Pillar 3: Communication

Communication, as a pillar of professionalism, needs to be taught to students by example. The example of good communication will be evident through interactions that the students witness between faculty and staff, faculty and administration, faculty and students, and faculty and patients. Essential avenues of communication include verbal means, written means, and nonverbal communication, in both the clinical arena and in the classroom.

I feel as if this teaching by example is so crucial for students.  Students watch our actions and interactions with the people with whom we work (such as other faculty, staff, and administration), with whom we interact (such as patients and students), and for whom we care (such as patients in the clinical setting).   If we, as faculty, demonstrate poor communication, both verbal and nonverbal, to our students then students may feel as if they have license to communicate poorly as well.  

I am not saying that all communication, at all times, is perfect and exemplary.  We all know, as educators, that we sometimes have less than stellar moments.   However, we can still use these examples as teachable moments for our students.  We can explore ways in which better communication skills could have been employed.  We can have that open, and sometimes difficult, discussion in order to better prepare our students for the nursing profession.  (Remember that I believe part of professionalism is accountability, accountability to your actions and the outcomes of those actions). Students need to realize that they will be facing difficult communication situations each day in nursing with their patients, families, nursing colleagues, and other professional colleagues within healthcare. 

In my experience, I have found that students are very nervous initially when it comes to communicating with others, especially patients.  One time, a long time ago, a student approached me on the unit with a wash basin in hand.  I asked this student what was going on and she replied, "I have to go give my patient his bath".  This student was a foundations student and she came to me because she was nervous to go in the room and do this task.  She asked me, "What do I do first?"  I told her that first we go in and say good morning to the patient.  I asked her if she wanted me to accompany her and she replied yes.  We went in, I said hello to the patient, introduced both of us, and then we went on from that point.  I was trying to establish good communication by example for this student.  It allayed fears on the part of this student, while role modeling and fostering communication skills while providing patient care.  Her fear was very real and raw that day.  Hopefully, I helped her through those fears. 

Perhaps others have similar examples and would like to chime in.  I would love to hear the thoughts of others on this topic.  As always, feedback and comments are welcome.