Skills for The Healthcare Professional Discussion

Skills for The Healthcare Professional Discussion

Skills for The Healthcare Professional Discussion 150 150 Prisc

Skills for The Healthcare Professional Discussion

Skills for The Healthcare Professional Discussion

Question Description
Step 1 Choose a communication error you have experienced or witnessed.

Think about a situation in which there was less than optimal communication between staff in two or more disciplines (changing names when appropriate).

Step 2 Post your response to the discussion board.

Respond to the following questions as related to the communication error:

What parties were involved in the discussion? Give a brief description of the role they played.
What communication technique or techniques were used to communicate with all the people involved?
How could the lapse in communication have been prevented? (Include communication techniques, interdisciplinary roles, negotiation, and other factors.)
What punishment was involved, and how could that communication have been more collaborative among the different professionals?
What steps has your workplace taken to improve communication between different professions to prevent future errors?
Step 3 Read other students’ posts and respond to at least two of them by Friday at 11:59pm Mountain Time.

Use your personal experience, if it’s relevant, to support or debate other students’ posts. In your responses, provide the students with alternative resources for supporting their role as a delegator. If differences of opinion occur, debate the issues professionally and provide examples to support opinions.

Peer Discussion 1 (Kristen)

Recently, I experienced a communication error between a nurse and a patient. The type of communication was verbal communication. “Verbal communication is a simple form of communication but can become complex when trying to understand the cues conveyed by choice of words” (Pearson, n.d.). During the discharge instructions, the nurse was going over what to expect such as the symptoms the patient may experience. In a rush, the nurse told the patient that if she continued to experience COVID symptoms to come back to the ER. The nurse was supposed to inform the patients that If the symptoms get worse then to come back. The nurse did not clarify that and the patient came back 2 days later stating she was feeling the same and had no new symptoms but came back because the nurse informed her to come back if she was still experiencing symptoms. This communication could have been prevented if the nurse took the time to go over the discharge instructions with the patient and discussed how long the patients symptoms may last and if symptoms get worse to come back. When we complete discharges, we are supposed to go over the discharge and repeat the key points at the end. “It is helpful to repeat information so that the sender can verify that the correct message was received” (Pearson, n.d.). My workplace recently started a new discharge step that included calling the patient the day after discharge and going over the discharge manager. The discharge manger includes going over discharge instructions again and seeing if the patient was able to fill prescriptions and get a follow up appointment with their primary physician or a specialist if needed. This allows any clarifications or new questions the patients may have to be answered.


Pearson. (n.d.). TOPIC 01: Elements of Communication. Retrieved August 24, 2020, from

Peer Discussion 2 (Tina)

Communication is necessary in many industries, but it is essential for the medical world. Poor communication, miscommunication, and deprived contact can lead to medical errors, such as treatment or diagnostic errors (Day & Beard, 2019). Quality communication is an essential part of the health care sector. Effective communication between nurses and carers is essential for safety and patient outcomes.

The impact of poor communication on medical errors may be more significant than indicated in the report, as it focuses only on cases of medical malpractice. It has been estimated that medical staff have poor communication during the transfer of patients, which causes 80% of serious medical errors. The following situation is an excellent example of how communication can give patients better results.

The first parties included anesthesiologist and nurses. The hospital recently purchased a new blood handling device during surgical procedures. To date, the anesthesiologist has been trained and used in six surgical procedures. The device is used in this surgical condition. In this case, the device comes with two units of blood. When the anesthetist used the last unit of blood, the patient suddenly developed cardiac arrest. Anesthesiologist Dr T could not suspect air embolism and was unable to take appropriate resuscitation measures. The communication technique could not be practiced appropriately.

The lapse in communication could have been prevented, and the patient would have been successfully resurrected, but the oxygen supply to the brain was limited for a long time. It was realized that he was exposed to severe brain damage in the following days due to lack of oxygen. He was sent to a talented nursing home, hoping to return to work. There were many causes of air embolism, but communication between the anesthesiologist, the nurse and the surgeon was blocked, and new tools to understand the root causes of the side effects could not be understood.


Day, L., & Beard, K. V. (2019). Meaningful inclusion of diverse voices: The case for culturally responsive teaching in nursing education. Journal of Professional Nursing, 35(4), 277-281.

Skills for The Healthcare Professional Discussion

Skills for The Healthcare Professional Discussion

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.