3.5: Key Terms
- Page ID
- 105136
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- active listening
- listening with the intent of understanding and discerning
- adaptive questioning
- a form of open-ended questioning that helps to encourage a patient to fully communicate without interrupting the flow of their narrative
- affective learning domain
- our attitudes, values, and emotions toward learning and how they develop
- Bloom’s Taxonomy
- a framework that helps the nurse to identify the key learning goals they want to achieve during each patient interaction
- cognitive learning domain
- the understanding and development of information through application, moving up the taxonomy from basic recall to complex evaluation and creation
- competitive listening
- behavior that happens when we focus on sharing our own point of view instead of listening to someone else
- cultural awareness
- the recognition of the characteristics of one’s own culture and other people’s, and of the differences between them
- health literacy
- an individual's ability to obtain, understand, and apply basic health information and services to make informed decisions about their health
- introductory phase
- nurses introduce themselves and begin to obtain essential information about patients as individuals with unique needs, values, beliefs, and priorities; during this phase, trust is established and rapport begins to develop between the patient and the nurse
- maintenance phase
- majority of the nurse’s time with the patient; during this phase, nurses use active listening and begin by asking the reason the patient is seeking care; the answer helps to reveal what is important to the patient
- message
- the thought or content that someone wishes to convey
- nontherapeutic communication
- communication patterns or techniques that have negative effects on the development of a therapeutic relationship
- nonverbal communication
- conveying a message without the use of words
- open-ended questioning
- an interviewing technique that requires the interviewer to ask questions that prompt detailed answers from the interviewee
- passive listening
- behavior that happens when we are not interested in listening to a speaker and we assume the speaker’s message without verifying that we understand what the speaker is communicating
- preparatory phase
- happens before the face-to-face meeting with the patient
- psychomotor domain
- acquiring physical skills and motor abilities
- teach-back method
- to have the patient re-state to the educator, in the patient’s own words, the original message
- termination phase
- the final phase of a nurse-patient relationship; typically occurs at the end of a shift or upon discharge from care
- therapeutic communication
- the specific techniques and strategies used by nurses to establish a therapeutic relationship with patients and promote the patient’s well-being
- transparency
- being open and honest with the patient about their health conditions, treatment options, and potential outcomes
- trauma-informed care
- care that considers the impact of trauma on an individual's physical, emotional, and mental well-being
- validate
- reassure a patient that their emotions are natural and reasonable and their problems are understood and will be fully addressed
- verbal communication
- the use of words to deliver a message