Nonverbal Skills Research Articles

Fundamentals of end-of-life communication as part of advance care planning from the perspective of nursing staff, older people, and family caregivers: a scoping review

BackgroundNursing staff is ideally positioned to play a central role in end-of-life communication as part of advance care planning for older people. However, this requires specific skills and competences. Only fragmented knowledge is available concerning important fundamentals in end-of-life communication performed by nursing staff.ObjectiveThis review aimed to explore the fundamentals of end-of-life communication as part of advance care planning in the hospital, nursing home and home care setting, from the perspective of the nursing staff, the older person, and the family caregiver.DesignScoping review.MethodsA literature search in PubMed, PsycINFO, CINAHL and Google (Scholar) was conducted on August 20, 2022. The search strategy followed the sequential steps as described in the Joanna Briggs Institute Manual. Peer-reviewed articles of empirical research and gray literature written in English or Dutch and published from 2010 containing fundamentals of end-of-life communication as part of advance care planning from the perspective of nursing staff, older people, and family caregivers in the hospital nursing home or home care setting were considered eligible for review.ResultsNine studies were included, and four themes were composed, reflecting 11 categories. Nursing staff attunes end-of-life communication to the values and needs of older people to approach the process in a person-centered manner. This approach requires additional fundamentals: building a relationship, assessing readiness, timing and methods to start the conversation, communication based on information needs, attention to family relationships, a professional attitude, improving communication skills, listening and non-verbal observation skills, and verbal communication skills.ConclusionsThis review is the first to compile an overview of the fundamentals of end-of-life communication performed by nursing staff. Building a nursing staff-older-person relationship is the most important foundation for engaging in a person-centered end-of-life communication process. Knowing each other enables nursing staff to have a sense of older people’s readiness, determine the right timing to initiate an end-of-life conversation, identify specific needs, and accurately apply (non-)verbal observation skills. end-of-life communication is not a one-time conversation, but a complex process that takes time, effort, and genuine interest in each other.

Learners’ Experiences in an Online Learning Environment: An Analysis of the Impact of International Collaboration

This qualitative study investigates learners’ experiences in online international collaborative environments using both asynchronous and synchronous communication methods. Specifically, it focuses on the rewards, shortcomings, and difficulties learners encountered through posing critical questions about the nature of collaboration forms. Eight graduate interview participants completed two separate instructional technology courses, and an interpretive qualitative approach was used to deepen the understanding of the interview responses. The findings suggest a few key themes, primarily positive in nature, about the use of online international collaboration tools. While asynchronous communication platforms help to enhance, enrich, and expand course content, media-rich synchronous communication platforms allow learners to have a more significant sense of social presence, encouraging them to be more actively engaged in the learning environment. Synchronous communication platforms also help to enhance intercultural understanding and develop non-verbal communication skills. In addition to commentary about communication platforms, the participants expressed immense satisfaction with learning various skills (i.e., research and interpersonal skills, project planning, and digital literacy) in the international collaboration projects. Despite their success, the participants did encounter several challenges, most notably the incompatibility of their respective academic calendars. This is perhaps the most ubiquitous obstacle in the collegiate online collaborative learning environment.

Sex Differences in Recognition of Face Expressions

Abstract: Emotional facial expressions are a crucial non-verbal communication skill for humans’ interactions. The current study assessed the impact of sex on emotional face recognition. A total of 125 individuals per-formed an online emotional face recognition task. The stimuli were created recutting male and female Saudi volunteers. Results showed that, except of the male participants having faster responses compared to females in general, no main significant differences between the sex group in accuracy nor any significant interaction between participant sex and the sex of the faces. Our findings suggests that the effect of sex on emotional face recognition needs further investigation with well calibrated stimuli. Limitations and the direction of future research in this area were discussed.

Semantic Language Skills in 2-Year-Old Children: A Case Study of Universal Substantive Acquisition at Kampung Baru

Language acquisition in early childhood is a crucial foundation in individual development as it is a critical period in which children rapidly and naturally learn language and communication. Speaking is a crucial language skill in everyday life. The act of speaking is closely related to language usage, and one example of this is the development of language abilities in 2-year-old children. This study aims to explore the semantic language acquisition in 2-year-old children at Kampung Baru. It is a qualitative descriptive study that focuses on the semantic language of nouns, verbs, and adjectives. This research is presented as an alternative strategy to enhance the intellectual development of children, especially at Kampung Baru, in their understanding of more complex language and communication in the future. The data source is the language used and the gestures by 2-year-old children at Kampung Baru. The data collection method employed in this study is participant observation with a semi-structured interview and complemented by recording, note-taking, and interviews. The researcher observed and recorded conversations of 2-year-old children and noted words related to the research objectives. Additionally, interviews were conducted with families of 2-year-old children at Kampung Baru during two months, specifically regarding nouns, verbs, and adjectives. The research findings indicate that 2-year-old children at Kampung Baru are capable of expressing and acquiring words accurately and in line with their intentions. They can differentiate between spoken words and actions. Furthermore, they demonstrate nonverbal language skills by expressing objects through gestures when referring to nouns, indicating actions when referring to verbs, and displaying attitudes and facial expressions when referring to adjectives.

Patient Counseling – Role of Pharmacist

Effective patient counseling makes the patient understand his/her illness, necessary lifestyle modifications and pharmacotherapy in a better way and thus enhance patient compliance. The pharmacist has immense responsibility in counseling the patients. The counseling pharmacist should possess adequate knowledge and should be an effective communicator, making use of the verbal and non-verbal communication skills. The act of assisting a client in seeing everything clearly, potentially from a unique perspective. This might assist the client in focusing on feelings, experiences, or behaviour with the goal of achieving positive change and establishing a trusting connection. Confidentiality is essential for successful counselling.

Effect of pesticides on phosphorylation of tau protein, and its influence on Alzheimer's disease.

Alzheimer's disease (AD) is a progressive and neurodegenerative illness which results in alterations in cognitive development. It is characterized by loss/dysfunction of cholinergic neurons, and formation of amyloid plaques, and formation of neurofibrillary tangles, among other changes, due to hyperphosphorylation of tau-protein. Exposure to pesticides in humans occurs frequently due to contact with contaminated food, water, or particles. Organochlorines, organophosphates, carbamates, pyrethroids and neonicotinoids are associated with the most diagnosed incidents of severe cognitive impairment. The aim of this study was to determine the effects of these pesticides on the phosphorylation of tau protein, and its cognitive implications in the development of AD. It was found that exposure to pesticides increased the phosphorylation of tau protein at sites Ser198, Ser199, Ser202, Thr205, Ser396 and Ser404. Contact with these chemicals altered the enzymatic activities of cyclin-dependent kinase 5 and glycogen synthase kinase 3 beta, and protein phosphatase-2A. Moreover, it altered the expression of the microtubule associated protein tau gene, and changed levels of intracellular calcium. These changes affected tau protein phosphorylation and neuroinflammation, and also increased oxidative stress. In addition, the exposed subjects had poor level of performance in tests that involved evaluation of novelty, as test on verbal, non-verbal, spatial memory, attention, and problem-solving skills.

Analysis of Nursing Students' Nonverbal Communication Patterns during Simulation Practice: A Pilot Study.

Therapeutic communication, of which nonverbal communication is a vital component, is an essential skill for professional nurses. The aim of this study is to assess the possibility of incorporating computer analysis programs into nursing education programs to improve the nonverbal communication skills of those preparing to become professional nurses. In this pilot observational study, the research team developed a computer program for nonverbal communication analysis including facial expressions and poses. The video clip data captured during nursing simulation practice by 10 3rd- and 4th-grade nursing students at a university in South Korea involved two scenarios of communication with a child's mother regarding the child's pre- and post-catheterization care. The dominant facial expressions varied, with sadness (30.73%), surprise (30.14%), and fear (24.11%) being the most prevalent, while happiness (7.96%) and disgust (6.79%) were less common. The participants generally made eye contact with the mother, but there were no instances of light touch by hand and the physical distance for nonverbal communication situations was outside the typical range. These results confirm the potential use of facial expression and pose analysis programs for communication education in nursing practice.

The Impact of Psychiatric Care Program on Empathy of Neonatal Intensive Care Nurses in Iran.

The main role of nurses is not only to inform about the disease and treatment of the patient but also to establish an effective therapeutic relationship to address concerns and provide empathy, comfort, and support. This issue is very prominent in neonatal intensive care units (NICUs) and doubles the importance of empathetic communication between nurses and parents and promoting empathy skills in nurses working in neonatal intensive care units. This study aimed to evaluate the effect of a support program on the empathy of neonatal intensive care nurses across the Iran. This study was conducted in 2021 as a semi-experimental intervention in a group of 166 nurses working in the neonatal department all over Iran who met the inclusion criteria. Jefferson's empathy questionnaire was completed electronically by the participants before and after the online education program start. Data were analyzed using SPSS software (V 24.0). The empathy score of nurses was 60.31 ± 5.76 before and 66.47 ±6.60 after the intervention. The empathy scores of nurses after the intervention increased statistically significantly. Nurses can communicate empathically with parents by training their verbal and nonverbal communication skills and gaining a common understanding of the feelings of parents of premature infants.

A Qualitative Analysis of an Interprofessional Musical Educational Workshop Focusing on Non-Verbal Communication Skills

A Qualitative Analysis of an Interprofessional Musical Educational Workshop Focusing on Non-Verbal Communication Skills

Short Sensory Profile Assessment System for Autism Children

Autism Spectrum Disorders (ASD) are life-long neurodevelopmental disorders characterized by impairment in reciprocal social interactions, impairment in verbal and non-verbal communication skills, and restricted repetitive and stereotyped patterns of behaviour, interests and activities. Children with ASD normally shows the sensory impairment and struggles to process sensory data. Short Sensory Profile (SSP) is an assessment tool which is widely used to identify whether the autism children have exhibited the sensory disorder. There are seven parts of the questionnaire which are tactile sensitivity, taste/ smell sensitivity, movement sensitivity, under responsive/ seeks sensation, auditory filtering, low energy/ weak and visual auditory sensitivity. The problem with the current system is that the assessment is being done manually whereby it requires the therapist to spend more time and effort to get the results. Therefore, by providing a web-based SSP assessment system, it will ease the therapist to automate the manual process and receive the output easily. In addition, the profile of the patient can be stored digitally and can be referred for future reference of developing and revisit the therapy plan.

A model for remote remediation to address communication deficits identified during clinical placement

Clinical case problem: Effective communication is vital for the successful transmission of information and has been attributed to better patient outcomes, patient satisfaction, and patient safety. Deficits in soft skills, such as communication, can be challenging to address due to a lack of standardized remediation strategies. This case report describes a student identified for inadequate communication skills during an intermediate clinical experience. To prepare the student for future clinical experiences, the faculty developed a comprehensive remote remediation plan. Case description: A four-step remote communication remediation plan was developed and implemented utilizing optimal-fidelity patient simulations. As the remediation occurred during a global pandemic limiting in-person contact, the scenarios were based on telehealth encounters and included faculty debriefing. A challenging communication component was embedded within each simulation. Outcomes including a communication survey to assess verbal and nonverbal skills, student self-reflection, and clinical performance assessment post-remediation demonstrating the transfer of newly acquired skills were used to evaluate the effectiveness of the intervention. Implications: The remote remediation was effective. Careful planning ensured that all deficiencies were targeted using multiple teaching modalities. This remediation plan may be adapted to target other soft skill development and implemented for formative or remedial training, based on learning objectives and student needs.

An exploration of communication skills development for student diagnostic radiographers using simulation-based training with a standardised patient: UK-based focus-group study

IntroductionCommunication is an essential skill for all healthcare professionals but is particularly challenging for diagnostic radiographers since their role involves conveying extensive information within a relatively short amount of time. One method to develop communication skills in radiography is through simulation-based training using high fidelity simulation activities. The use of video recording for reflection and debriefing are also important elements that can be utilised to enhance learning. The aim of this project was to explore student radiographers’ experiences of a simulation-based activity utilising a standardised patient designed to aid development of communication skills. MethodsFifty-two undergraduate 3rd year diagnostic radiography students at a single Higher Education Institution undertook a simulation roleplay exercise with an expert by experience (EBE) who acted in an anxious manner in order to challenge the student's communication skills following the simulation, students received a debrief session where detailed feedback was provided from the EBE and an academic. Students were also able to watch their video of the simulation and reflect. Students were invited to participate in a focus group to discuss their experience and the learning they had developed and 12 students participated. Transcribed material from the focus groups was thematically analysed to deduce themes of learning developed and ways to improve for future simulations. FindingsSix main themes were identified from the thematic analysis of the transcripts from 12 diagnostic radiography students. These were patient care, radiographer's role and responsibilities, personal development, feelings, fidelity, and pedagogy. The themes represented the key learning points expressed by students and also aspects of the simulation which could be improved.Overall, the simulation provided a positive learning experience for the students. Having a video recording of the scenario was regarded as beneficial to enable a depth of reflection on non-verbal communication skills, which would be beneficial in future simulation scenarios. Students were aware that even though they used appropriate language their overall manner affected the interaction with the expert by experience more significantly. Students also considered methods to improve their communication if they encountered a similar patient interaction in their future practice. ConclusionThere is great potential for simulation-based training in developing communication skills for diagnostic radiography students. EBEs are a vital addition to simulation and educational activities in Higher Education Institutions and should be involved with the design of simulation activities also, as they can bring unique patient insight.

THE ROLE OF COMMUNICATIVE EXERCISES IN INCREASING THE LEVEL OF PRACTICAL KNOWLEDGE OF THE KAZAKH LANGUAGE

In today’s interconnected world, the ability to communicate effectively is essential for people in order to express themselves properly and interact successfully in social, academic, and professional contexts. In this article, the function of communicative exercises is examined as a potent tool for enhancing communication abilities. A summary of the several techniques applied in communicative exercises that encourage good communication is provided. It first emphasizes the significance of developing a welcoming and engaging learning environment that promotes learners’ active engagement and collaboration. Students can learn verbal and non-verbal communication skills including active listening, alternation of activities, and interpretation of non-verbal cues by participating in pair or group activities. The article also examines the function of authentic and important tasks in communicative exercises. Students will use their Kazakh language abilities to solve problems and share their viewpoints by imitating real-life situations, which will improve their communicative competency. The article also focuses on how technology can be incorporated into communicative activities and emphasizes the advantages of integrating multimedia materials, online platforms, and virtual communication tools. With the help of these technological developments, students can collaborate remotely, engage in cross-cultural interactions, and improve their digital literacy. In conclusion, this article rests on the value of including communicative activities into the study of the Kazakh language as a useful way to enhance communication abilities. Teachers can enable students to become confident communicators who can deal with the challenges of communication in a variety of contexts by using a targeted strategy, authentic assignments, and technology. Key words: communicative exercises, communication skill, supportive learning environment, authentic tasks, technology integration.

TRADITIONS OF NONVERBAL GREETINGS IN INTERCULTURAL SPACE

The behaviour of each person is determined by the values and norms of the culture and society in which he exists. They determine the verbal and non-verbal means of communication that people use in a certain situation. Since there are several cultures that are different from each other, the participants of the communication can also belong to different cultures. Belonging to the interlocutors in the same culture makes communication easier, but in different cultures it makes it much more difficult. The participants of normal interpersonal communication understand all verbal and non-verbal nuances. Knowledge of the non-verbal language of another nation is an essential component of intercultural communication and the very first step to establishing successful communication between representatives of different nations and cultures. Addressing a person tactlessly for a certain culture due to ignorance of non-verbal features can make communication impossible even before it begins. The article reveals the peculiarities of non-verbal communication as a necessary component of foreign language proficiency and one of the main components of intercultural competence. The category of politeness, which occupies one of the central places in the implementation of successful communication, is considered. A detailed analysis of non-verbal greeting signs characteristic of speakers of different languages and cultures was carried out, and their role in the intercultural communication was indicated. It was found that the most common forms of greeting are a handshake, a kiss, a hug, a greeting with a look, and a smile. In everyday polite and public-official communicative situations, greetings are closely related to bows, which are inherent in Eastern peoples. Little-known greeting gestures that are characterized only for certain peoples are also described in the manuscript. Non-verbal means of communication retain ethnic features, despite the development of international political, economic, and cultural ties, which promotes the interaction of national communication styles and forms uniform parameters of communication, including non-verbal communication. Therefore, you should use non-verbal means very carefully, even if they seem natural and understandable to everyone. Thus, mastery of non-verbal means of communication and knowledge of their features in different cultures contributes to the development of intercultural competence of a person in the modern globalized world. Mastering a foreign verbal communication system, that is, a foreign language, should be supplemented by mastering non-verbal communication skills in order to promote more effective and conflict-free communication between representatives of different countries. Key words: intercultural communication, language, non-verbal communication, gesture, greeting.

Nonverbal Communication In The Classroom And Its Role In The Teaching And Learning From Educational Process

It has been established that non-verbal communication is a crucial strategy that improves pupils' comprehension. As a consequence, it aids in improved idea acquisition and comprehension. The main goals of this investigation are to look at the value of nonverbal communication in the educational process. Additionally, this essay will cover the purposes and guiding principles of nonverbal interactions in the classroom, as well as some fundamental ways to use nonverbal behaviors to enhance the effectiveness of teaching and the significance of nonverbal contact that learners as well as instructors can fully appreciate. An essential component of instruction is nonverbal communication. The benefit for a teacher is to develop great nonverbal communication skills, including strong sensitivity. The nonverbal signals that are employed in the classroom, such as teachers' facial expressions, postures, gestures, touch, and eye contact, are highly essential in many cultures; thus, teachers and educators should be good listeners in addition to the words that are being uttered. Nonverbal cues in the classroom, however, are seen differently in different cultures throughout the world. For example, some students abhor touching, postures, eye contact, and staring. Instructors should be mindful that, owing to cultural variations, some or all students may not be interested in making eye contact with their presenters due to various learning processes in different cultural behaviors and their viewpoints.

Evaluating the Role of the Communication Skills of Engineering Students on Employability According to the Outcome-Based Education (OBE) Theory

With the advent of the digital age and Industry 4.0, the communication skills of engineering students has been exerting gradually increasing influence on the need for enhanced student employability. To address this issue, this study evaluates the influence of communication skills on the employability of engineering students from the aspects of verbal and non-verbal skills through the four key elements of Outcome-Based Education (OBE) theory. A total of 130 college engineering students and practitioners participated in the questionnaire survey, and the hypotheses were tested by regression analysis and a structural equation model (SEM). The results show that in the digital age, the verbal (p < 0.01) and non-verbal (p < 0.001) components of students’ communication skills play a significant role in the employability of engineering students. Meanwhile, the employer’s assessment simultaneously makes a significant contribution to the further improvement of students’ communication skills, which can help educators further cultivate and improve students’ communication skills through the assessment of their employability by employers. Therefore, this research has theoretical and practical significance, which not only enriches the basic theoretical knowledge, but also broadens the training methods of engineering students in the digital age, thus enhancing their employability.

Do executive function and family factors predict children's preference for trendy over classic toys? An experimental investigation.

In the last decade, global trends and social media have covered almost the entire world, including children population. The toy industry is filled with new items whose popularity has been triggered by viral publications on social networks or by popular animated films. The present experimental study is the first to (i) describe the characteristics of toy choice in the context of the spread of global trends, and (ii) examine the influence of family and individual child characteristics on the dependence on trends in toy choice. The sample consisted of N = 127 children aged 3-4 years. Children had individual assessment of non-verbal intelligence main executive function skills (cognitive flexibility, working memory and inhibition control) and took part in the experiment, while their parents completed a questionnaire on family background. Analysis of children's answers about the reason for choosing a particular toy indicates uncertain motivation in choosing a trendy toy in contrast to the classic ones. It is reflected in the fact that children do not know what exactly and how they will play with it. It is revealed that boys are 1.66 times more likely to prefer the trendy toy than girls. It was also found that as inhibitory control increased, children were less dependent on tendencies to choose toys.

Cognitive processes associated with working memory in children with developmental language disorder

The current study examined how individual differences in language, nonverbal, and attention abilities relate to working memory in children with developmental language disorder (DLD) relative to age-matched typically developing (TD) peers using an interference-based model of working memory as our theoretical framework. Our experimental paradigm involved varying the domain (verbal/nonverbal) of recall items and an interference processing task, testing effects of interference. We examined the relative importance of language, nonverbal, and attention skills in predicting working memory performance by using Bayesian leave-one-out cross-validation to compare models with varied combinations of these skills as predictors. We then statistically tested selected models. Selected models were similar between groups for nonverbal, but not verbal, working memory. Language, nonverbal, and attention skills were associated with performance regardless of whether the working memory task was verbal or nonverbal for the DLD group, yet only attention was associated with verbal working memory for the TD group. A broader set of cognitive processes was involved in verbal recall in children with DLD than in TD peers, potentially reflecting diminished specialization of cognitive processes underlying language. The interference-based model of working memory accounted for interrelationships among language, processing speed, and inhibition of interference, revealing new insights into verbal processing.

Exploring Intercultural Communicative Competence of EFL Higher Education Students: A Communal Perspective

The purpose of this study is to explore EFL higher education students’ intercultural communicative competence in community interactions based on communal perspectives. The study will employ a qualitative approach using two types of interviews: individual (a face-to-face meeting with one community member) and small group (videoconferencing with two or three members as the representation of the student’s community). Six-phase guide of thematic analysis was employed in this study. The study reveals that the message content and message relationship are displayed as important elements in community interaction. In practicing intercultural communicative competence in the community, EFL students portrayed open-mindedness, self-awareness, and nonverbal communication skills as the key characteristics of effective communication. Furthermore, the emergence of misunderstanding in community interaction is undeniably linked to speaker-related, interlocutor-related, and participant-related trigger. Therefore, EFL students addressed the use of language and the practice of tolerance to incorporate intercultural aspects in community interaction.

Factors Affecting the abilities of effective influencer and negotiator: An empirical Investigation

There are several variables that can affect a person's capacity to persuade and negotiate.  The ability to communicate is essential. Effective influencers and negotiators must have strong verbal and nonverbal communication skills, as well as the ability to persuade others. A crucial component is cultural intelligence. The languages, religions, and traditions of India are diverse. Cultural sensitivity and adaptability are essential for successful influencers and negotiators who want to connect with people from various backgrounds. The key is to establish relationships. Influencers and negotiators have to develop a relationship of mutual respect and trust with their counterparts. Strong interpersonal abilities, empathy, and the capacity to comprehend other people's viewpoints are necessary for this. It is essential to understand the business environment and market in India. Influencers and negotiators may make wise choices and effectively represent their interests when they have a thorough awareness of the industry, market trends, and legal environment. The last two qualities to consider are adaptability and innovation. Influencers and negotiators need to be flexible and inventive in their approach to solving challenging issues