Standards for health care

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Standards for health care 

Unit lll Journal

Reflect on how stress influences you. How do you recognize and deal with stress in your personal or professional life? Recount a situation where thinking creatively or critically made a difference in how you coped with stress. How do you see these skills helping you as a healthcare administrator?

Your journal entry must be at least 200 words. No references or citations are necessary.

UNIT IV JOURNAL

Reflect upon the kind of communicator you believe you are currently. Also, consider how you can use your communication skills to be a team builder within the healthcare organization. Now, imagine the following scenario: There is a bully, Sheila, who is always saying nasty things about her colleague Quintin. Most recently, she blatantly attacked him verbally in a staff meeting.

As the leader, how would you use team communication skills to help Sheila and Quintin work out their issues? Do you feel you need different communication skills as a leader than the skills you presently have or utilize in your personal life? Explain the differences, if any.

Your journal entry must be at least 200 words. No references or citations are necessary.

UNIT V JOURNAL

Reflect on the various informal and formal groups you see in your healthcare organization or your current organization if not in a healthcare role. Do you feel cultural competence, or a lack of, plays a role in the group processes? Do you think it affects the overall organizational culture in any way? If you are or could be the administrator, what could you do to help foster successful organizational communication?

Your journal entry must be at least 200 words. No references or citations are necessary.



BHA 3202, Standards for Health Care Staff 1

Course Learning Outcomes for Unit III

Upon completion of this unit, students should be able to:

4. Discuss the impact personal skills have on the workplace.
4.1 Identify how stress affects work performance.
4.2 Consider how different types of thinking can build personal skills.

Course/Unit
Learning Outcomes

Learning Activity

4.1
Unit Lesson
Chapter 5
Unit III Essay

4.2
Unit Lesson
Chapter 4
Unit III Essay

Reading Assignment

Chapter 4: Thinking and Reasoning Skills

Chapter 5: Stress Management

Unit Lesson

Recently, José has been reflecting on what professionalism means when one is a healthcare administrator.
He has come to realize that being reasonable about expectations one has about others and oneself plays a
big part in being professional. Understanding how stress can undermine personal and professional goals and
communication with others is something that José has been reading about in the healthcare administration
journals, but he is not sure he understands the concept after reading that there is good and bad stress. This
was a concept he never thought about before.

José decided to ask Jane about how she handled stress. It surprised him that the first thing she shared was
that job-related stress can lead to the healthcare administrator distancing himself or herself from others and
even to poor personal health, not to mention poor organizational health. She spoke of how the employees, as
well as the administrator, can feel trapped and feel a lack of empowerment when faced with high levels of on-
the-job stress. She added that it is the role of the healthcare administrator and leader of the team to help
guide everyone through periods of high stress (Porter-O’Grady & Malloch, 2015).

Jane suggested that José read an article titled “Ten Things I Wish Someone Had Told Me When I Became a
Health Officer” by Frieden (2016). She said that knowing what to expect could help reduce stress for
everyone but that it was crucial to understand that some stress is good. She also pointed out that what
someone might consider to be good stress is what another person might consider to be bad stress (Colbert &
Katrancha, 2016). Jane shared characteristics of good and bad stress with José.

Characteristics of good stress are listed below:

• short-term,

• expected, and

UNIT III STUDY GUIDE

Thinking About Stress

BHA 3202, Standards for Health Care Staff 2

• perceived as positive.

• Examples are listed below:
o getting married,
o being promoted, or
o winning the lottery.

Characteristics of bad stress are listed below:

• unrelenting/continuous,

• unexpected, and

• perceived as negative.

• Examples are listed below:
o death of a loved one,
o being fired from a position, or
o a disaster.

Jane helped José begin to understand what the different types of stress meant and how each could influence
a person’s work performance and health. Jane pointed out that the different ways of thinking can help a
person recognize and deal with stress. Applying various thinking strategies can also allow a person to use

stress productively to meet organizational, personal, and professional goals. How you think about stress is the
key to making stress work for you.

Jane encouraged José to watch for signs of stress in himself and others. Knowing what to watch for means
that one can start managing the stress and finding ways to cope with it. We all have stress; but the better
José learns to recognize it and deal with it personally, the more equipped he will be as an administrator to
help others in the workplace. Signs of stress can manifest in our bodies or in our emotions, something José
knew instinctively from how he responds to stress. Jane listed some of the physical and emotional signs
of stress.

Physical signs of stress are listed below:

• lump in throat;

• nausea;

Consider This!

Stress affects us all differently. José has begun to reflect on the stressors in his life and has started
categorizing them so he can better control his reactions to stress.

When thinking about the types of stress, José created a table to list his good stress and his bad stress.
He entered each stressor he had in the chart, and some of the stressors he was experiencing are listed
below:

• applying for the healthcare administrator position,

• proposing to his fiancé,

• his best friend moving to a different state, and

• a new physician being hired in the healthcare clinic.

How José placed each of the aforementioned stressors in his chart surprised him. He had thought that
proposing to his fiancé would be a positive stressor, but he found that it caused him to clench his teeth
and that he was not sleeping well since he made the decision. He discovered that, while he loved his
fiancé, a marriage meant planning and paying for a wedding, merging two homes, and sharing things
that a single man does not have to share with another. José was discovering that stress is multifaceted
and not as easy to categorize as he had thought.

BHA 3202, Standards for Health Care Staff 3

• insomnia;

• jaw, neck, or back pain; and

• headaches.

Emotional signs of stress are listed below:

• distancing from others,

• feeling depressed,

• being easily angered,

• eating too much or too little, and

• feeling hopeless.

It was becoming clear to José that his body and emotions were sending signals to him that he was under
stress. It was also becoming clear that others around him at work were sending signals that they were under
stress as well. José asked Jane for tips on how to deal with the stress and how he could cope with it now that
he recognized it.

Jane reminded José that thinking critically and reflecting about the stress he is under can help him develop
coping strategies that will fit within his career goals and help meet organizational goals.

José decided to do a little research on what critical thinking was to be sure he understood Jane’s point. He
found that critical thinking is being objective in analyzing a situation, something that the emotional signs of
stress could interfere with (Colbert & Katrancha, 2016). He discovered that critical thinking means utilizing
both critical listening and critical questioning. To listen critically means to stop assuming we know what the
other person will say next or how we are going to answer. It means that we pause before replying, reflect on
what was actually said, and seek to learn if we actually did hear what the other person meant (Porter-O’Grady
& Malloch, 2015).

José has discovered that not all stress is bad and that, more importantly, he can apply various thinking
strategies to identify and deal with what he experiences as stress. Understanding this will help him as an
administrator in helping others manage stress in the workplace. One thing Jane has also helped him
understand is that not all that he believes is stress is real. Sometimes, he has found, we all worry about things
that do not happen or will not happen. Understanding that has gone a long way toward ensuring he will

Consider This!

In his quest to understand and deal with his stress, José has been reading and thinking about how
he can cope better with stress. In reflecting back on the four stressors he identified earlier (i.e.,
applying for the healthcare administrator position, proposing to his fiancé, his best friend moving to a
different state, and the new physician being hired in the healthcare clinic), he finds that there are
several things he can do actively cope with them.

José’s first actions are already in progress as he is recognizing the things that cause him stress. With
this understanding, he can then decide which can be eliminated and which can possibly be
reordered from bad to good stress. José has to consider how other coping strategies can help him
deal with the stress he cannot eliminate.

He asks himself the questions below.

• Which of the four stressors can I deal with by managing my time better?

• Can I approach someone I trust to help me manage these sources of stress—someone to be
my support?

• What can I do to redirect myself when these stressors seem overwhelming?

• How can I deal with the insomnia?

• What foods and activities will help with the physical and emotional signs of stress?

BHA 3202, Standards for Health Care Staff 4

actually be dealing with the stressors he faces at work and at home proactively, using the knowledge to better
the organization, his colleagues, and himself.

References

Colbert, B. J., & Katrancha, E. D. (2016). Career success in health care: Professionalism in action (3rd ed.).

Cengage Learning.

Frieden, T. R. (2016). Ten things I wish someone had told me when I became a health officer. American

Journal of Public Health, 106(7), 1214–1218.

Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable

health (4th ed.). Jones & Bartlett Learning.

Suggested Reading

In order to access the following resource, click the link below.

The following reading is one that José discovered as he reflected on what to expect if he is hired for the
healthcare administrator position. The article has helped relieve some of the stress he was feeling about the
unknowns such as what a career move would mean.

Frieden, T. R. (2016). Ten things I wish someone had told me when I became a health officer. American

Journal of Public Health, 106(7), 1214–1218.
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=116097697&site=ehost-live&scope=site

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

In order to access the following resource, click the link below.

You are encouraged to search the CSU Online Library or other reputable Internet resources for further
information on recognizing, managing, and avoiding stress. This knowledge will not only assist you personally
but will also help you to build skills for helping your employees.

The following article discusses how organizations can take primary-level interventions to deter stress among
employees and is a great place to start.

Robertson, I. (2017). Stress avoidance. Occupational Health, 69(1), 16–17.

https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=121056486&site=ehost-live&scope=site

BHA 3202, Standards for Health Care Staff 1

Course Learning Outcomes for Unit V

Upon completion of this unit, students should be able to:

4. Discuss the impact personal skills have on the workplace.
4.1 Analyze the role that cultural competency plays in effective healthcare administration.

5. Discuss the importance of healthcare organization values.

5.1 Evaluate how communication skills support organizational culture, mission, and philosophy.

Course/Unit
Learning Outcomes

Learning Activity

4.1 Unit Lesson Unit V Article Critique

5.1

Unit Lesson
Chapter 8 Reading
Article Reading
Unit V Article Critique

Reading Assignment

Chapter 8: Communication Within an Organization

Additional Reading Assignment:

In order to access the following resource, click the link below.

Gupta, A. (2015). To analysis the role of group dynamics in organization. International Journal of

Multidisciplinary Approach and Studies, 2(3), 170–175.
http://ijmas.com/upcomingissue/22.03.2015.pdf

Unit Lesson

In reflecting back over his talk with Jane last week, José has started wondering whether there is a situation
where there can be too much talking and not enough listening. He knows that Jane has addressed this before
in helping him identify the nonverbal communication that accompanies his words, but he knows that her
points about listening—really listening to what the other person is saying—are important as well. Therefore,
José goes to Jane to ask her about how he can listen better.

Jane is pleased that José is interested in learning to listen better. She explains to him that there are generally
three things that can keep a person from hearing what is being said, which are listed below.

• Truth triggers: These are comments that we feel are not fair or true and make us want to immediately
respond and defend ourselves.

• Relationship triggers: These are sender-related comments where we may have positive or negative
feelings about the person sending us the message.

• Identity triggers: These are hot-button items that set us off because they take a hit at our sense of self
(Stone & Heen, 2014).

Jane points out that these triggers play a large role in communication within any healthcare organization, and
the healthcare administrator has to be able to identify these triggers, help others recognize them, and turn off

UNIT V STUDY GUIDE
Communicating Values

BHA 3202, Standards for Health Care Staff 2

the triggers before all communication is affected between the healthcare organization’s employees. She tells
José that understanding the organizational chart can help improve communication and aid in listening to what
is being shared.

Jane explains to José that communication can occur upward or downward in an organization as well as
horizontally and diagonally (Colbert & Katrancha, 2016). She also explains that communication can occur
between individuals and within groups and that groups can communicate through reports, policies, and
procedure directives. The organizational culture and the mission or philosophy statement of an organization
are clear forms of communication about how the organization operates and what it expects of its employees.
José is very aware of another and more hidden layer of culture and communication: formal and informal
groups. In fact, he has seen how informal groups in his department can undermine what the department is
doing formally.

José does some research and finds that group processes are based on the social identity and the importance
of the group. Communication within the group is determined by the motivation each member has and how
valued the members feel. He discovers that there are different types of groups, which are listed below.

• Command groups: These are formal groups reflected in an organizational chart.
• Task groups: A task group is one set up with one purpose or goal in mind and often disbanded when

the goal is reached. This group has a timeline to meet the specified goal.
• Functional groups: This group is similar to a task group but has no timeline to meet and may continue

when the goal is reached.

Consider This!

It is important to understand who reports to whom in any healthcare organization. There are chains of
command, and going through the proper channels is important to ensure that organizational values are
maintained. This helps ensure appropriate actions are taken based on the communication and message
that needs to be shared.

José decides that he needs to make his own organizational chart to better envision where he will fit into
the organization should he be hired as the healthcare administrator. He lists the major department heads
and will need to create a chart to show the reporting structure.

General Administration

• Chief Executive Officer/President (CEO)
• Chief of Medicine (CMO)
• Chief of Nursing (CNO)
• Chief Operations Officer (COO)
• Chief Financial Officer (CFO)
• Chief of Support Services/Human Resources (CSS)

Healthcare Administration

• Healthcare Administrator (HA)
• Office Manager (OM)
• Medical Staff (MS)
• Nursing Staff (NS)
• Ancillary Staff (AS)

How does your organizational structure compare based on the departments and department heads José
has identified?

Can you identify the reporting structure in your organization? As you think about the organizational
structure, consider who reports directly to whom and who may report to whom informally or unofficially or
across departments. Make your own chart to better visualize the structure.

BHA 3202, Standards for Health Care Staff 3

• Interest groups: These groups are formed because of some specific interest the members have. They
may be formal or informal and often are not associated with an organization, though all members may
be a part of the same organization.

• Friendship groups: As the name implies, these groups are made up of friends and often meet socially
to do activities together (Gupta, 2015).

José finds that he is beginning to better understand what the different groups in his department are and how
they are influencing communication related to his healthcare organization’s culture, mission, and goals. José
realizes he needs to learn more about cultural competency and diversity in his healthcare organization
because they also play a large role in how the employees communicate. He learns, as he reads more about
cultural competency, that this is a key component in providing quality patient care as well. In fact, the whole
concept of cultural competency is so important that he finds that the U.S. Department of Health & Human
Services has a website devoted to this for healthcare professionals. It is deemed as one of the most critical
values a healthcare organization can promote. It will ensure success of the organization as well as drive
positive patient outcomes.

José has discovered that communication is a complex process and that personal communication and
organizational communication is not the same thing. He also now realizes they both require many of the same
skills. The same skills he uses in his personal life to improve communication will translate to help him
communicate more effectively as an administrator, both up and down the chain of command. Ultimately,
communication within a healthcare organization is vital to providing quality patient care and ensuring that a

department is running smoothly. José has learned that cultural competence is more than simply knowing that
not everyone comes from a different background; rather, if we are not aware of the differences and do not
work together to overcome them, no healthcare organization can meet its mission and philosophy (Gupta,
2015; Stone & Heen, 2014).

References

Colbert, B. J., & Katrancha, E. D. (2016). Career success in health care: Professionalism in action (3rd ed.).

Cengage Learning.

Gupta, A. (2015). To analysis the role of group dynamics in organization. International Journal of

Multidisciplinary Approach and Studies, 2(3), 170–175.

Stone, D., & Heen, S. (2014). Thanks for the feedback: The science and art of receiving feedback well.

Viking.

Consider This!

José visits the following website to learn about cultural competency:
https://www.thinkculturalhealth.hhs.gov. The website is devoted to healthcare professionals and teaching
them about their role in culturally competent care. He selected the Education tab at the top of the
webpage, clicked on the Nurses link from the dropdown menu, and then clicked on Begin Program to
see what courses they had to offer. The registration and courses were free, and José began the first
course.

In the course, he learned what cultural competency is and why it is important for healthcare
organizations to be aware of and practice.

Consider registering for this series of courses to find out what José learned.

BHA 3202, Standards for Health Care Staff 4

Suggested Reading

In order to access the following resource, click the link below.

To learn more about culturally and linguistically appropriate services (CLAS), visit the following webpage to
read more on how to help ensure your healthcare organization supports the U.S. Department of Health &
Human Services CLAS standards.

U.S. Department of Health & Human Services. (2016). National CLAS standards.

https://www.thinkculturalhealth.hhs.gov/clas

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

In order to access the following resource, click the link below.

You are encouraged to visit the following website, just as José did, to further your professional development.
There you will find a series of courses designed to help the healthcare provider who is a nurse learn more
about providing culturally competent health care. Register for the free courses, and learn more about the
importance of cultural and linguistic considerations in providing quality health care to patients by clicking the
link below.

U.S. Department of Health & Human Services. (n.d.). Program details.

https://www.thinkculturalhealth.hhs.gov/education/nurses

BHA 3202, Standards for Health Care Staff 1

Course Learning Outcomes for Unit IV

Upon completion of this unit, students should be able to:

3. Recommend methods that foster teamwork among colleagues.
3.1 Examine the role communication plays in teambuilding and productivity.

Course/Unit

Learning Outcomes
Learning Activity

3.1
Unit Lesson
Chapters 6, 7
Unit IV Article Critique

Reading Assignment

Chapter 6: Types of Communication

Chapter 7: Communication in Action

Additional Reading Assignment:

In order to access the following resource, click the link below.

Mueller, J. (2012, March 16). The communication process [Video]. YouTube. https://youtu.be/8gSmeDUSpR0

The transcript for the video above can be accessed here.

Unit Lesson

José has found that effective communication seems to be an important part of ensuring a healthcare
organization and its employees work together for the common goal of quality patient health care. Because he
has applied for the position of healthcare administrator now, he finds himself observing the interactions that
he has with his colleagues, that they have with each other, and that Jane has with those who she supervises.

In watching his colleagues communicate with each other and reflecting on how he communicates with others,
José has discovered that there are three types of communication in his workplace: verbal, nonverbal, and
electronic communications such as e-mails, chats, and blogs. He has found that there is often a disparity
between what he hears someone say and what he sees him or her doing. Jane agrees and notes that some
employees can have a problem with connecting verbal and nonverbal communication (Colbert &
Katrancha, 2016).

Jane points out that José has also had some issues such as this before. This surprises José until he realizes
that he has often had to apologize for something he said that someone else interpreted in a way he did not
intend. Jane tells him that there are three parts to proper communication: the sender, the message, and the
receiver (Colbert & Katrancha, 2016). She points out that problems can occur at any point. If the sender is not
clear in the meaning and intent of the message, then the receiver may not receive the intended message.

José thinks back to the last meeting that Jane had with everyone when a coworker, D ‘Andrea, became very
upset with Betty about a statement Betty made. José tells Jane that he did not really understand it then, but
he now sees that Betty had her arms folded across her chest and was leaned forward toward D ‘Andrea with
a frown on her face. Jane smiled and told José that this was exactly what she was thinking about when she

UNIT IV STUDY GUIDE
Communication and Teambuilding

BHA 3202, Standards for Health Care Staff 2

mentioned nonverbal communication. She mentions that Betty is rarely angry or aggressive with anyone, but
she seems to frown often. José got it—Betty is nearsighted and refuses to wear her glasses when not working
at her desk because she feels that they make her look old. Because she cannot see clearly, she leans
forward and squints when she is in a meeting, and no one pays attention to that anymore. D ‘Andrea is new,
and José wonders if she knows that about Betty.

Because they are discussing nonverbal communication related to Betty, Jane asks José about his nonverbal
messages. José is not sure what she means, so Jane lists several types of nonverbal communication
messages without putting any value judgment on them:

• deep sighs when someone else is speaking,
• smiling at the speaker,
• winking when speaking,
• clenching one’s jaws,
• rolling eyes upward,
• not looking at the speaker,
• yawning,
• turning toward the person speaking in a meeting,
• raising an eyebrow, or
• tapping a pen on the desk while being spoken to or when speaking (Colbert & Katrancha, 2016).

José is surprised that some of the items on the list are considered as nonverbal communication. He had
always considered things such as tapping his pen on the desk as a way to pass the time. He never
considered that he might be sending the speaker a message he had not intended.

Jane encouraged José to think about how he communicates and how others communicate with him. She
points out that one important role of the healthcare administrator is to identify where communication
breakdowns occur and find possible solutions that are agreeable to all (Porter & O’Grady, 2015). José
immediately tells her that he has done so and he believes that one of the biggest problems the healthcare
organization has is having too many ways to communicate with too many people. He feels that clear
messages are often lost in the long e-mails pertaining to projects and that no one seems to know what to do
when an e-mail or chat includes non-essential information.

Jane agrees with him and says she has wanted to establish a policy for how to write company e-mails for
some time. They discuss what information should go in an e-mail and decide to prepare a template the
employees can use. José suggests they use the 5Ws and an H that reporters use in preparing a news story:
who, what, when, where, why, and how. Jane asks José to explain each term.

• Who is the recipient of this e-mail? The “To:” line should include those who have a stake in the
content of the e-mail and not everyone who might be interested or just normally put on an e-mail.

• What is the e-mail about? The topic of the e-mail should be included in the subject line.
• When is the event being discussed in the e-mail taking place?
• Where is the event being discussed in the e-mail taking place? This can be an actual physical

location of an event as well as the electronic location if the meeting is via webinar or other electronic
means.

• Why is the person getting the e-mail? This is very important for the receiver of the e-mail to
understand. Does the content of the e-mail require action? Does the receiver need to reply or attend
a meeting?

• How does this information matter? This could include what role the receiver will play in a project or
that the receiver needs to be present for a meeting. It may address a quality assurance issue that the
team needs to work on so patient care is improved. It needs to be clearly stated.

Jane is pleased with José’s suggestion. She is now more confident in José’s understanding of communication
skills and his ability to leverage them in the healthcare organization. Jane suggests that José read a very
short article about 11 signs that an organization has a problem with communication by Asserud (2016). She
feels that they can agree with at least five, if not more, of these signs.

BHA 3202, Standards for Health Care Staff 3

A quick glance at the list Jane gave him leads José to nod in agreement with Jane, but he tells her he
believes that they can agree with seven of the 11 signs and that he might be able to come up with some
possible solutions. Jane asks that José take the list and come back tomorrow with some possible solutions he
can offer. José plans to study the list more, read some other articles on communication, and write up a
proposal for possible solutions for his meeting with Jane tomorrow.

Jane points out to José that he has begun something that he has not done before: listening to what is being
said instead of hearing what he thinks is being said. Jane reminds José how, in the past, when she has tried
to share issues he has with his colleagues and how he might improve, his first reaction was always to point
out how his colleagues never listened to him and it was not his fault. José blushed a bit to remember how he
set up barriers to communication, often talking over his colleagues, shuffling papers in meetings, and using
nonverbal communication to stop the communication process.

José thinks about how he can actively listen to what is being said. He asks Jane if she thinks the following
steps will help.

• Ask for feedback from others (e.g., Did they understand the message he sent? Did he understand the
message they sent?).

• Do not have a reply ready before the other person has stopped talking.
• Tell the other person how he perceives his or her response.
• Sit quietly (e.g., no pen tapping or shuffling papers).
• Maintain good eye contact (Colbert & Katrancha, 2016).

Consider This!

In an effort to improve his communication and teambuilding with others, José has decided that he
needs to consider his nonverbal communication skills carefully. He remembers how, even as a
child, he was reprimanded for saying things in a manner he did not intend. Now he wonders if his
being told to stop “sassing back” at his parents and to stop “challenging” his teachers was related to
the nonverbal signals he was giving others. He decides that he needs to follow some steps
established for improving any situation in the workplace (Tanasescu et al., 2015).

• Gather data and facts about what is actually happening.
• Evaluate the data and facts.
• Analyze the data and facts for meaning and interpretations that can be drawn.
• Set up a plan of action to address the situation.

When José uses these steps, he finds that he is sending signs to others and that his words have
hidden meanings he did not intend. He applies what he has discovered to the steps above and
sees a pattern emerging.

• José realizes that he has taken the first step because he identified the problem and is
listing the nonverbal messages he found in a book by Colbert and Katrancha (2016) that
Jane gave him.

• He listed the nonverbal communication behaviors that Jane shared with him, prioritizing
them from most negative to most positive so he could rate his nonverbal communication
behaviors.

• Taking the list, José then places his nonverbal communication behaviors next to each
behavior that Jane had shared and analyzes how many of his are negative versus positive.

• Now that José has this list, he has decided to take each negative nonverbal behavior he
has identified and replace it with a positive one. He plans to tackle changing one negative
to a positive each week.

BHA 3202, Standards for Health Care Staff 4

Jane nods as José speaks and says “uh-huh” with each point he makes. This makes them both smile as José
begins to “get it” and sees how Jane is using active listening to let him know she is in the moment and
understands what he is saying. It is a powerful lesson for José.

José has learned a good deal about communication from Jane today. He has already identified that there are
some communication issues between his colleagues and even between him and his colleagues. José leaves
work feeling as if he is now equipped with the knowledge to become a better communicator, both as a sender
and receiver, and is eager to begin practicing effective communication skills that will enhance office teamwork
and productivity.

References

Asserud, K. (2016). 11 signs your wires are crossed. Canadian Business, 89(7/8), 18.

Consider This!

José has been identifying some communication issues in his healthcare clinic. He found an article
that listed 11 signs of failing communications and began to think hard about how he saw these
among his colleagues (Asserud, 2016).

When considering what might be impeding communications, José made a table with the possible
signs of communication problems within his healthcare organization (based on Asserud’s [2016]
list) and possible solutions. What are some of the possible solutions José might put in the second
column?

Sign of Communication Problems Possible Solutions
There are four different ways to
communicate: face-to-face, phone, e-
mail, and chat.

Several chat areas exist on the
company intranet, but most of the
posts are about weekend plans for the
company softball team.

There are usually three groups
working on an issue at the same time:
administration, marketing, and
finance.

Staff whose work is affected by a
project are not always a part of the
planning team.

The first thing everyone seems to do
is send an e-mail and include
everyone who might possibly have an
interest in the topic.

E-mails and chat threads are sent out
at all times of the day, night, and
weekends with no indication of
priority.

I have at least three meetings
scheduled every day and am behind
on my assigned projects and work.

BHA 3202, Standards for Health Care Staff 5

Colbert, B. J., & Katrancha, E. D. (2016). Career success in health care: Professionalism in action (3rd ed.).
Cengage Learning.

Porter-O’Grady, T., & Malloch, K. (2015). Quantum leadership: Building better partnerships for sustainable

health (4th ed.). Jones & Bartlett Learning.

Tanasescu, D. A., Florea, N. V., & Tanasescu, I. A. (2015). Communication and monitoring: Necessary

processes for managing and measuring conflicts, absenteeism, fluctuation and work accidents.
Buletin Stiintific, 20(1), 86–95.

Suggested Reading

In order to access the following resources, click the links below.

The following article is a brief look at what signs one should watch for that indicate communications are failing
in an organization, and José found it very helpful in identifying issues where he works.

Asserud, K. (2016). 11 signs your wires are crossed. Canadian Business, 89(7/8), 18.

https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=116832782&site=ehost-live&scope=site

The following article addresses the role that communication plays in dealing with workplace conflict, employee
absenteeism, and other issues José identified using the article above.

Tanasescu, D. A., Florea, N. V., & Tanasescu, I. A. (2015). Communication and monitoring: Necessary

processes for managing and measuring conflicts, absenteeism, fluctuation and work accidents.
Buletin Stiintific, 20(1), 86–95.
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=109154553&site=ehost-live&scope=site

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

In order to access the following resource, click the link below.

Go to the Mind Tools website by clicking the link below, and there you will find a communication quiz that can
help you discover if you communicate effectively.

Mind Tools. (n.d.). How good are your communication skills?

https://www.mindtools.com/pages/article/newCS_99.htm

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