Therapeutic CommunicationA lifespan approach
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For nursing and health students studying communication.
This text stresses the importance of developing students therapeutic communication skills to equip them for health care practice. Therapeutic Communication: A lifespan approach consists of three parts. Part 1: Preparing for Practice, introduces theories of communication and provides a theoretical foundation for problem-based learning. Part 2: Healing and Caring and Part 3: The Wider Dimensions of Healing and Caring focus on clinical practice where students are encouraged to work through scenarios that not only involve a patient but also the significant others who live and work within the patients environment. These scenarios encourage students to review and develop their communication skills, focusing for example on their listening skills, their approaches to questioning, and to opening and closing of conversations to achieve maximum information exchange in a variety of clinical situations.
About the Author
Part One: Preparing for Practice
1. Who am I? Understanding self, understanding others
2. I can talk, therefore I can communicate
Part Two: Healing and Caring: Trust, The Basis of the Therapeutic Relationship
3. Developing a trusting relationship
4. Relinquishing independence: a new beginning?
Part Three: The Wider Dimensions of Healing and Caring
5. Preparing for a family
6. Infants and young children: coping with change
7. Behaviour change in adolescence
8. The question of face
9. Changes in health and health behaviours in the middle years
10. Coping with challenging situations
11. The end of life: The final stage of growth
12. Conclusion (and a new beginning)
Appendix: Project work
- Demonstrates to students the differences between therapeutic communication and everyday social interactions whilst highlighting to students the complexity of the communication process within the health care setting.
- Scenarios are used throughout the text to demonstrate real-life clinical situations. Each scenario draws on different cultural backgrounds, age groups, socio-economic status, health status, place of interaction as well as existing knowledge and education.
- Throughout the text, role playing activities are used to help students practise their communication skills whilst developing appropriate communication strategies for the variety of clinical situations that they may experience in daily health care practice.
- Throughout the text, concern is taken to address ethical issues such as confidentiality, beneficence, non-maleficence, autonomy and self-determination.
- Each chapter ends with discussion questions and references, providing students with additional opportunities to develop their understanding further.
- The appendix includes a list of questions that can be used in clinical practice by students to facilitate maximum information exchange.
Sally Candlin is Adjunct Associate Professor in the School of Nursing at the University of Western Sydney and Honorary Senior Research Fellow in the Department of Linguistics at Macquarie University, Sydney. She has worked as a midwife and health visitor in the UK and since moving to Australia, has taught nursing and health science to both undergraduate and post-graduate students, particularly in the field of professional communication. She currently teaches in the postgraduate program in the Linguistics Department at Macquarie University, Sydney, co-convening the subject Professional Client Communication.
Sally was awarded a PhD from the University of Lancaster for her research in the area of the discourse of nurses and patients, Masters degree in Public Health from the University of Hawaii, and BA (Hons) double major in psychology and linguistics from the University of Lancaster.