THERAPEUTIC COMMUNICATION 5
Alignment Tables
Table One; Learning Objectives to Program Outcomes.
No Learning Objective Program Outcome
1 By the completion of the course, the learners
will be able to explain the characteristics of
effective communication and those of an
effective communicator.
The use effective communication
strategies so as to develop and lead the
inter-professional teams in promoting
and improving the client’s and the
community’s health outcome
2 By the completion of the course
(Communication in nursing), the
learner/student will be able to describe the
benefits of effective communication.
Participating collaboratively with
other healthcare professions in the
promotion of safety, health and the
well-being of the community
3 By the completion of the course
(Communication in nursing), the
learner/student will be able to state the
barriers of effective communication
The use non-verbal, verbal and written
and the emerging technologies so as to
effectively communicate with both the
inter-personal and the professional
relationships
4 By the completion of the course
(Communication in nursing), the learner will
be able to describe how to overcome these
obstacles.
Engaging in professional behaviors by
following the ethical, legal, and
professional standards.

THERAPEUTIC COMMUNICATION 6
Table Two; Learning Objectives to External Standards.
N
o
External standards Learning objectives
1 Expected to establish, maintain, and
terminate relationships in ways that
defines the boundaries between personal
and professional relationships.
By the completion of the course
(Communication in nursing), the learners
will be able to explain the characteristics of
effective communication and those of an
effective communicator.
2 Expected to communicate effectively,
showing respect to the client’s culture,
values, beliefs, dignity and rights.
. By the completion of the course
(Communication in nursing), the learners
will be able to explain the characteristics of
effective communication and those of an
effective communicator.
By the completion of the course
(Communication in nursing), the learner
will be able to describe the benefits of
effective communication.
3 Expected to supervise, delegate,
coordinate, refer and consult other
By the completion of the course
(Communication in nursing), the learner

THERAPEUTIC COMMUNICATION 7
multidisciplinary teams so as to have an
improvement in the health outcome.
will be able to state the barriers of effective
communication.
By the completion of the course
(Communication in nursing), the learner
will be able to state the barriers of effective
communication
4 Expected to participate and/or lead
collaborative activities/practices.
By the completion of the course
(Communication in nursing), the learners
will be able to explain the characteristics of
effective communication and those of an
effective communicator.
By the completion of the course
(Communication in nursing), the learner
will be able to describe the benefits of
effective communication.

THERAPEUTIC COMMUNICATION 8
Memo
To: Course Supervisor
From:
Cc:
Date:
Re: IMPORTANCE OF COMMUNICATION COURSES IN NURSING.
In the nursing program, it involves both theoretical and practical teaching. Communication in
nursing is the course I propose. Communication is key in nursing as nurses spend their most time
with clients. For quality service delivery, effective communication/therapeutic communication is
necessary.
This course will help in molding a nurse that; establishes, maintains, and terminates relationships
in ways that defines the boundaries between personal and professional relationships. Secondly,
one who communicate effectively, showing respect to the client’s culture, values, beliefs, dignity
and rights. Thirdly, one who can supervise, delegate, coordinate, refer and consult other
multidisciplinary teams so as to have an improvement in the health outcome. Lastly, those who
participate and/or lead collaborative activities/practices.
According to Quinn & Hughes (2007) states that if one cannot assess whether learning is taking
place or not it is a waste of time and resources. Therefore, the learning process will be assessed
through self-reports, achievement tests, observations (direct evaluation) and through exit
interviews, focus groups and alumni (indirect evaluation) (Dolansky & Moore, 2013; Suskie,
2009).
The above clearly shows that it is important to teach nurses on effective communication/
therapeutic interactions for quality service delivery.
Thank you.

THERAPEUTIC COMMUNICATION 9
Yours faithfully,
References
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A radical call for
transformation. Retrieved from, on 14th July 2018
https://www.healio.com/nursing/journals/jne/2012-4-51-4/%7B0b885641-b673-499f-
8251-d57dab76c476%7D/educating-nurses-a-call-for-radical-transformationhow-far-
have-we-come
Bensing, J., (2011). Doctor–Patient Communication and the Quality of Care: An Observation
Study into Affective and Instrumental Behavior in General Practice. Utrecht:
Nivel/Utrecht University. Retrieved, on 14th July 2018
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Bensing%2C+J.%2C+
%282011%29.+Doctor%E2%80%93Patient+Communication+and+the+Quality+of+Care
%3A+An+Observation+Study+into+Affective+and+Instrumental+Behavior+in+General
+Practice.+Utrecht%3A+Nivel%2FUtrecht+University.&btnG=
Burnard, P., (2014). Effective Communication Skills for Health Professionals (2nd edn).
Cheltenham: Stanley Thornes. Retrieved online on 14th July 2018
https://www.taylorfrancis.com/books/9781317904045
DeVito, J., (2013). Human Communication: The Basic Course. New York: Harper & Row.Ellis,
R., Gates, B., and Kenworthy, N. Interpersonal Communication in Nursing: Theory and
Practice. Edinburgh: Churchill Livingstone. Retrieved on July 2018
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=DeVito%2C+J.

THERAPEUTIC COMMUNICATION 10
+Human+Communication%3A+The+Basic+Course.+New+York%3A+Harper+
%26+Row.Ellis%2C+R.%2C+Gates%2C+B.%2C+and+Kenworthy%2C+N.
+Interpersonal+Communication+in+Nursing%3A+Theory+and+Practice.+Edinburgh
%3A+Churchill+Livingstone.&btnG=
Dolansky, M., & Moore, S., (2013). Quality and safety education for nurses (QSEN): The key is
systems thinking. OJIN: The Online Journal of Issues in Nursing, 18(3), 71-80. Retrieved
on 14th July 2018 https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=Dolansky%2C+M.+A.%2C+%26+Moore%2C+S.+M.+
%282013%29.+Quality+and+safety+education+for+nurses+%28QSEN
%29%3A+The+key+is+systems+thinking.+OJIN
%3A+The+Online+Journal+of+Issues+in+Nursing%2C+18%283%29%2C+71-
80.&btnG=
Nilson, L., (2016). Teaching at its best: A research-based resource for college instructors. John
Wiley & Sons. Retrieved on 14th July 2018 https://books.google.co.ke/books?
hl=en&lr=&id=8mFfDAAAQBAJ&oi=fnd&pg=PP15&dq=Nilson,+L.+B.+(2016).
+Teaching+at+its+best:+A+research-based+resource+for+college+instructors.
+John+Wiley+%26+Sons.&ots=FcXsMmjoAY&sig=JU-ehAhJbV-
sj1z9UBHs6hOfAdg&redir_esc=y#v=onepage&q&f=false
Nursing and Midwifery Board of Australia, (2010). ‘A nurse’s guide to professional
boundaries’. Retrieved on 05 January 2015, www.nursingmidwiferyboard.gov.au/Codes-
Guidelines-Statements/Professionalstandards.aspx

THERAPEUTIC COMMUNICATION 11
Suskie, L., (2018). Assessing Student Learning: A Common Sense Guide.
https://books.google.co.ke/books?
hl=en&lr=&id=7vhJDwAAQBAJ&oi=fnd&pg=PA13&dq=Suskie,+L.+(2009).
+Assessing+Student+Learning:+A+Common+Sense+Guide.+&ots=-
i4Z9EdA6o&sig=JOGg7KHSA10K-
BBkzsXCIyzX7l0&redir_esc=y#v=onepage&q=Suskie%2C%20L.%20(2009).
%20Assessing%20Student%20Learning%3A%20A%20Common%20Sense
%20Guide.&f=false
Timmins, F., McCabe, C., (2015). How assertive are nurses in the work place? A preliminary
pilot study. Journal of Nursing management. 13, 61-67. Retrieved on 14th July 2018
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2834.2004.00492.x
Wagner, D., Bear, M., & Sander, J., (2009). Turning simulation into reality: Increasing student
competence and confidence. Journal of Nursing Education, 48(8), 465-467. Retrieved, on
14th July 2018: https://www.healio.com/nursing/journals/jne/2009-8-48-8/%7Bb0d809f7-
826f-4fc5-ad9f-fa4913ea72a0%7D/turning-simulation-into-reality-increasing-student-
competence-and-confidence