Identifying Errors in Communication Procedure: A Healthcare Analysis

This report critically analyzes four significant errors in a student nurse's communication with a patient, as observed in a video stimulus. The errors identified include an inappropriate initial approach, poor nonverbal communication (body posture), a lack of empathy and compassion, and a breach of professional boundaries, such as sitting on the bed and using a phone during the interaction. The analysis delves into the significance of each error, emphasizing the impact on patient dignity, therapeutic relationship development, and overall patient safety. For each error, the report outlines the correct actions the student nurse should have taken, drawing on principles of therapeutic communication, professional conduct, and patient-centered care. The report highlights the importance of respectful communication, attentive listening, empathetic responses, and maintaining appropriate boundaries to foster trust and ensure positive patient outcomes. The references used in the report support the findings and underscore the importance of effective communication in healthcare settings.

Running head: ERRORS IN COMMUNICATION PROCEDURE
ERRORS IN COMMUNICATION PROCEDURE
Name of the student:
Name of the university:
Author note:

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ERRORS IN COMMUNICATION PROCEDURE
First error:
One inappropriate approach was that the professional hurried into the room without
knowing the details and insights regarding the patient’s case. She was much easygoing and
casual in her communication style and she even summoned the patient with a wrong name of
Mandy. This is in fact one the most unscrupulous move of the nurse as calling patients by
wrong name might possibly influence the dignity and autonomy of the patients affecting their
self-esteem. The nurse in the video not just summoned the patient by the incorrect name yet
in addition rehashed the name of the patient in short form after the patient had elucidated her
name. Studies are of the opinion that patients in such circumstances become frustrated or
disappointed as they develop the feeling that the medical attendant do not respect them and
that they are not dedicated for ensuring their health and well-being. The patient feels
discouraged with this easygoing frame of mind of the nurse and feels that she is weak and
powerless thereby not paying importance to respecting their autonomy and dignity (Eaves &
Leathers, 2017). Such casual and indiscreet approach of entering the room of the patient
without knowing the name of the patient affects the self-esteem and self-respect of the
patients affecting development of therapeutic relationship. Along these lines, a nurse ought to
set herself up in manners by which she can set up effective communication with the patient.
She should be knowing correctly the name of the patient, her expectations and inhibitions,
cultural customs and traditions and others. Regardless of whether the data is recorded or not,
the nursing experts should enquire the patient by expressing enough respect and
demonstrating genuine concerns about different issues faced by them (Defenbaugh &
Chikotas, 2016). This would be helping the patient in feeling that she is in safe in the
presence of the nurse and this would enable them with communicating unreservedly and
straightforwardly with the nurses.

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Second error:
Body posture is one of the most significant nonverbal communication skills that have
the ability to create strong rapport with the service users and support them to defeat fear,
anxiety and tension associated with admission in the healthcare organisations for treatment
(Lorie et al., 2017). In the video, it was seen that the body posture of the healthcare
professional was not suitable for setting up therapeutic communication with the patient. The
approach of the nurse was found to be not only impatient but also fidgety when she was
communicating with the patient and she was not at all relaxed and calm in her approach. She
was by all accounts hurrying through the discussion and she did not give any opportunity to
the patient to talk. This negatively influenced the building up of bond among the professional
and the patient and the patient pulled back herself as she felt the nurse was not at all
concerned. Consequently, while speaking with a patient, it is critical for the professionals to
keep up a body posture and non-verbal communication skills that demonstrate the patient an
important aspect. This aspect is that the nurse is confident, caring and is genuine in her
approach and feeling The professional ought to maintain an "open stance" and she should
demonstrate the patient that she is present there for caring her and attending to her needs, and
are not desperate to go away for accomplishing something different tasks. Not continuing
through a methodical and systemic way and shirting quickly from one activity onto the next
activity in a hurried manner is not the appropriate body language that professionals should
exhibit (Bas et al., 2017). They ought to be quiet and composed in their disposition, keep up a
quiet tone with the patient and should interact with her with undivided attention and active
listening abilities and criticism pursuing two-way communication.

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Third error:
One of the most significant blunders that were noted was that the nurse was not
sympathetic, humane as well as compassionate with the patient while speaking with her. The
greatest sign of this is at the need of the discussion when the patient was anxious about her
circumstance and condition of health; the nurse was apparently seen to be easygoing and
casual in her tone and she even commented that this was ordinary with women. In spite of the
fact that the words utilized by her might be done to strengthen the spirit of the patient, her
tone can never be accepted as appropriate. Her tone demonstrated that her stressing over her
issue does not bode well as many patients may confront a similar issue. Such a causal tone
may have made the patient feel that her issue are not thought about and her worries are not
paid significance to or that her health concerns and issue are not viewed as enough
concerning and severe that requires consideration (Barch & Windsor, 2015). In this manner,
the patient appeared to be very strained and annoyed with the response and could not know
about how the whole interactive session with the nurse was proceeding. The professional had
not indicated enough compassion and empathy to the patient that are expected by all patients
from the professional. Studies are of the opinion that effective therapeutic communication
that should be adopted should comprise of the utilization of compassion and empathy while
treating patients. Researchers are of the supposition that nurses should utilize sympathy and
empathy to not just makes patients feel that they are thought about and that they are under
master supervision and care provision but also in addition to make them feel engaged (Quail
et al., 2016). Nurses ought utilize sympathy to connect with and engage patients. With the
assistance of compassion and empathy in their interaction session, they can enable the service
users in feeling better, valued and respected. Effective utilization of compassion and empathy
engages the patients to undertaking responsibility for their wellbeing making them feel
empowered and make them develop a feeling of safety and cared in the hospital environment.

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The experts should endeavour in making the patients feel that they comprehend their stress
and pain, issues, concerns successfully and that they are sensitive towards them. This
constructs understanding, rapport and trust with the patient that this has positive health
outcomes on the patients.
Fourth error:
Amid the discussion with the patient, the expert apparently sat on the bed suddenly,
and this was not at all a correct approach and effective articulation of non-verbal
communication. She supposedly was distractive in the interaction, even took out her cell
phone, and began reading messages of a sender amidst the discussion. She crossed her
boundary and breached the principles of professional conduct when she demonstrated the
content or image of her companions to her in spite of the no communication of the desire of
the patient to see them. Such a gesture while speaking with the patient makes the patient feel
that the nursing experts is not keen on attending the needs of the patient and that they are not
providing appropriate services (Holm & Dreyer, 2018). She may feel that the nurse is more
engrossed and worried about her own life and that she is not providing her enough care that
she expected from healthcare services. While speaking with the patient, it is critical for the
nursing proficient to give her attention on the patient, her sufferings and pain, her concerns,
her worries and others so the patient feels that she is considered to be important and the
expert is cautious about her wellbeing. Additionally, when the patient requested her for
washing her hands subsequent to touching her hair, she ostensibly expressed that she does not
have to do so, as her hair is clear. She even asked the patient that whether she looked not
clear. This approach is not the right strategy to converse with patients as they generally stay
in a vulnerable situation. Experts should try to embrace exercises that would assist the
patients with feeling good and make them feel calm (Hargie, 2016). For the situation consider
when the patient felt that the medical attendant had pursued an unhygienic strategy, she ought

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to on the double given significance to what she said and ought to promptly lead exercises that
would have helped her to feel that medical caretaker really thinks about the worries. She
should have quickly apologized to the patient for leading such inappropriate actions and she
should also have cooperated with her; supporting her view and making her feel that her worry
was paid significance (Youl 2018). In this way, nurse tries to avoid arguments and conflicts
with the patient and she should always try to attempt to speak with patients in a respectable
manner by which the patients feel respected and cared about.

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References:
Bas-Sarmiento, P., Fernández-Gutiérrez, M., Baena-Baños, M., & Romero-Sánchez, J. M.
(2017). Efficacy of empathy training in nursing students: A quasi-experimental
study. Nurse education today, 59, 59-65.
Batch, M., & Windsor, C. (2015). Nursing casualization and communication: a critical
ethnography. Journal of advanced nursing, 71(4), 870-880.
Defenbaugh, N., & Chikotas, N. E. (2016). The outcome of interprofessional education:
Integrating communication studies into a standardized patient experience for
advanced practice nursing students. Nurse education in practice, 16(1), 176-181.
Eaves, M., & Leathers, D. G. (2017). Successful nonverbal communication: Principles and
applications. Routledge.
Hargie, O. (2016). Skilled interpersonal communication: Research, theory and practice.
Routledge.
Holm, A., & Dreyer, P. (2018). Nurse‐patient communication within the context of non‐
sedated mechanical ventilation: A hermeneutic‐phenomenological study. Nursing in
critical care, 23(2), 88-94.
Lorie, A., Reinero, D. A., Phillips, M., Zhang, L., & Riess, H. (2017). Culture and nonverbal
expressions of empathy in clinical settings: A systematic review. Patient Education
and Counseling, 100(3), 411-424.
Quail, M., Brundage, S. B., Spitalnick, J., Allen, P. J., & Beilby, J. (2016). Student self-
reported communication skills, knowledge and confidence across standardised patient,

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virtual and traditional clinical learning environments. BMC medical education, 16(1),
73.