Communication Strategy Training Research Articles

Exploring therapeutic communication in managing chronic non-communicable diseases: a mixed-method study in Ghana

BackgroundGlobally, the burden of chronic non-communicable diseases is increasing rapidly and approximately one in three of all adults suffer from multiple chronic conditions. Therapeutic communication plays a crucial role in achieving curative, preventive, and promotive goals regarding chronic disease management. We examined therapeutic communication between health professionals and patients with chronic non-communicable diseases at the Ho Teaching Hospital.MethodsWe adopted a concurrent mixed-methods approach. The quantitative aspect of the study was descriptive while the qualitative was explanatory. The quantitative study was conducted among 250 patients. The qualitative data was collected among eight health professionals. A stratified sampling and simple random sampling methods were used to recruit patients for the quantitative survey while purposive and convenient sampling was used for the qualitative aspect of the study. The quantitative data was collected using a semi-structured questionnaire while the qualitative data was collected using an in-depth interview guide. The quantitative data were analyzed using STATA v17 and the qualitative data were analyzed thematically using Atlas ti. The major themes that emerged were, therapeutic communication practices, barriers to therapeutic communication and possible solutions to good therapeutic communication.ResultsWe found that 37% patients were 60 years and above with 53.2% being females. It was noted that 36.4% of patients have had tertiary-level education. We found that 59.2% of patients reported having good therapeutic communication with health professionals. We, however, noted that male participants were 92% less likely to practice good therapeutic communication compared with females (aOR = 0.92,95% Cl = 0.46–1.84). Health professionals’ activities to ensure good therapeutic practices included their capacity to listen, build rapport with their patients, and clarify information. We found that the major facilitators of good therapeutic communication included trust in the health professionals (90.4%), conducive environment (93.2%), using simple and plain language by health professionals (92.0%) We found that there are myriad of barriers that impede communication process. This included language, health professionals’ inability to break terminologies, and the unconscious state of patients.ConclusionsThe study revealed that there was good therapeutic communication between health professionals and patients with CNCDs. Nevertheless, it was also identified that ineffective therapeutic communication between health professionals and their patients due to barriers like language could lead to dissatisfaction with care, misdiagnosis, and noncompliance to treatment regimen. For Ghana as a country to achieve SDG target 3.4 by reducing mortality due to NCDs and improve wellbeing of patients by 2030, it will be imperative on Ghana Health Service to design communication strategy training for health professionals that could help improve therapeutic communication between patients and health professionals.

Explicit Training in Systematic Communication Strategies: A Pilot Study Exploring the Incorporation of Communication Tools by First-Year Residents in Simulation and in Clinical Practice.

Educational approaches for training physicians in clinical communications vary, and whether physicians apply the communication skills they learn or find them useful in the clinic is not well known. The aim of this study was to determine how first-year residents who received explicit instruction in 7 communication strategies would apply them in a simulation exercise and in clinical practice. First-year Internal Medicine residents at an urban teaching hospital received instruction in 7 systematic communication strategies: Ask-Tell-Ask, Teach-back, open-ended questioning, NURSE, open body language, pausing, and plain language. Residents were evaluated on their use of specific communication behaviors associated with the 7 strategies during a simulation exercise of disclosing a medical error to a standardized patient. Control group residents who did the simulation before attending the training program and training group residents who did the simulation after the training were compared. Residents were queried 6 months after the training program on their use of communication strategies during clinical practice. A total of 27 residents participated (n = 13 control group; n = 14 training group). The training group performed behaviors for "establishing patient understanding" significantly more often than the control group. Both groups used non-verbal communication and behaviors for addressing patient emotions at similar levels. Of the 24 residents who responded to the 6-month follow-up questionnaire, 24 (100%) reported using Ask-Tell-Ask, open-ended questioning, and Teach-back, and 22 (92%) reported using NURSE statements and non-verbal communication. Most respondents reported using the strategies in clinical practice often or very often (79%) and found the strategies useful or very useful (96%). Providing explicit instruction in systematic communication strategies, particularly those focused on establishing patient understanding, may be an efficient approach for helping early career physicians develop effective communication skills that can be readily implemented during clinical training and practice.

Deafness and Communicative Barriers with reference to University Courses in the Rehabilitation area

Abstract Introduction Deafness frustrates communication. It creates a communication deficit/barrier between the deaf person and the hearing community. Without appropriate training of Healthcare staff in effective communication strategies, this gap can marginalize/exclude the Deaf Community by denying them access to necessary Healthcare provision with adverse outcome for diagnostic and therapeutic success. This study highlights the pressing need for and desire of Healthcare staff for training in effective communication strategies, the willingness of University Healthcare Degree Course Directors to explore this, and the perspective of the Deaf community itself, entitled to equal access to Healthcare Material and Methods Using the Google forms platform, online questionnaires were given to the 3 stakeholders all over Italy: Deaf people DP; Rehabilitation Healthcare Staff RHS; University Degree Course Directors in Rehabilitation UDCDR. Data Analysis was carried out using the Google Forms program, SPSS program Windows7 Excel Spreadsheet. Results 252 RHS (89% women) participated, (92.9%) interested in Courses about Communication with Deaf People (57% of these had deaf patients, but only 45% had specific training). 39 DCHR took part (39,4% Heads of Speech Therapy courses and 35,3% Heads of Developmental Neuro-Psychomotricity Therapy courses). These Heads do not foresee training courses on the subject, even though 92% of them consider it quite/ very important for their students’ formation. 23 DP participated (69% aged 18-45); 56% report having received simplistic communications solely because they are deaf; 78% had problems in establishing a relationship of trust with health staff, due to communication barriers. Conclusions Both health workers and deaf people identify significant training needs to overcome communication barriers. Apropos, the UDCDR involved show their willingness to pursue further study of this. Key messages • This study highlights the need to train health workers in essential communication strategies with deaf people, to reduce the significant barriers that prevent their access to appropriate therapy. • There is a need for training in effective communication strategies between deaf people and Rehabilitation Health Professionals. Training should be duly adapted to provide all inclusive Healthcare.

Enhancing Elementary EFL Learners’ Willingness to Communicate Through Communication Strategy Training

Enhancing Elementary EFL Learners’ Willingness to Communicate Through Communication Strategy Training

DETERMINING EVIDENCE FOR EFFECTIVE FAMILY CAREGIVER COMMUNICATION: STRATEGIES LEADING TO BREAKDOWN AND REPAIR

Abstract Communication is fundamental for dementia care and identifying evidence for strategies that facilitate or impede communication is needed. We analyzed 221 videos from a randomized controlled trial of a family caregiver telehealth intervention (FamTechCare) using Noldus second-by-second behavioral coding of communication behaviors and breakdowns in interactions between 53 caregiver-person with dementia dyads. Coded data from 3,642 30-second observations were first analyzed using penalized regression for feature selection (least absolute shrinkage and selection operator; LASSO) to identify strategies most important for predicting prevention and successful repair of communication breakdown. Bayesian mixed modeling was then used to identify communication strategies associated with successful versus unsuccessful prevention and repair of communication breakdown taking into account of the dyadic structure of our data. Results showed that given our data, communication breakdown was associated with caregivers changing topic (Mdn=11.23, 95% CrI [4.39, 24.43]), ignoring (Mdn=11.47, 95% CrI [4.75, 24.17]), making commands (Mdn=10.55, 95% CrI [3.41, 23.22]) and taking over the task (Mdn=4.04, 95% CrI [1.69, 7.23]). Successful repair of breakdown was associated with caregivers verbalizing understanding (Mdn=-0.47, 95% CrI [-0.88, -0.09]), tag questions, (Mdn=-2.44, 95% CrI [-5.35, -0.33), and silence (Mdn=-0.78, 95% Crl [-1.18, -0.40) while ignoring and changing topic were associated with unsuccessful repair (Mdn=3.63, 95% Crl [-2.56, 4.78; and 2.51 [1.39, 3.74]). These results provide evidence for development and testing of evidence-based communication strategy training for family caregivers of persons with dementia. Future analyses will identify effects of dementia stage, diagnosis, and dyad characteristics on associations.

REFORMULATING COMMUNICATION STRATEGY TRAINING TO REDUCE TOPIC FRONTING AMONG TESL TEACHERS IN MALAYSIA

Communication strategies involves the vast range of linguistic and paralinguistic techniques such as the use of negotiation of meaning to the very complex facial expressions. Despite being highly human based, the use of communication strategies needs to be learned and developed. The Malaysian classified variety, topic fronting, is a highly utilised communication strategy. However, despite being an achievement strategy, topic fronting does not abide by the English language grammatical rule. Although one of the primary factors of communication strategy is the independence from linguistic rules, a rampant use of this strategy among ESL learners might affect them adversely especially in academic discourse. This study looked into this strategy among the TESL practitioners from Universiti Malaysia Sabah. The findings obtained from their focus group discussions (FGD) identified four themes in the utilisation of topic fronting methods of overcoming it as well as the inculcation of suitable communication strategies. This study’s findings show that low utilisation of topic fronting should be able to allow the reformulation of the current communication strategy training.

Which patient and surgeon characteristics are associated with surgeon experience of stress during an office visit?

To determine clinician and patient factors associated with the surgeon feelings of stress, futility, inadequacy, and frustration during an office visit. A survey-based experiment presented clinical vignettes with randomized patient factors (such as symptom intensity, the number of prior consultations, and involvement in a legal dispute) and feeling behind schedule in order to determine which are most related to surgeon ratings of stress, futility, inadequacy, and frustration on 11-point Likert scales. Higher surgeon stress levels were independently associated with women patients, multiple prior consultations, a legal dispute, disproportionate symptom intensity, and being an hour behind in the office. The findings were similar for feelings of futility, inadequacy, and frustration. Patient factors potentially indicative of mental and social health opportunities are associated with greater surgeon-rated stress and frustration. Trainings for surgeon self-awareness and effective communication can transform stressful or adversarial interactions into an effective part of helping patients get and stay healthy by diagnosing and addressing psychosocial aspects of the illness. N/a.

Effects of Messaging and Communication Strategy Training on Interaction in Teams With Deaf and Hearing College Students.

The study investigated effects of computer-based messaging and training in communication strategies on interactions of deaf and typically hearing (TH) teammates in completing decision-making tasks without interpreter support. Fifteen teams, two deaf and two TH college students each, completed three decision-making tasks, one without messaging, one with messaging, and one with messaging and training in communication strategies. Each interaction was coded for (a) communication method, (b) to whom the interaction was directed, and (c) the function of the interaction. Without messaging, teams used speech, sign, or paper and pencil; with messaging, they predominantly used this technology to communicate with each other. Without messaging, teammates directed communications to members of the same hearing status; with messaging, they directed communications to the whole team. Teammates made fewer communication repairs with messaging than without. In focus groups conducted after the decision-making tasks, participants noted messaging's limitations and benefits.

The Effects of Communication Strategy Training on Speaking Task Performance

This classroom study evaluates the effectiveness of pre-teaching communication strategies before learners undertake an information-gap speaking task. A convenience sample of 67 first-year students taking mandatory English classes at a private Japanese university was subject to one of two instructional approaches. The experimental group (n=37) undertook a pre-task communication strategy awareness activity coupled with a video modeling the ensuing information-gap task and communication strategies, while the control group (n=30) received no pre-task training. An analysis of speaking times, task worksheets and audio recordings of conversations indicated that the experimental group significantly outperformed the control group in task accuracy and communicative efficiency. In addition, a review of experimental group conversations indicated that most participants implemented the six targeted communicative strategies multiple times throughout the speaking task. Major implications for foreign language teachers include the value of pre-task modeling and communication strategies awareness-raising to help learners overcome disconnects in communicative tasks. Further, this study demonstrates the utility of information-gap speaking tasks for: (a) practicing communicative strategies; and (b) developing learners’ communicative competencies for real-world English as a lingua franca contexts.

Validity and Reliability of the Korean version of the Communication Scale for Older Adults

Purpose: Aural rehabilitation has been used to reduce communication difficulties related to hearing loss and minimize their consequence in everyday life. Aural rehabilitation includes diagnosis and identification of hearing loss, provision of appropriate assistive listening devices such as hearing aids and cochlear implants, auditory training, speechreading, and communication strategies training. Communication strategies refer to a course of action taken to facilitate conversation interaction or to correct communication problems. Compared to other components of aural rehabilitation, communication strategies have not been focused on as a significant evaluation tool in spite of their importance in daily life. This study aimed to develop a Korean version of the Communication Scale for Older Adults (K-CSOA) originally designed by Kaplan et al. (1997) to evaluate the changes in communication strategies and attitudes.Methods: The K-CSOA was composed of communication strategies and communication attitudes. The Communication strategies have three subcategories of Facilitative (10 items), Repair (15 items), and Preparatory strategies (16 items). The communication attitudes have also three subcategories of Own Attitude (19 items), Family’s Attitude (7 items), and Others Attitude (5 items). The validity and reliability of K-CSOA were obtained with total sixty subjects consisting of thirty subjects with normal hearing and thirty subjects with different degrees of hearing loss with mean age of 72 years old ranging from 60 years old to 85 years old.Results: The validity and reliability of the K-CSOA were measured using Pearson`s correlation coefficient, Cronbach Alpha coefficient, and independent t-tests. The correlation coefficients were high (.502-.984) between total means of K-CSOA and subcategories of K-CSOA. The internal consistency ranged from .802 to .930 for Communication Strategies and from .620 to .962 for Communication Attitudes. The test-retest correlation of the K-CSOA was .986 and .988 for Communication Strategies and Attitudes, respectively. The correlation coefficient was .784 between the K-CSOA and Korean Hearing Handicap for the Elderly (KHHIE). In addition, there were significant differences in Communication Strategies and Communication Attitudes between the normal hearing and hearing loss groups.Conclusion: These results indicate that K-CSOA can be used as a useful clinical tool providing in-depth information regarding communication strategies and attitudes in Korean elderly people.

Oral Communication Strategies Training: The Case of Pre-Service English Teachers in Indonesia

Background:
 Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies.
 Methodology: 
 This study involved 27 students who joined in Speaking 3 course. The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems
 Findings: 
 Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted.
 Conclusion: 
 The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.

A Training to Enhance Oral Communication Strategies for Spanish Leaners of English

This experimental study investigates the use of oral communication strategies (CSs) by Spanish learners of English and the effect of the conducted oral CSs training on the subjects’ use of the CSs. This study is adding value to the fields of teaching and communication by including a training on the use of communication strategies instead of observation. It also counts with data collected from a total of 116 participants and 464 protocols including 2 high and 2 low proficient groups. Our subjects took part in a training on CSs before setting a pre and post-test (interview and storytelling). To compare the results of the use of CSs before and after the training for each of the levels and also manage a cross-sectional comparison between the groups, the researchers used the Canonical Biplot free program. The results of this empirical study proved the effectiveness of the CSs training. It also confirmed that the high proficient group benefited more from the training when compared to the low proficient students.

The Impact of Communication Strategy Training on WTC and Strategy Use

The purpose of this research was to investigate the effects of communication strategy training on tertiary EFL students’ willingness to communicate (WTC) and their strategy use. The experimental group received a 7-week intervention involving communication strategy-based training. Both quantitative and qualitative data, including self-report questionnaires on communication strategy and WTC, transcriptions of think-aloud protocols, strategy logs, and short memos, were collected. Pre- and post-oral communication tasks were given to measure changes in participants’ actual use of CSs. Seven strategies, including code-switching, appeal for assistance, non-verbal expression, word coinage, avoidance, circumlocution, and approximation were introduced in a college language classroom setting. The results showed that the explicit communication strategy instruction had a positive impact on both WTC and strategy use. Specifically, there was a significant increase in the participants’ use of four compensatory strategies, approximation, word-coinage, code-switching, and non-verbal expression, after seven weeks of CS training. The findings suggest that the students’ increase in the use of four CSs was closely related to their increase of the awareness of the CSs. Therefore, raising learners’ awareness of CSs, training them to apply the strategies, and providing opportunities for practice can enhance their communication abilities.

Analysis of Online Reviews of Orthopaedic Surgeons and Orthopaedic Practices Using Natural Language Processing.

There is growing interest in measuring and improving patient experience. Machine learning-based natural language processing techniques may help identify instructive themes in online comments written by patients about their healthcare provider. Separating individual surgeon and orthopaedic office reviews, we analyzed themes that are discussed based on the rating category, the association with review length, the number of people posting more than one review for a surgeon or office, the mean number of reviews per rating category, and the difference in review tones. On Yelp.com, we collected 11,614 free-text reviews-together with a one- to five-star rating-of orthopaedic surgeons. Using natural language processing, we identified the most frequently occurring word combinations among rating categories. Themes were derived by categorizing word combinations. Dominant tones (emotional and language styles) were assessed by the IBM Watson Tone Analyzer. We calculated chi-square tests for linear trend and Spearman's rank correlation coefficients to assess differences among rating category. For individual surgeons and orthopaedic offices, themes such as logistics, care and compassion, trust, recommendation, and customer service varied among rating categories. More positive reviews are shorter for individual surgeons and orthopaedic offices, while rating category was comparable among people posting more than one review for both groups. Tones of joy and confidence were associated with higher ratings. Sadness and tentative tones were associated with lower ratings. For individual orthopaedic surgeons and orthopaedic offices, patient experience may be influenced mostly by the patient-clinician relationship. Training in more effective communication strategies may help improve self-reported patient experience.

Practice-Based Teacher Questioning Strategy Training with ELK

Practice is essential for learning. However, for many interpersonal skills, there often are not enough opportunities and venues for novices to repeatedly practice. Role-playing simulations offer a promising framework to advance practice-based professional training for complex communication skills, in fields such as teaching. In this work, we introduce ELK (Eliciting Learner Knowledge), a role-playing simulation system that helps K-12 teachers develop effective questioning strategies to elicit learners' prior knowledge. We evaluate ELK with 75 pre-service teachers through a mixed-method study. We find that teachers demonstrate a modest increase in effective questioning strategies and develop sympathy towards students after using ELK for 3 rounds. We implement a supplementary activity in ELK in which users evaluate transcripts generated from past role-play sessions. We have tentative evidence that a combination of role-play and evaluating conversation moves may be more effective for learning. We contribute design implications of using role-play systems for communication strategy training.

KAMPANYE GEMA (GERAKAN BERSAMA) MELAWAN COVID-19 OLEH DINAS KESEHATAN KABUPATEN KARAWANG

The purpose of this study is to plan the communication of the GEMA (Joint Movement) campaign against Covid-19 carried out by the Karawang District Health Office. The study used a qualitative method with a descriptive approach while the data interview techniques were interviews, direct interviews and literature studies. The results in this study show several stages that were passed in making communication planning for the campaign against Covid-19, namely data base line and needs assessment, determining communication objectives, planning analysis and strategy development, audience segmentation, media selection, message development, management planning, training, implementation and evaluation. The Joint Movement Campaign which was conducted from March to December 2020 took the form of 3M socialization. This campaign is focused on ages 18 to 50 using live media, social media and outdoor media. Evaluation of activities is carried out by looking at the graph of the distribution of Covid-19 cases in Karawang Regency. The obstacles that occur in this campaign are weather, vehicles and there are some people who still do not use masks properly..

Cuido comunicando: diseño y validación de un programa de entrenamiento de habilidades comunicativas para cuidadores de personas con enfermedad de Alzheimer

La investigación sobre comunicación en la Enfermedad de Alzheimer, se ha orientado principalmente a caracterizar la interacción comunicativa de cuidadores y personas con esta condición. Sin embargo, son escasos los programas que fomenten dicha interacción, lo que motiva a crear propuestas que apoyen las relaciones y la interacción comunicativa efectiva entre cuidadores y personas con Enfermedad de Alzheimer. Introducción. Las personas con Enfermedad de Alzheimer, están inmersas en un contexto nutrido de interlocutores, que además deben promover y adecuar la comunicación de acuerdo con sus posibilidades; en esta propuesta se plantea un programa orientado hacia el cuidador y familiar de la persona con Enfermedad de Alzheimer, en quien finalmente recae la responsabilidad de generar una interacción comunicativa efectiva. Material y métodos. La validez del programa fue analizada con las propiedades psicométricas de las actividades, a partir de su pertinencia, coherencia y extensión del programa. Resultados. Se crea el programa Cuido Comunicando orientado a entrenar habilidades de comunicación en cuidadores, se logra validación de contenido por jueces expertos. Conclusiones. El programa le brinda información y entrenamiento en estrategias comunicativas al cuidador y entrenamiento de estas habilidades con las personas a quien cuida, sin dejar a un lado las actividades cognitivo-comunicativas.

The Tutor Development Needs of Writing Centre Consultants Working with Undergraduate Students Using English as an Additional Language

Growing numbers of international students and newcomers attending post-secondary studies means that there are more students using English as an additional language (EAL) at Canadian universities. Consequently, writing centres have recognized the need for specialized training for their tutors as they support these students. However, it is difficult to find research on tutor perspectives about these training programs in a Canadian context. The current project aimed to gather insight regarding tutors’ perceived knowledge and needs in helping students using EAL with their writing. The findings point to a need for tutor development which specifically contributes to supporting EAL writers in the form of ongoing interactive workshops on language awareness, instructional strategies, and communication skills. Twelve writing tutors completed a questionnaire in which they were asked about their previous EAL experiences, their current understanding of tutoring students using EAL, and their training needs in this area. A qualitative analysis revealed that tutors hoped to develop their ability in explaining grammatical rules, as well as improve their communication skills and developing pedagogical skills. These identified areas of development suggest a need to establish formal training in additional language acquisition theory, language awareness, and intercultural communication strategies.

ORGANIZATIONAL COMMUNICATION STRATEGY IN SHAPING THE LEADERSHIP CHARACTERS OF THE LEADERS IN OIL AND GAS ACADEMY (AKAMIGAS), INDRAMAYU

Communication acts as an instrument for everyone to interact both in formal and informal matters in daily life. The purpose of this study was to analyse organizational communication strategies in shaping the leadership character of the leaders of the Indramayu Oil and Gas Academy (AKAMIGAS). This study uses a qualitative approach, by determining the informants using purposive sampling and snowball sampling. Data collection techniques are using observation and interviews. Based on the results of research and discussion that structured information dissemination using the institution's primary online media as a communication strategy, team work, and leadership competency training are strategies used to form leadership characters that must be nurtured by the organization. Based on the results that the author has carefully examined, by conducting observations and interviews in the organization of communication strategies conducted using downward communication and upward communication. With these two ways communication strategies can be carried out with leaders and subordinates as the creation of communication that influences the organization's progress

Fluency and communication strategy use in group interactions for occupational purposes

Communication strategy use varies with proficiency in the target language and less proficient learners rely on L1 strategies for conversational repair. In an English for Occupational Purposes (EOP) context where the technical register is unfamiliar, little is known on whether communication strategies can enable learners with limited English proficiency to overcome hesitancy in speech. The study examined learners’ use of communication strategies and fluency in group interactions in an EOP context using an integrated problem-solving, interactional and discourse-based framework of communication strategies. A 13-week communication strategy training was conducted focusing on conversational repair strategies (fillers, approximation, code-switching), meaning negotiation strategies (clarification request, comprehension check, confirmation check), response strategies (rephrase, shadowing, reply) and discourse-based strategies (lexical repetition, topic fronting). The results on communication strategy use in three group interaction sessions involving three participants showed that the most frequently used communication strategies were lexical repetition and fillers. The participants’ fluency, as measured in C-units and frequency of fillers, was higher when they interacted on familiar topics. The participants learnt to use discourse-based strategies but not meaning negotiation strategies. The findings suggest that for better negotiation of meaning, the communication strategy training needs to create metacognitive awareness of the interlocutors’ communicative needs.