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Communication Traps in Healthcare: Real-life Examples and Consequences, Assignments of Health sciences

Various communication traps that healthcare professionals may encounter during patient interactions and provides real-life examples of poor communication exchanges. The traps include false assurance, unwanted advice, using authority, avoidance language, leading/biased questions, talking too much, interrupting, and others. The text also shares personal experiences of dealing with challenging patients and offers insights into effective communication strategies.

What you will learn

  • What should a nurse do when faced with a patient who is giving unwanted advice?
  • What are some common communication traps in healthcare interactions?
  • How can false assurance impact patient care?

Typology: Assignments

2021/2022

Uploaded on 10/12/2022

nrc4823
nrc4823 🇺🇸

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DISCUSSION POST #2.1—COMMUNICATION TRAPS:
Initial Post
As you've learned, there are ten communication traps. These traps include:
For this discussion, you should respond to the following set of questions. In your
discussion post, be thoughtful and thorough in your response.
Discussion Questions:
Answer each of the following questions:
For each communication trap, provide an example of a poor
communication exchange with a patient.
1. False assurance : A patient who is severely ill and has been in the hospital
longer than they had expected expressing their frustration about this to their
nurse and the nurse replying and saying, “Don’t worry, I promise things will get
better”.
2. Unwanted advice: a patient stating: “I don’t know what to do about my brother.
He is so lost.” Nurses reply: “If I were you, I would call him up today and
explain to him that you can’t support him any longer and that he needs seek
help.”
3. Using authority: a postoperative patient asking, “Why do I need to keep getting
the Lovenox injections, I am walking frequently and wearing compression
socks?” and the nurse stating: “Your doctor and surgical team has this
medication ordered for you still for a reason and he knows best what you
need.”
4. Avoidance language: a palliative care provider who was consulted for a patient
due to ineffectiveness of cancer treatment and poor prognosis asking the
patient “Do you want comfort care?” or “Do you want us to focus on keeping
you comfortable?” and the patient saying, “Yes of course”. Not realizing that
the provider was actually asking “Would you like us to stop efforts to prolong
your life and “only” provide ongoing interventions to alleviate
symptoms/provide comfort.
5. Engaging in distancing: A provider performing a testicular exam on a male
patient stating, “there is a lump in the left testicle.” Instead of saying “there is
a lump in your left testicle.”
6. Using professional jargon: A provider after reviewing a patient’s radiographic
results after they fell stating to them “You’ve sustained a comminuted tibial
plateau fracture that is going to require an ORIF.”
7. Leading/biased question: A provider/nurse asking a patient “You don’t use any
illicit substances or street drugs, do you?
8. Talking too much: A patient is explaining and answering questions related to
their social history during a patient interview and the provider keeps providing
lengthy advice and their own personal rhetoric after each short response that
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DISCUSSION POST #2.1—COMMUNICATION TRAPS:

Initial Post

As you've learned, there are ten communication traps. These traps include:

For this discussion, you should respond to the following set of questions. In your discussion post, be thoughtful and thorough in your response.

Discussion Questions: Answer each of the following questions:

For each communication trap, provide an example of a poor communication exchange with a patient.

  1. False assurance longer than they had expected expressing their frustration about this to their: A patient who is severely ill and has been in the hospital nurse and the nurse replying and saying, “Don’t worry, I promise things will get better”.
  2. Unwanted advice: He is so lost.” Nurses reply: “If I were you, I would call him up today and a patient stating: “I don’t know what to do about my brother. explain to him that you can’t support him any longer and that he needs seek help.”
  3. Using authority: the Lovenox injections, I am walking frequently and wearing compression a postoperative patient asking, “Why do I need to keep getting socks?” and the nurse stating: “Your doctor and surgical team has this medication ordered for you still for a reason and he knows best what you need.”
  4. Avoidance language: due to ineffectiveness of cancer treatment and poor prognosis asking the a palliative care provider who was consulted for a patient patient “Do you want comfort care?” or “Do you want us to focus on keeping you comfortable?” and the patient saying, “Yes of course”. Not realizing that the provider was actually asking “Would you like us to stop efforts to prolong your life and “only” provide ongoing interventions to alleviate symptoms/provide comfort.
  5. Engaging in distancing: patient stating, “there is a lump in the left testicle.” Instead of saying “there is A provider performing a testicular exam on a male a lump in your left testicle.”
  6. Using professional jargon: A provider after reviewing a patient’s radiographic results after they fell stating to them “You’ve sustained a comminuted tibial plateau fracture that is going to require an ORIF.”
  7. Leading/biased question: illicit substances or street drugs, do you? A provider/nurse asking a patient “You don’t use any
  8. Talking too much: their social history during a patient interview and the provider keeps providing A patient is explaining and answering questions related to lengthy advice and their own personal rhetoric after each short response that

the patient gives. Thus, the patient eager to please the examiner, lets them take hold of the conversations and talk, leading to the interviewer talking more than they should be listening to what the patient has to say.

  1. Interrupting: illness and because the patient is telling the story more slowly due to trying to A provider asking a patient about the history of their present retrieve information from their memory of all the events that occurred in a chronological fashion, the provider attempts to finish the statement of the patient because they think that they know what they are about to say or what they are trying to retrieve form their memory.
  2. Why questions: A parent brings their child in who began spiking a fever a day ago comes into the clinic with him/her and the child’s temperature reads 103 F. An example of this type of communication trap would be the provider/nurse stating to the mother “Why didn’t you bring him in sooner?”  Can you think of an example of a "problem" you've had communicating with a specific population? Angry, aggressive, inebriated, and anxious are just a few examples of possible problems. When considering that "problem," how did you resolve the issue? Although I have probably experienced dealing with and taking care of almost all of the types of patients that were listed in our textbook under “Interviewing People with Special Needs”, however, the ones that I have dealt with the most, or rather, stick out more in my mind are those that have been under the influence, are angry, or those who threaten violence. Of particular, one patient that takes the cake was a patient who came from jail who had an extensive psych history (and thus DOC guards were constantly present) and remained on our unit for close to 4-5 months due to needing a multitude of surgeries. I was working a day shift as resource (aka charge) nurse and was told that the night before the patient became agitated due to the resource nurse from that shift deciding to move the patient away from the nursing station (due to him inappropriately staring at nursing staff and touching himself constantly) to a room further down the hall. The patient woke up a few hours into my shift and became very agitated and yelling at the top of his lungs. The patients nurse and I went into the patient’s room (seeing that the DOC officers were acting as if the patient wasn’t even there and, on their phones,) to try and calm the patient down. Also, when entering the room, I saw that the patient’s right hand was the only limb handcuffed (due to patient recently using restroom supposedly). After assessing this unsafe measure, I instruct ted (via text message) another nurse outside the patient’s room to call a Code BERT while I tried diffusing the situation at a safe distance. and the patients nurse at a safe distance with the patient’s door open. The I ensured to place myself patient kept screaming obscenities at his nurse and at myself, and then attempted to launch his urine (in a urinal) at his nurse (he missed due to our distance from him) and then while still partially handcuffed put his surgical leg on the floor (he was non-weight bearing and a large WV was attached to this leg) and began trying to pull himself free from the bed. When the patient finally stopped screaming and had no other things to throw at us, I took my opportunity to try and calm him down. Although I was frazzled from what just ensued, I calmly stated to the patient in a soft voice that “we are trying to assist him and want to help him with what he needs, but that his actions are making it hard for us to be able to help if we don’t understand what the issue is”. He yelled back at

To promote online discourse, you are required to comment on at least two of your peers' posts. Please be thoughtful in your reflection. Here are some possible questions to consider as you review your peers' posts. Respond to at least two of these questions as you reflect on your peers' posts.

 Is your "problem" similar to your peers' problem? If so, how?  What are your thoughts on how your peer resolved the issue?  What new information did you learn from your peers' responses that you did not initially consider?  Have you ever used the communication trap that your peers have used or any of the examples they provided?

Hey Kathleen,

Great post and thanks for sharing your peer resolved issue! I can only imagine how difficult it

can be at times to work on that type of unit and how much patience you need to have or gain in

order to successfully handle concerning problems such as those that you described. I feel as

though I learned how to manage angry and on-the-verge of aggression dementia patients very

quickly after one experience that I had with my preceptor during the beginning of my residency.

The patient had dementia, and we were working a night shift, and the patient went from day to

night in his mood and demeanor. Once the patient being agitated and angry with my preceptor,

she naturally responded by being stern and more instructive of what she wanted him to do

instead of coming off as calm and unthreatening to the patient, and the situation escalated.

Additionally, she turned her back to the patient to grab something, and when she turned back

around to face her, he punches her right in the face. Therefore, after that scary experience

during the first month of being in residency, I ensured to learn from that experience. Since

then, I have learned and acquired the communication technique of ensuring to share and show

sincere concern, as well as, being mindful to listen and validate the patients’ reasons for being

upset, angry, anxious, or frustrated. Additionally, your utilization of giving these types of

patient’s space to de-escalate before taking place in any communication with them and

ensuring that they were calm enough to listen, is key in any type of upset or anxious patient,

but most especially in dementia patients. Very well put post and thank you for sharing!

Hey Ashley,

Amazing post as always! Regarding the communication trap of interrupting and your

experiences, I can totally relate! I have had so many instances when I was trying to go over

discharge instructions such as wound care, leg bag teaching, position/weight-bearing

restrictions etc. and the family members who are present for the instructions constantly

interrupt during my education/key points to follow with either questions unrelated to what I

am currently trying to go over, or as you experienced state that they had to do that for their

surgery they had, or even worse, state that they had a different discharge plan and question

why their family member isn’t following the same plan (e.g. wound care

instructions/showering, activity restrictions, PT/OT therapies to continue at home). I completely

agree that these family members do often come in more anxious (understandably), however,

not only is this disrupting when trying to go over key points that they need to know while at

home, but additionally, often can also cause the patient to become anxious as well. I concur

and also have learned to state in the beginning before I give my discharge education (with or

without family members) that after each section of the discharge instructions, they can ask me

any question that they have about what was just said/discussed. After implementing this little

key statement before my discharge instructions, has definitely made discharge education go

more smoothly (especially when family members are present). Thanks so much for sharing!