Communicating in Health and Social Care Organisations
\nHealthcare
\nBTEC HNC\/D Health and Social Care
\nAssignment front sheet
\nQualification Unit number and title
\nPearson BTEC Level 4\/5HNC\/D Diploma Health
\nand Social Care Unit 1 – Communicating in Health and Social Care Organizations
\nStudent name Assessor name
\nDarren Windsor
\nDate issued Completion date Submission date Re-assessment date
\n27\/01\/2015 TBC 7
\nth May 2015 TBC
\nAssignment title Communicating in Health and Social Care Settings
\nLearning
\nOutcome Learning Outcome Assessment
\nCriteria
\nIn this assessment you will have the opportunity to present
\nevidence that shows you are able to:
\nTask
\nno.
\nLO1
\nAble to explore how
\ncommunication skills are
\nused in health and social care
\n1.1 Apply relevant theories of communication to health and social
\ncare contexts
\n1
\n1.2 Use communication skills in health and social care context 1
\n1.3 Review methods of dealing with inappropriate interpersonal
\ncommunication between individuals in health and social care
\nsettings
\n2
\n1.4 Analyse the use of strategies to support users of health and
\nsocial care services with specific communication needs 1
\nLO2
\nUnderstand how various
\nfactors influence the
\ncommunication process in
\nhealth and social care
\n2.1 Explain how communication process is influenced by values and
\ncultural factors 1
\n2.2 Explain how legislation, charters and codes of practice impact
\non the communication process in health and social care 1
\n2.3 Analyse the effectiveness of organisation systems and policies 1
\n2.4 Suggest ways of improving the communication process in a
\nhealth and social care setting 2
\nLO3
\nAble to explore the use of
\ninformation and
\ncommunication technology
\n(ICT) in health and social care
\n3.1 Access and use standard ICT software packages to support in a
\nhealth and social care setting 3
\n3.2 Analyse the benefits of using ICT in health and social care for
\nusers of services, care workers and care organisations 3
\n3.3 Analyse how legal considerations in the use of ICT impact on
\nhealth and social care 3
\nEssential requirements
\nAccess to ICT facilities, including the internet is essential to ensure sufficient competence can be demonstrated. Learners will
\nneed to be familiar with the systems and processes of record keeping (particularly of the Data Protection Act), and
\ncommunication within the workplace. Learners will also require opportunities to practise and demonstrate use of communication
\nskills which can be assessed either in the workplace (as long as confidentiality is maintained and permissions obtained) or in a
\nsimulated environment.<\/p>\n
In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following grades
\nGrade Descriptor Indicative characteristic\/s Contextualisation
\nM1.Identify and apply
\nstrategies to find
\nappropriate solutions.
\n\uf0b7 effective judgements have been made
\n\uf0b7 complex problems with more than one variable have
\nbeen explored
\nIn any question that requires you to analyse, you are required to draw out relationships between the
\ncomponents of an argument and uncover any implications of the relationships. By necessity, this requires you to
\nuse more than one variable. To achieve M1, you could effectively judge what the components are appropriate
\nand have an effective approach to the drawing out of relationships. Additionally, you could also gain them in ACs
\n1.2 and 2.4. In both you have to make practical suggestions and if you can explain how these suggestions are
\neffective, you could gain M1.
\nM2. Select, design
\nand apply appropriate
\nmethods or
\ntechniques.
\n\uf0b7 relevant theories and techniques have been applied
\n\uf0b7 a range of sources of information has been used
\n\uf0b7 complex information\/data has been synthesised and
\nprocessed
\nAs with M1, M2 could be gained in any \u201canalysis\u201d question. However, it would be easiest to gain it is AC 1.1
\nwhere you have to choose and apply \u201crelevant communication theories\u201d or in AC 2.1 where you have to \u201cExplain
\nhow the communication process is influenced by values and cultural factors\u201d. To gain M2, you have to use
\nmultiple sources to identify the components of your argument and to draw out the implications.
\nM3. Present and
\ncommunicate
\nappropriate findings
\n\uf0b7 the appropriate structure and approach has been
\nused
\n\uf0b7 coherent, logical development of principles\/concepts
\nfor the intended audience
\n\uf0b7 communication has taken place in familiar and
\nunfamiliar contexts
\nM3 could be gained in any \u201canalysis\u201d question as long as you develop your arguments and present your findings
\nin a clear and logical manner. AC 1.3\u2019s review question is also a good way to achieve M3. In a review question,
\nyou have to, not only, analyse the issues but you must also organise your results in a clear and coherent fashion
\nto help you better determine whether change is necessary. To achieve M3, you must also use technical language
\nproperly and in context. Some tasks will require you give an opinion on a scenario and this will be a context that
\nis unfamiliar to you, others will enable to use familiar contexts.
\nD1. Use critical
\nreflection to evaluate
\nown work and justify
\nvalid conclusions
\n\uf0b7 conclusions have been arrived at through synthesis of
\nideas and have been justified
\n\uf0b7 the validity of results has been evaluated using
\ndefined criteria
\nThis could be gained through any \u201canalysis\u201d or \u201creview\u201d question as long as you explain why you have arrived at
\nyour conclusions. For example: in AC 2.3, you need to identify criteria upon which to judge effectiveness and to
\nachieve D1, you would need to explain why you have selected those criteria. Similarly, in AC 2.4, you could
\nexplain the criteria you have used to judge the benefits of using ICT.
\nD2. Take
\nresponsibility for
\nmanaging and
\norganizing activities
\n\uf0b7 substantial activities, project ( help with nursing paper writing from experts with MSN & DNP degrees)s or investigations have
\nbeen planned, managed and organised
\n\uf0b7 the importance of interdependence has been
\nrecognised and achieved
\nIn an \u201canalysis\u201d question, you are required to draw out relationships between the components of an argument
\nand uncover any implications of the relationships. D2 can be achieved if you are able to explain any
\ninterdependencies that might exists between the components. D2 could also be achieved if you are very
\nthorough in your search for sources and turn any of the tasks into a substantial research activity. Alternatively,
\nyou could use different sources for different questions and the tasks, as a whole, could be substantial.
\nD3.Demonstrate
\nconvergent\/lateral\/cr
\neative thinking.
\n\uf0b7 ideas have been generated and decisions taken
\n\uf0b7 self-Assessment has taken place
\n\uf0b7 convergent and lateral thinking have been applied
\n\uf0b7 problems have been solved
\n\uf0b7 effective thinking has taken place in unfamiliar
\ncontexts
\nD3 can be gained in a number of ways. One of the easiest ways is to critique your performance in a thoughtful
\nand logical manner: stating what you would do differently now, especially in the light of the theory covered in
\nthe subject. In AC 1.4, for example, you are asked to analyse the use of strategies to support users of health and
\nsocial care services with specific communication needs. You could explain what different strategies you might
\nuse now that you did not use before.
\nPlease note that for unit assignments assessors should use these or other exemplar indicative characteristics for the individual grade descriptors from Annexe C of the HN specification or
\nany other relevant indicative characteristics for the particular assignment. The indicative characteristic should then be contextualised. Only one indicative characteristic per grade
\ndescriptor, M2, M2, M3, D1, D2, D3 is required.
\nAssignment brief
\nUnit number and title Unit 1 – Communicating in Health and Social Care Organizations
\nQualification Pearson BTEC HND Diploma in Health and Social Care
\nStart date 22\/10\/2014
\nDeadline\/hand-in 27th January 2015
\nAssessor Darren Windsor
\nAssignment title Communicating in Health and Social Care Organizations
\nPurpose of this assignment
\nThe aim of this assignment is to develop learners\u2019 awareness of different forms of communication used in health and social care
\nsettings and its importance for effective service delivery. Learners will investigate the communication processes in health and
\nsocial care settings considering the barriers to communication and ways to overcome these barriers. Learners will explore the
\nprocess of communication and how effective communication can affect how individuals feel about themselves. In addition,
\ncommunication systems within organisations will be critically examined and learners will gain an understanding of the legal
\nframeworks surrounding the recording of information about people.
\nLearners will gain an understanding of the use of information and communication technology as a tool in health and social care
\nsettings. Learners should note that any direct investigation of communication in health and social care placements or
\nemployment should be within the context of a job role. Due regard should be given to the confidentiality of information if used to
\nsupport assessment evidence for this unit.
\nTask 1 Case Study Report
\nChoose a client with whom you currently work or are familiar with, who has a specific communication need. Provide a brief
\nbackground history of this client and, using a report structure:
\n1. Apply two or more communication theories to this client. (AC 1.1)
\n2. Explain and discuss the possible values and cultural factors which may influence the way this client communicates. (AC 2.1)
\n3. Explain how, in the light of your answers above, you would have communicated with the client. (AC 1.2)
\n4. Analyse the use of strategies to support users of health and social care services who have specific communication needs. (AC
\n1.4)
\n5. Identify and analyse the effectiveness of your organization\u2019s policies and systems put in place to promote good
\ncommunication practice. (AC 2.3)
\n6. Analyse how legislation, charters and codes of conduct impact on the ways of communication described in your chosen
\nscenario. Use examples from your scenario to help illustrate your answer. (AC 2.2)
\nTask 2 Written Report
\nYou are currently working for the HR department of an acute care hospital. The hospital has recently been informed that some
\nmembers of staff have felt uncomfortable when working within inter-professional teams. The Directors of HR and Nursing have
\nasked you to prepare a report. This report will cover some general topic (sample nursing essay examples by the best nursing assignment writing service)s but they have also asked you to comment upon the
\nfollowing scenario \u2013 which was reported at a Canadian Hospital. Your directors hope to use lessons from this scenario to improve
\nservices at the hospital.
\nScenario
\nParents of a teen who was in crisis say they were appalled at the treatment they received at Northumberland Hills Hospital (NHH).
\n\u201cIf you have a teenager who is struggling or threatens suicide, I sure as hell wouldn\u2019t recommend taking them to NHH,\u201d said the
\nmother who asked that her identity not be revealed.
\n\u201cTracey\u201d and her husband are the parents of a 15-year-old boy. Early in October they received a call from the school the teen
\nattends stating their son was in the office and they should come to the school. When they arrived they learned their son was
\nconsidering suicide. The chain of events that followed has left the family feeling worse than they did before they arrived at the
\nhospital, Tracey says. The youth was in \u201clockdown\u201d in the Emergency department for over 40 hours, with family members having
\nto sleep in chairs.
\nWhen they were sent to a crisis centre in Kingston, it took less than three hours to get the proper treatment, Tracey says, and their
\nson was released. The family is alleging the boy didn’t receive proper care at NHH, and that two nurses gave a “high five” to each
\nother when they learned the boy would be transferred.
\nWhile her son never displayed aggression, depression or abusiveness, Tracey said school staff did the right thing in notifying the
\nhospital. The school sent the family to Northumberland Hills Hospital to see a \u201ccrisis-care worker.\u201d Tracey, her husband and son
\nentered the emergency room department at approximately 2:30 p.m. and after the usual triage, they were told to have a seat in
\nthe waiting room. By 5 p.m. they were in a room, waiting to see a doctor. Tracey said. The entire time, their son was quiet,
\nunemotional and didn\u2019t display any signs of trauma, violence or abusiveness.
\nA doctor saw the family and spoke to the teenager by 6 p.m. This was the family’s first encounter with what it considers
\nunprofessional behaviour, Tracey said. The doctor walked right over to the boy and said, “I hear you are thinking about suicide,”
\nTracey said. The response was \u201cyes.\u201d The next question the doctor asked was, if he sent the youth home, would he try to harm
\nhimself, Tracey said, to which the boy quietly answered “Yes.” Tracey said the doctor left the room and returned a short time later
\nto say he was keeping their son under the Mental Health Act and that a crisis care worker would be in \u201cshortly\u201d to see him. The
\nentire conversation lasted, at the most, three minutes.
\nBy 8 p.m. the family was put in a room directly opposite the nursing station and a security guard was placed facing the room. The
\nfamily asked when a crisis care worker would be arriving and once again they were told \u201cshortly.\u201d Because of the proximity to the
\nnursing station, everything that was being said was overheard by the family. As 9 p.m. came and went, Tracey said, the family was
\ntold the boy would be transferred in the morning to a mental health facility in either Oshawa or Peterborough, depending on who
\nhad room, and again, that a crisis worker would be in to see the family \u201csoon.\u201d We trusted the professionals to do what was best
\nas we were a little out of our element,\u201d Tracey told Northumberland Today.
\nA security guard was also outside the door of a young adult at the other end of the hall. Around the same time, Tracey said, she
\nwitnessed two nurses talking at the station when they looked at each other and said, \u201cRoom 7 and 10 are being transferred out in
\nthe morning!\u201d They gave each other a \u201chigh five\u201d and said, \u201cYes, they won\u2019t be our problem,\u201d Tracey said. The nurses were
\nreferring to their son and the young woman in the other room. \u201cThat in itself was completely mind boggling – did they not realize
\nwe could hear them?\u201d Tracey said. Overnight, Tracey\u2019s husband slept on the chair in the room, while she went home to bed and
\ntried to sleep.
\nAt approximately 8 a.m. the next day, some 18 hours after they entered the hospital, a different doctor came in and spoke with
\ntheir son for approximately eight minutes, Tracey said. That doctor again asked him, if he was considering harming himself and
\ntheir son told the doctor he wasn\u2019t going to harm himself. A crisis care worker would be back at the hospital at 2 p.m. and staff
\nassured them their son would either be transferred to Whitby, or see the crisis care worker at Northumberland Hills Hospital.
\nBreakfast came, along with plastic cutlery and the security guard remained outside the door. A short time later, the family was
\ntransferred to the room at the end of the hall where the young woman had been, and the security guard followed. Twenty-five
\nhours after they arrived at the hospital, Tracey said, a crisis care worker entered the room at about 4 p.m. In speaking with the
\nboy she determined he needed some counselling, but that he was in no way a danger to himself or anyone else. Though she
\nwanted him released, she had to find the doctor to \u201csign off\u201d on the form – the same doctor who had had the three-minute
\nconversation with the boy the day before, Tracey said.
\nThey thought their ordeal was coming to an end – but it wasn\u2019t. The doctor refused to sign the form, so their son couldn\u2019t be
\nreleased. \u201cHe was not a psychologist, a psychiatrist, or a counsellor in any way,\u201d said Tracey. \u201cThis was a nightmare.\u201d Supper
\ncame and went, and the youth wasn’t even given a plastic knife. \u201cThe security kept a watchful eye,” Tracey said. “I am sure they
\nwondered what the hell they were doing there. Clearly there was no threat.\u201d More than 40 hours after arriving at Northumberland
\nHills Hospital the boy was put into an ambulance with a security guard and they were sent to Kingston. Tracey\u2019s husband followed
\nin the family car.
\nArriving at the Hotel Dieu, which is a facility that specializes in child and adolescent psychiatry, Tracey said, the family experienced
\na vastly different facility. Staff were \u201cshocked\u201d that no doctor had ever signed off on the form from Northumberland Hills Hospital,
\nshe said. Hotel Dieu is an outpatient facility and the youth was dressed in a hospital gown. There was also the issue that no staff
\ncould treat the boy until a doctor had the form signed. The youth had to go to Kingston General Hospital to get the signature
\nbefore being treated at Hotel Dieu. Staff were \u201cconfused, annoyed, and then disgusted,\u201d because there were no notes in the chart
\nexplaining why the boy was being held, Tracey said. Hotel Dieu told the family they found it incredible their son was held for two
\nnights in the emergency room at Northumberland Hills Hospital, Tracey said.
\n\u201cKingston finally gave us the help we needed,\u201d she said. Staff spent over two hours talking to the boy, \u201cAsking lots of questions,
\nmaking suggestions and caring,” Tracey said. “He was sent home with some good news – he is a pretty normal teenage boy with
\nnormal thoughts and feelings.\u201d Tracey said the experience has left the family feeling Northumberland Hills Hospital acted
\ndisgracefully.
\n\u201cOur son was barely even treated like a human being, let alone a scared teenager,\u201d she said. \u201cDoctors, nurses, lack of proper
\ninformation, lack of follow-up and the list goes on. It is very scary scenario for anyone with a child who is suffering,” she said. “It is
\na total embarrassment for the community as a whole. This entire process was a botched, uncaring, unprofessional disaster.\u201d
\nTracey says in some ways her son is in worse shape now than before. \u201cHe is shocked by how he was treated,\u201d she says.
\nBased on an article by Fisher, P. (2014). Hospital let youth down, parents say. Northumberland Today. [online] Available at:
\nhttp:\/\/www.northumberlandtoday.com\/2014\/10\/29\/hospital-let-youth-down-parents-say [Accessed 24 Jan. 2015].
\nIn the report, you are to:
\n1. Identify at least two instances of inappropriate communication is the scenario and review methods that could be used when
\ndealing with them \u2013 particularly in the use of communication skills within inter-professional teams. (AC 1.3)
\n2. Suggest ways of improving the communication process described by the scenario. (AC 2.4)
\nTask 3 Report
\nYou have been asked to consult for a care home. The home has had a visit from the CQC and the report cited the following
\nproblems:
\n\uf0b7 \u201cThe home was not well-led.
\n\uf0b7 People and their relatives told us there was a lack of good communication in the home and they were not invited to share
\ntheir views.
\n\uf0b7 The values of the home were not being delivered in practice and there was not a robust quality assurance process in the
\nhome. The provider had not taken timely action to identify and put right issues that affected people\u2019s care and safety.
\n\uf0b7 Documentation relating to the management of the service such as accident and incident records were not up to date which
\naffected the ability of the home to manage people\u2019s care safely.
\nYou have been asked to design a PowerPoint presentation that will be included in the induction process for newly employed care
\nworkers. (AC 3.1) You are NOT required to give the presentation.
\nThe presentation should be no more than 12 slides and it should:
\n1. Highlight and analyse some of the benefits of using ICT for service users, care workers and care organizations. You should
\nalso comment on how ICT might be used to solve some of the problems identified in the CQC report. (AC 3.2) and
\n2. Analyse how legal considerations in the use of ICT impact on ICT. (AC 3.3)
\nAssignment Submission Guidelines:
\n\u2022 Preferred writing styles Arial, Verdana, and Times New Roman
\n\u2022 Line spacing 1.5, Font Size 12
\n\u2022 Consistency in Heading Scheme, bullets and numbering
\n\u2022 Consistency in top, bottom and left, right margins
\n\u2022 Alphabetical Harvard referencing and bibliography
\nEssay Structure:
\n\u2022 Cover
\n\u2022 Title Page
\n\u2022 Contents page.
\n\u2022 Acknowledgement (optional)
\n\u2022 Main Body (Tasks)
\n\u2022 Conclusion.
\n\u2022 References (including weblioreferencing)
\n\u2022 Bibliography (including webliography)
\n\u2022 Appendices
\n*For Late Submission policy, please refer to your student course handbook available on Live Campus.
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\nreferencing method
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Communicating in Health and Social Care Organisations
\nIntroduction
\nCommunication is a very crucial facet in the healthcare environment. No care of any significance can be delivered to patients without proper communication between all the parties involved. Healthcare professional have to understand patients need. After running a proper diagnosis, he\/she has to relay such information to pharmacists, the patients and other specialists in form of prescriptions and advice. Inter-professional communication is also very crucial to make the whole care delivery system efficient. Inter-professional communication occurs in different forms and may involve different steps. It may simply involve each specialist carrying out his duties well.
\nTask 1 Case Study Report
\nA client has a communication problem in that he does not allow people to express themselves well. Whenever something is being explained to him, he assumes he already understand what is being talked about and cannot pay attention. This complicates issues in the healthcare environment and cannot let a care specialist explain the results on diagnosis and other medical processes. For this reason, he is unable to participate well in the process. This also frustrates medical specialists and caregivers. In a communication model between him and medical specialist, he introduces \u2018noises\u2019 which hampers the process of sharing meaning between the two parties. This disturbs medical specialists as they understand how important it is for him to listen well and understand what they have to say, as it enables him to follow instructions given well in order to recover fast and stay healthy.
\nIn trying to Help, the theory of cognitive dissonance provides explanations that can help to explain to him why listening is important. He is always attempting to appear like he is very advanced and has in-depth knowledge in everything. In his attempt to prove that he knows \u2018everything\u2019, he wouldn\u2019t to be seen listening. He assumes that he is being compatible with medical specialists. This behavior hinders any meaningful communication. His behavior can also be seen as trying to avoid dissonance. The theoretical accommodation theory can also be very important to this person who needs to understand that the message being conveyed is important and worth understanding. For this reason, he does not need to try to seek convergence or divergence with the speaker (Doyle 1997). The recipient needs to remain very neutral about the message and the speaker as well as listen keenly in order to get the information being relayed.
\nIn the light of the above two theories, it would be important to communicate to this client and emphasize the importance of listening keenly especially in a healthcare environment (Leake 2008). In this environment, the information has paramount importance and aspects that hinder the smooth passage of the same can be noises in the channel of communication. Therefore, he should not fear being seen as if he does not know as it is the only way he can be taught. Furthermore, he should always seek to listen to specialists and only give his opinion when asked. He should also be willing to apply all the information taught and also follow specialists\u2019 advice. From the theoretical accommodation theory, he should not consider how he will be perceived or if he will be accommodated or not, the most important thing in this case would be to allow effective communication.
\nWhen a person walks into a hospital to be checked, treated or advised, it is important to note that medical specialists are trained to effectively do the above. Medical specialists are trusted to Help such a person both medically and psychologically in order to cultivate an environment that can Help them heal fast. The psychological aspect of this relies heavily on communication. Consequently, nurses and other specialists in this environment are trained how to communicate well. The results of each and every test should are communicated clearly to the patients or the clients. Therefore, it becomes the responsibility of patients\/client to contribute to generating the right environment and understand what nurses have to say. The expected results, consequences as well as the side effects of every treatment procedure need understood clearly. The patient has the responsibility to understand and should do whatever it takes to listen and create the right environment for communication.
\nOrganizational policies are very important for effective communication. The policies that are emphasized in this organization include the importance of a quiet communication environment without noises in the communication channel. The privacy of patient\u2019s or client\u2019s information is highly valued and adhered to as well as courtesy and empathy while talking to the users of healthcare services. Such polices are outlined in that the results of various tests are communicated to the patient almost promptly. Patients are advised to be receptive and make the whole process efficient. To safeguard the privacy of a patient, his\/her health details are only discussed with him\/her or with any other necessary person as the situation may allow. In such instances, a patient\u2019s family can be informed to participate. Such information is discussed away from crowds and preferably in enclosed locations. Thirdly, specialist tone in relaying some information is checked such that he or she may not express carelessness or pleasure in the patients\u2019 illness, the client is talked to in a formal, empathetic and reassuring tone.
\nAlthough legislation may not be exhaustive in defining how communication should be carried out in the health care setting, patients\u2019 and clients privacy in healthcare is well covered in this area. However, various charters and codes of conducts especially specific to various specialists in the healthcare environment define how specialists ought to communicate (Salmon 2000). Unfortunately, there is no formal way of advising patients and clients on how to communicate effectively with medical care specialists. Clients\u2019 privacy and right to timely feedback is emphasized. Additionally, they emphasize how specialists\u2019 way of communication plays a pivotal role in developing the right psychological environment necessary for quick recovery of clients. Over the recent past, such codes are being refined to ensure that they match the customer-care code of communication found in the corporate world. From the scenario above, the patient should learn to communicate well to complement the efforts made medical specialists and make communication more efficient.
\nTask 2 Written Report
\nThere are some instances in which some members of staff may feel uncomfortable especially while working in groups with other professional teams. Inter-professional teams are groups with very specific dynamics that need to be considered and analyzed. There are various reasons why this happen. In inter-professional teams, some form of superiority and inferiority complexes may develop between various professions, some of the professionals that are considered or consider themselves higher that the rest may develop superiority complex. Because of their perceived \u2018elevated statuses\u2019, they may fail to relate well with the others. They may also make communication impossible.
\nLike in the case of Northumberland Hills Hospital (NHH) the doctor could not sign transfer forms as seen earlier. This doctor could have considered request from crisis-care worker to sign the forms an insult or instance of insubordination. This can be seen by the statement the doctor makes that he\/she is not a psychologist or a psychiatrist. There also seems to have been instances of poor coordination in that the doctor had to call a crisis-care worker who took more than 15hours to arrive. This was not worth as the journey to the other hospital was way shorter. It is not clear whose mistake this was but the doctor could have offered transfer to the boy instead of letting him stay for that long without treatment.
\nIn the cases of inter-professional teams, all the professionals represented are supposed to function as a team. The seniority and other forms of competition should be ignored. Each and every member should play their roles well; the doctor should ensure research paper writing service that he\/she fills all the required places to make the other processes faster. Other professionals such as crisis-care workers should ensure that they arrive timely whenever they are called upon so that patients can be Helped in the shortest time. Nurses on their side should take their roles well and should be concerned about the wellbeing of patients than their workload (Schaefer & Saunders-Smith 2000).
\nIn order for every professional team to feel comfortable in the inter-professional group, each of them should understand and perform their roles well. Each person\u2019s role becomes paramount and every one should perform his duties well whenever called upon. Communication becomes very important. Inter-professional communication makes processes efficient. For instance, when the doctor in (NHH) did not write his comments and fill transfer forms, specialists in Hotel Dieu could not attend this boy. This contributed in making the whole process inefficient and it required a doctor to be sought from Kingston General Hospital. Inter-professional communication may take a form of one performing his duty well and make processes more efficient.
\nIn (NHH), there are several instances in which communication was not done appropriately. One of them is the instance where the doctor came asking the boy questions in the waiting room. This violates the privacy of the patient or the client. Doctors should ask such questions in their private consultation rooms where the audience is selected. In the manner that the doctor asked this question, every person in the hospital hallway could have received this information. This is not desirable. Additionally, the few questions that the doctor asked the boy and in the environment he asked in could not have been adequate to make diagnosis. The boy replied \u2018yes\u2019 for every question contrary to what he answered later one. Environment is a very important aspect of communication. The boy could have just answered everything with a \u2018yes\u2019 because of anger, frustration, and fear among others.
\nAnother instance of inappropriate communication is the doctor\u2019s refusal to fill in the transfer form. This was a crucial item of professional communication that would have allowed the boy to be treated promptly in the Hotel Dieu. Lack of this peace of professional communication required the boy\u2019s family to take him to another hospital to have the form filled which is very inefficient.
\nIn all the instances, the professional group took a very personal approach to communication. For instance, the doctor was very arrogant and did not observe his professional responsibility of feeling in professional documents such as transfer forms. The doctor shows some unprofessional conduct in communication in that he received information from the hospital call center and considered it as true without making his own observation. This was the reason why he asks the boy if he wants to harm himself. A doctor should not reach to such assertions without communicating to the patient first (Roter 2006).
\nThe method that was used in (NHH) seems very inefficient as it lead to wastage of time and resources. In addition, it lead to suspense and anxiety among the parents and left the boy scared. Reviewing this process to be more efficient, the communication between the doctor and the crisis-care worker should have been more efficient. He\/she should have arrived sooner than he\/she did. In addition, the doctor should have observed the boy for longer and launch a meaningful interview with the boy in the right environment so that he could make a proper conclusion. The doctor should also have filled various areas of the form including the transfer
\narea when the need arose. The hospital should have also updated the boy\u2019s parents on all processes so they could not be held at suspense. This could have enabled them to relax and effectively plan for each subsequent step. If all these were done, the whole process could have been more efficient and time and resources could have been saved.\tICT could have been used to make the process of sharing information between these professionals to be efficient (Courtney, Shabestari & Kuo 2013).
\nTask 3 Report
\nCare Quality Commissions Report (CQC)
\nThere are several aspects that make a facility to be considered as being not well lead. If the (CQC) concludes that a facility is not \u2018well led\u2019, this generally means that the management and organization has several notable aspects that it has failed to respond to effectively leading to reduction in the quality of services delivered (Nemeth 2008).
\nAspects of poor leadership may include the following
\n\uf0a7\tPoor communication to the patients and clients
\n\uf0a7\tIgnoring patients\u2019 and community\u2019s views
\n\uf0a7\tFailing to deliver to the hospitals values
\n\uf0a7\tLack of quality assurance of quality assurance of any significance
\n\uf0a7\tLack of prioritization of issues that affect people\u2019s care and safety
\n\uf0a7\tLack of proper record keeping, keeping and records that are not up- to-date
\n\uf0a7\tThis affects the facility\u2019s ability to manage peoples care well.
\nThe above is not desirable.
\n\uf0a7\tIt reduces the quality of care that people get.
\n\uf0a7\tIt erodes the community\u2019s confidence in the health care system.
\n\uf0a7\tMay reduce the quality of life of the community
\n\uf0a7\tMay lead to loss of life which could otherwise be prevented
\nUse of ICT
\n\uf0a7\tICT can be used for coordination which with proper management increases efficiency
\n\uf0a7\tIt enhances very fast communication and sharing of information
\n\uf0a7\tIt allows proper and organized record keeping
\n\uf0a7\tIt allows very easy and efficient retrieval of data
\n\uf0a7\tICT through the use of social media becomes a crucial way through which the community and the health care facility may and exchange views and ideas (Winkelman 2006).
\nHow ICT can be used to respond to challenges pointed by (CQC) Report
\n\uf0a7\tICT forms a basis for keeping very current and dynamic records in a very efficient way. It also allows very easy retrieval.
\n\uf0a7\tThis can make it easy for healthcare management to easily get ways of prioritizing issues of community care and people\u2019s safety.
\n\uf0a7\tWith ICT, it will also be easier keep up-to-date records of patients for prioritization and affirmative action (Courtney, Shabestari & Kuo 2013).
\n\uf0a7\tICT will also make the flow of information between various professionals in the healthcare environment efficient.
\nBenefits of ICT to the community
\n\uf0a7\tThrough the use of social media, the hospital can be able to get feedback about the quality of services received by the community.
\n\uf0a7\tHealthcare facilities can also be able to inform or easily broadcast information to the communities through the social media (Gregory 2011).
\nLegal considerations on the use of ICT
\n\uf0a7\tIssues of privacy may arise from the use of ICT, when patients\u2019 information is in the hospital system, it can be accessed to all people with access to such system.
\n\uf0a7\tThis requires that all the professionals have utmost secrecy and would not use such information without patients\u2019 consent.
\n\uf0a7\tLegal considerations on ICT would mostly affect privacy of patients\u2019 information and the facility would need to have measures to respond to that (Dornhoffer 2000).<\/p>\n
Conclusion
\nEffective communication is very crucial in every process. In the healthcare environment, lack of effective communication can deny a patient or the community quality health care and may even lead to loss of life. For this reason, healthcare professionals should learn means of making communication efficient. Inter professional communication has to be very efficient such that care delivery is fast and least resources are utilized. Inter-professional communication may take many forms and may include activities such as filling in professional forms among others.
\nAt the same time, communication to the patient and the patients\u2019 family remains very crucial. It Helps the patient to formulate the right psychological environment to regain and retain health. Additionally, it reduces suffering to the patients\u2019 families and Helps them to plan for the next course of action. The treatment process can be tedious which requires that the patients\u2019 family be kept up to date as surprises may make them less responsive or may reduce the quality of their response. ICT comes to make inter-professional communication in the healthcare environment very efficient. For instance, feeling of a form by a doctor in doctors\u2019 room means that the same is available to all other professions needing it in real time. With the help of social media, ICT can also Help healthcare facilities to interact with communities and together enhance care delivery.<\/p>\n
Reference list
\nCourtney, K L, Shabestari, O & Kuo, A 2013, Enabling Health and Healthcare through ICT, Amsterdam: IOS Press.
\nDornhoffer, M K, 2000, Doctors, Minneapolis, Minn: Compass Point Books.
\nDoyle, D 1997, Domiciliary palliative care: A handbook for family doctors and community nurses, Oxford: Oxford University Press.
\nGregory, J 2011, Doctors, Ann Arbor, Mich: Cherry Lake Pub.
\nLeake, D 2008 Doctors Chicago: Heinemann Library.
\nNemeth, CP 2008, Improving healthcare team communication: Building on lessons from aviation and aerospace, Aldershot, England: Ashgate.
\nRoter, D & Hall, J A 2006, Doctors talking with patients\/patients talking with doctors: Improving communication in medical visits, Westport, Conn: Praeger.
\nSchaefer, L M, & Saunders-Smith, G 2000 We need nurses, Mankato, Minn: Pebble Books.
\nSalmon, P 2000, Psychology of medicine and surgery: A guide for psychologists, counsellors, nurses, and doctors. Chichester: Wiley.
\nWinkelman, W J 2006, The technological transformation of self-care: A patient-driven adaptation of the technology acceptance model for Assessment of patient-accessible electronic medical records.
\nCourtney, K L, Shabestari, O & Kuo, A 2013, Enabling Health and Healthcare through ICT. Amsterdam: IOS Press.<\/p>\n","protected":false},"excerpt":{"rendered":"
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