Skills You Research Articles

Using Improv to Enhance Communication Skills Practice (SA520)

•Recognize the commonalities of improvisation and healthcare communication and discuss ways these techniques are adaptable to different settings.•Experiment with variations in tone of voice, physicality, and word choices and reflect on the impact.•Restate frustrations as priorities and values. Have you been asked to give grand rounds on communication skills and want to incorporate a meaningful exercise to enhance your didactic? Have you been facilitating communication skills training and feel bored with the current curriculum? Or maybe you are looking for a different perspective on the communication skills you are using. Many palliative care providers are not only relied upon for their excellent communication skills with patients, families and colleagues, they are asked to teach communication skills to others as well. Self and social awareness are valuable skills for identifying opportunities to find words that will resonate with patients in the present moment. However, as clinicians are being asked to do more with less and in shorter periods of time, opportunities for mindful, reflective practice can be harder to find. Idealized communication sessions that limit the number of participants and require hours of time are not always possible. Adapted improv techniques to practice communication skills, even in large group settings, allows for a safe and supportive environment that fosters participant spontaneity and honesty while raising awareness about what we communicate, whether it is intentional or not. In this session, presenters who are using improvisation in a variety of settings will quickly review the main tenants of improvisation and discuss how these tenants enhance clinical encounters and apply in healthcare communication. Participants will experience a selected group of improv exercises, discuss their relevance in communication skills training and hypothesize how these activities can be adapted to a variety of audiences. If you’ve been looking for ways to bring meaningful communication skills training to audiences from 10-1000 participants in a short amount of time, this session is for you. We promise that “being funny” is NOT a core tenant of improv and not required to attend this session.

THE USE OF SKILLS IN ENGLISH LANGUAGE AND DEVELOPING A BASIS FOR READING AND LEARNING

This theme:” The Use of Skills and particularly Developing a Basis for Reading and Learning” is very broad, interesting, challenging and very useful at the same time. It is very useful for teachers and students during lectorical exercises which require a joint effort of participating interactively in class in order to be more efficient, flexible and pragmatic in order to achieve the main goal of learning and improving English Language. This source of information is useful for native speakers as well as for us, that are learning and improving English Language as a second language that intend to be future teachers or interpreters from English to respective languages.To Learn and improve English language are used the four main skills: Listening, Reading, Speaking (Communicating) and Writing. During lectures in order to practice and elaborate each of the skills, teachers and students encounter into different situations that in order to answer or conduct one of the skills you will have to answer and imply flexibility and efficiency by giving answers by all the other subjects which I consider an interweave of grammar, morphology, syntax, phonology, and for style of language explanations from theory of literature. And to grasp the main purpose or idea of the author to have general knowledge of different fields in life such as social, psychological, economical, historical ect.Through this paper work I will try to demonstrate the advantages and disadvantages of using the first main skill which is Reading, how to analyze the reading efficiency and learning style, how to develop the reading flexibility, principles of efficiency, evaluating the rate of reading and flexibility the factors that have impact in reading efficiently. Shortly as well is mentioned critical thinking and active reading which guides toward thinking and improving concentration. Finally, how to monitor comprehension the factors that impact upon reading which require pre-reading, rereading and prediction to retain elevating results.

THE USE OF SKILLS IN ENGLISH LANGUAGE AND DEVELOPING A BASIS FOR READING AND LEARNING

This theme:” The Use of Skills and particularly Developing a Basis for Reading and Learning” is very broad, interesting, challenging and very useful at the same time. It is very useful for teachers and students during lectorical exercises which require a joint effort of participating interactively in class in order to be more efficient, flexible and pragmatic in order to achieve the main goal of learning and improving English Language. This source of information is useful for native speakers as well as for us, that are learning and improving English Language as a second language that intend to be future teachers or interpreters from English to respective languages.To Learn and improve English language are used the four main skills: Listening, Reading, Speaking (Communicating) and Writing. During lectures in order to practice and elaborate each of the skills, teachers and students encounter into different situations that in order to answer or conduct one of the skills you will have to answer and imply flexibility and efficiency by giving answers by all the other subjects which I consider an interweave of grammar, morphology, syntax, phonology, and for style of language explanations from theory of literature. And to grasp the main purpose or idea of the author to have general knowledge of different fields in life such as social, psychological, economical, historical ect.Through this paper work I will try to demonstrate the advantages and disadvantages of using the first main skill which is Reading, how to analyze the reading efficiency and learning style, how to develop the reading flexibility, principles of efficiency, evaluating the rate of reading and flexibility the factors that have impact in reading efficiently. Shortly as well is mentioned critical thinking and active reading which guides toward thinking and improving concentration. Finally, how to monitor comprehension the factors that impact upon reading which require pre-reading, rereading and prediction to retain elevating results.

Aspiring experience journey towards research: importance and essential skills

Research is the creative and systematic conversion of ideas into knowledge and the application of this knowledge in different life fi The more you get involved in research, the more experiences and skills you can gain. The continuous decreasing number of medical students interested in research can affect the public health in future. Our aim is to encourage medical students to involve more in the research career and to highlight the importance and skills needed for being a successful researcher. Discipline, passion to gain the knowledge, the accuracy of data checking, team work and strict rules are the most important characteristics of a research team. A researcher should be passionate, hard-working, and patient. Teamwork is the golden key to doing research; you should be responsible for your team and develop their research skills along the study period. A researcher should be a self-learner to increase his skills to get an advanced level. From the most important skill that a researcher should gain it by time is the leadership. Being motivated along the study period is an obstacle that leaders always meet, so you should have solutions for it. Fairness is an important manner a leader should acquire. Contribution in a research lab from your youth to build your CV, personality and gain great publications by time.

Growing Need and Impact of Research in Strategic PR Management: An Overview of the Opinion of PR Professionals

There is no second opinion on the fact that in today's highly digitalized communication world, PR has emerged as an indispensable function in almost every organization regardless of its size and nature and it is the most important requirement for securing the desired outcome for every business policy or business initiative. It is also true that this profession is evolving everyday at an accelerating rate ever since the advent of Digital PR and various new and innovative forms of content messaging. But one should not forget the fact that no matter how experienced you are or how much skills you possess, the core is that until and unless you take help of research in planning and executing PR plans or strategies either by being updated about the current trends in information distribution or having an analytical data of the demographic profile of public or by conducting content analysis or readership studies etc, you cannot expect a desired outcome of your PR Programmes and PR strategies. The paper focuses on discussing the dire necessity of Research in PR profession taking into consideration the fact that in spite of its tremendous relevance and utility in increasing the quality of this profession, this still remains to be the most neglected area towards which the PR professionals are either indifferent or lacking in knowledge. The study highlights the various areas where research needs to be conducted in order to achieve the benchmark set in the profession and to get the desired results or ROI for every PR Programme or Strategy, finally leading to the building of a strong Corporate Image in the eyes of the organization's internal and external stakeholders. To substantiate the study, the paper employs Primary Research Method by seeking the opinion of PR professionals on the issue.

How to make the most of your paediatrics placement.

An overview of the different settings in paediatrics and what skills you should aim to practise

MH Issues in Cancer Survivors Persist Long After Treatment Ends

MH Issues in Cancer Survivors Persist Long After Treatment Ends

How will observations inform future actions?

In the first of this four-part series, Jenni Clarke suggests opportunities to widen and strengthen the observation skills you already possess. Here she outlines some play scenarios and what to draw from them.

Overcoming Barriers to Engaging in Science Communication: An Interview with Science Communicator Paige Brown Jarreau

Overcoming Barriers to Engaging in Science Communication: An Interview with Science Communicator Paige Brown Jarreau

Managing up: An industry skill you can learn in academia

Managing up: An industry skill you can learn in academia

How to talk to patients when things go wrong

Orthodontists love to create beautiful smiles. You all work hard to formulate effective treatment plans, and treat your patients with diligence and care, working toward a successful outcome. When things go smoothly, your job is easy and satisfying. Life is good! You can go home and sleep soundly. But, what happens when things do not go as completely planned? Suppose your treatment plan is not achieving the result that you expected; or that the treatment itself is not progressing satisfactorily. It could be that the patient is not cooperating in the manner they need to; or, it could just be that physiology is working against you. When these instances occur, and they do, the lack of progressed is experienced by not only you, but by your patient as well; and it is this lack of progress may be causing the doctor/patient relationship to deteriorate. Now, how do you feel? Are you stressed during the work day? Do you carry that stress home at night? Many doctors have reported difficulty sleeping when they encounter patient and/or treatment problems. While these scenarios have kept some doctors awake at nights, others have reported that they feel like they have chosen the wrong career. Almost every job has some type of problems associated with it. Every interpersonal interaction is subject to misinterpretations and misunderstandings. You spent many years choosing the career path you did, do not doubt your career choice. However, it is possible that you may not be managing the occasional big issues or even the smaller day to day problems well. This is a skill you can learn. How? By learning to communicate with people and manage these problems so that they do not consume you nor take up more space in your mind and heart than is appropriate. The following are a few examples of problems that orthodontists have frequently reported to the claims department and they are accompanied by exemplars of how good communications can play a role in alleviating these adverse occurrences.

Walking the line

Children will have great fun testing their natural sense of balance with a variety of different lines that are easy to create either indoors or out. Watch them develop skills you never dreamt they could have.

Admission of residents to endosurgical operating theatre. What are the basic preclinical laparoscopic skills you can learn beyond surgical unit?

Admission of residents to endosurgical operating theatre. What are the basic preclinical laparoscopic skills you can learn beyond surgical unit?

Narrative consultation model: ‘Mind the GAP’

As you develop as a GP, you will be continuously refining your own consultation style. Your trainer is likely to suggest several different consultation models for you to explore, and whole books for you to read. You will reflect numerous times on your own consultations using the RCGP consultation observation tool with its 13 criteria to address. However, as the clinical skills assessment (CSA) looms and you try and get your consultations down to 10 minutes it can all feel a bit overwhelming. There can simply seem to be too many tasks to complete, and too many questions to remember. I would suggest a simple model based on narrative story-telling where there are only three phases to remember; Gathering, Agreeing and Planning. And if you ‘Mind the GAP’ the consultation will flow naturally, you will find it easier to pass the CSA examination and will even shorten your consultations.

Eastern Group Psychotherapy Society Graduation Speech, June 24, 2015

Eastern Group Psychotherapy Society Graduation Speech, June 24, 2015 Jim Ellis1 issn 0362-4021 © 2015 Eastern Group Psychotherapy Society group, Vol. 39, No. 3, Fall 2015 251 1 Bronxville Counseling Center, Bronxville, and private practice, New York. Correspondence should be addressed to Jim Ellis, PhD, CGP, 80 East 11th Street, #610, New York, NY 10003. E-mail: jellis207@gmail.com. I’m very happy to be here with you tonight to celebrate the 2015 graduates of the Eastern Group Psychotherapy Society (EGPS) Training Program. When Alan Shanel called me and asked me to do this, he quickly laid out the parameters for this part of the program. He said, “Now, Jim, you really need to keep the speech to 45 minutes.” So I promised him I would not go a minute longer than that. All joking aside, I am very honored to be here with you this evening. When I was 15 years old, I attended summer camp in the Blue Ridge Mountains of Virginia. It was great living in the outdoors all summer. Rock climbing and rappelling were two of my favorite activities. When we went climbing, because of the possibility of falling rocks and other debris, we all wore hard hats. On one particular day, I was belaying one of the other campers with my counselor, Smokey, next to me, when a giant mosquito landed on my nose. I tried to twitch my nose and shoo him away, but he wasn’t budging. So for a quick second I let go of my break hand to swat the mosquito away. In that nanosecond, as soon as I was able to grab the rope again, Smokey took off his hard hat and hit me over the head with it and said, “Jim, do you realize you have somebody else’s life on the end of that rope? If you drop the rope he could die.” This was really an important moment for me: What hit me over the head was a lot less that he had just hit me with his helmet and much more that he was trying to teach me to value my role, to value the important part I played on the team. What I learned from this and other experiences at camp was that there is no higher calling and no greater responsibility than someone putting his or her trust in your hands. This is the kind of calling we accept in our role as group therapists. 252 ellis My first formal class in group, taught by Dustin Nichols and Janet Baumann, remains a highlight in my group training experience. In this class, we learned the importance of holding the frame and how this allows a process to take its course. In the first half of the class, Dustin led a group while we watched through a one-way mirror. In the second half of the class, we would gather in a classroom and share our observations. We learned that, as we processed what we observed in the group Dustin led, there was a “parallel process” happening in our group that revealed the same dynamics of the demonstration group. It was an electrifying experience for me. After this class, I knew this kind of learning was for me. As we trusted our process, we not only grew closer as a class but also learned how to do group therapy and supervision through our experience with each other. I am grateful to this day for what I learned from Janet and Dustin and my fellow classmates. Analytic training changed my life, and group training in particular helped me find a place of belonging among great colleagues and friends—and has also helped me to find deeply satisfying work. David Brooks, in a recent op-ed article in the New York Times titled “The Moral Bucket List,” talks about his own desire to strike a better balance in his life in the future by reflecting on how he might think and do more for others. He writes, There [are] two sets of virtues, the résumé virtues and the eulogy virtues. The résumé virtues are the skills you bring to the marketplace. The eulogy virtues are...

JUST DO IT! Pointers to Get Your Work Published in the Academic Literature (… and why you should, no pressure)

You are not alone in coming to the realization that writing is hard work. Don’t believe anyone who says otherwise, but also don’t let it dissuade you from giving it a shot. You may not know it, and someone early in his or her career may not believe it, but the fact is that someone wants to read your work, and there is a home for it. Only one thing is for certain: if you don’t get started and give it a real try, then your work will never be published. Writing is hard work, but it is also a skill you can learn and one that gets better with practice and time. I hope to persuade you that there are steps you can take to make the process more efficient, more hopeful, more likely to succeed, and, if nothing else, more bearable.

Nursing Education Needs a Stronger Science Focus

Thank you for the thought-provoking editorial in the November issue of the American Journal of Critical Care.1 I truly believe that it takes many components to be an excellent nurse, starting with a strong educational platform. Other necessary components are a variety of nursing experiences and, of course, a strong ambition to always learn more and keep the skills you already have sharp.I have an associate’s degree in nursing with 13 years of experience, 9 of those years in the intensive care unit. As I am starting the process of obtaining a registered nurse to bachelor of nursing science (BSN) degree, I feel I can add my 2 cents to the discussion of nursing education. Two of the reasons it has taken me so long to go back for my BSN are as follows:

LinkedIn: Create Your Online Brand—in an Hour a Week

LinkedIn: Create Your Online Brand—in an Hour a Week

Daily Writing, Daily Bread

All eyes were upon us as my colleague Jim Stubenrauch and I stood before our first writing class for undergraduate nursing students. We were checking in with them about a month or so into the course to find out how they were faring with one of the requirements: keeping a daily journal. They hesitantly admitted that they rather enjoyed writing in a journal, but that word daily was presenting a big problem. Why every day? Why not every other day? “I barely have time to brush my teeth,” one weary Emergency Debarment nurse said. As a poet, an editor, and a journalist, I can understand such lack of enthusiasm. As Donna Nickitas asserts, writing is hard. And there's another cold fact right alongside that one: writing doesn't get any easier by avoiding it. Jim and I recommend daily writing to nursing students because it pushes them to begin to think differently about writing, to see it as a process whereby they better understand themselves and their work as nurses, and it gives them practice. It's like any other skill you want to acquire, we tell them. You aren't adept at inserting an IV into an actual person until you've rehearsed a few dozen times on oranges, right? The journal is to the writer as the orange is to the nurse, except the writer is always rehearsing. My onetime journalism teacher Donald Murray conceived of writing as a three-stage process: prewriting, writing, and rewriting. Prewriting, he said, consists of everything that happens before the writer produces a first draft; it takes about 85% of the writer's time and might include “research and daydreaming, note-making and outlining, title-writing and lead-writing” (Murray, 2009, p. 3)—the stuff of the writer's journal. As a longtime nursing editor and now a nursing educator, I have seen plenty of evidence (rampant plagiarism, for instance) that tells me that most nurses have never been taught writing as a process, one that takes time and thought, assessment, collaboration, and revision, just as the nursing process does. Jim and I have co-taught this course to undergraduate and graduate nursing students for two years now, and every semester we watch as the light goes on for students. As they take ownership of their own ideas and experiences by presenting them in their own, original words, they begin to realize that their writing might also matter to others. That might sound vague, too “creative,” or difficult to assess. But an essential part of writing well is self-evaluation, and so we have incorporated another of Don Murray's basics of teaching writing: the student conference. In these required student-led meetings with an instructor, students describe what is working well in their drafts and where they need to go in revision. It might take them almost all semester, but many students learn to become their own editors. It happens, I believe, because we encourage the writer before criticizing the writing. That bears repeating. We encourage the writer before criticizing the writing. As an editor my job is to work with an author to get an article in shape for publication, which can involve significant revision, even rewriting, of the author's work. As a teacher, though, my job is, as Nickitas notes, to create an environment wherein students might discover thoughts, emotions, and meanings previously unrevealed to them. Daily journaling is essential to such discovery. I have, in my sixth decade, made room for daily writing. I am not always eager to get to it each morning, often having to resist the call of email or an unclean fridge. Still, most days I do it. I scribble in my journal, craft poems, and draft essays, blog posts, and news articles. Some days all it takes to make me less irritable, more relaxed, more accepting of myself and others is producing a single line that takes me by surprise. Friends have said I look younger since I began this devotion. Devotion. That's a word you don't hear much in academia. And I wouldn't use it in the first class with students. But it's a word I believe in, count on. If we don't bother to nurture nurses' devotion to their own minds and experiences through writing, how can we expect them to be devoted to the lives of others? Writing every day isn't a burden. It's a kind of power. Joy Jacobson, MFA, is a poet, a journalist, and an editor. Her poems have appeared in Smartish Pace, Beloit Poetry Journal, The Examined Life, and elsewhere. She is the poet-in-residence at the Center for Health, Media & Policy, Hunter College, City University of New York, New York, New York, USA, where she teaches narrative writing to nursing students and practicing clinicians. Her email is joyjacobson@msn.com

Communication Takes Two

Communication Takes Two