Additional Information
Book Details
Abstract
Communication Skills for your Nursing Degree will help you to:
- improve your oral and written communication skills in a range of academic and healthcare settings
- improve your public speaking, including academic presentations
- improve your practical writing and speaking skills
If you are embarking on a university nursing or midwifery degree, the books in this series will help you acquire and develop the knowledge, skills and strategies you need to achieve your goals. Tasks and activities are designed to foster aspects of learning which are valued in higher education, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life.
Jane Bottomley is a Senior Language Tutor at the University of Manchester and a Senior Fellow of the British Association of Lecturers in English for Academic Purposes (BALEAP).She has been involved in the development of a number of content-based academic study skills courses at the University of Manchester and has previously published on scientific writing.
Steven Pryjmachuk is Professor of Mental Health Nursing Education in the School of Health Science's Division of Nursing, Midwifery and Social Work at the University of Manchester and a Senior Fellow of the Higher Education Academy. His teaching, clinical and research work has centred largely on supporting and facilitating individuals – be they students, patients or colleagues – to develop, learn or care independently.
In December 2014, Steven was elected as vice Chair (2015-16) and Chair (2017-18) of Mental Health Nurse Academics UK, an organisation representing 65 Higher Education Institutions providing education and research on mental health nursing.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Acknowledgments | vi | ||
| Meet the authors | vii | ||
| Introduction | viii | ||
| A note on terminology | ix | ||
| Chapter 1 Professional speaking skills | 1 | ||
| Communication | 1 | ||
| Professional communication | 2 | ||
| Oral communication | 2 | ||
| Discussion of case studies | 5 | ||
| A | 5 | ||
| B | 5 | ||
| C | 5 | ||
| D | 6 | ||
| Communication in nursing | 3 | ||
| Communicating with patients | 6 | ||
| The therapeutic relationship | 7 | ||
| Person-centred care | 8 | ||
| Being a good communicator | 8 | ||
| Rogers’ core conditions | 9 | ||
| Discussion of reflection | 10 | ||
| 1) | 10 | ||
| 2)\t | 10 | ||
| 3)\t | 10 | ||
| Egan’s SOLER framework | 10 | ||
| Active listening | 11 | ||
| Questioning techniques | 13 | ||
| Closed questions | 13 | ||
| Open questions | 13 | ||
| Searching/probing questions | 14 | ||
| Therapeutic touch | 14 | ||
| Being human! | 15 | ||
| Developing good communication skills through practice and feedback | 17 | ||
| Role-play | 17 | ||
| Discussion of case studies | 23 | ||
| A | 23 | ||
| B | 23 | ||
| C | 24 | ||
| D | 24 | ||
| Communicating with others | 18 | ||
| References | 19 | ||
| Chapter 2 Professional writing skills | 21 | ||
| Writing basics | 21 | ||
| Record keeping | 21 | ||
| Use and misuse of abbreviations and acronyms | 25 | ||
| Discussion of task | 25 | ||
| Avoiding jargon | 26 | ||
| Confidentiality | 27 | ||
| Countersigning | 28 | ||
| A model for remembering the principles behind good record keeping | 29 | ||
| Writing reports | 29 | ||
| Writing official letters | 32 | ||
| Writing patient information leaflets | 35 | ||
| References | 36 | ||
| Chapter 3 Academic presentations and public speaking | 38 | ||
| Oracy skills in academic study | 38 | ||
| Giving effective academic presentations | 39 | ||
| Presenting style | 40 | ||
| Audience and purpose | 41 | ||
| Research and preparation | 41 | ||
| Selecting and processing information and ideas | 42 | ||
| Organising information and ideas | 43 | ||
| Visual aids | 44 | ||
| Font | 44 | ||
| Colour | 44 | ||
| Effects | 45 | ||
| Text and images | 45 | ||
| Training | 45 | ||
| On the day! | 50 | ||
| Group presentations | 53 | ||
| Poster presentations | 54 | ||
| Peer review | 55 | ||
| Being assessment literate | 56 | ||
| References | 58 | ||
| Chapter 4 Participating in group seminars and meetings | 60 | ||
| The role of seminars at university | 60 | ||
| The conventions of seminars | 63 | ||
| Participating effectively in seminars | 65 | ||
| Being prepared | 65 | ||
| Helping to construct meaning | 66 | ||
| Interacting with the group | 66 | ||
| Transferable skills | 68 | ||
| Meetings in a professional setting | 69 | ||
| Discussion of case studies | 78 | ||
| A | 78 | ||
| B | 78 | ||
| C | 78 | ||
| D | 79 | ||
| E | 79 | ||
| Mind your language | 69 | ||
| References | 72 | ||
| Chapter 5 Getting the most from individual tutorials | 73 | ||
| What is a tutorial? | 73 | ||
| Why do you have tutorials at university? | 74 | ||
| Academic writing tutorials | 75 | ||
| Personal tutors | 76 | ||
| Tutorials in nursing | 76 | ||
| Getting the most from tutorials | 79 | ||
| Be prepared | 79 | ||
| Ask the right questions | 79 | ||
| Discussion of reflection | 80 | ||
| Check understanding | 81 | ||
| Be assertive – but not rude! | 81 | ||
| Take notes | 81 | ||
| References | 82 | ||
| Chapter 6 Networking | 83 | ||
| Opportunities and challenges related to networking | 83 | ||
| Different types of networking | 84 | ||
| Nursing networking sites | 86 | ||
| Networking and the NMC Code | 87 | ||
| Conferences | 87 | ||
| Professional organisations | 88 | ||
| The internet and social media | 88 | ||
| Social media and the NMC Code | 89 | ||
| Using social media and the internet responsibly | 89 | ||
| Netiquette | 92 | ||
| References | 93 | ||
| Appendix 1 Academic levels at university | 94 | ||
| Appendix 2 Key phrases in assignments | 95 | ||
| Appendix 3 English language references | 96 | ||
| Dictionaries | 96 | ||
| Grammar books | 96 | ||
| Other resources | 97 | ||
| Answer key | 98 | ||
| Chapter 1, Professional speaking skills | 98 | ||
| Being a good communicator | 98 | ||
| Task: Active listening (page 12) | 98 | ||
| Chapter 2, Professional writing skills | 98 | ||
| Record keeping | 98 | ||
| Task: Use and misuse of abbreviations and acronyms (page 27) | 98 | ||
| Writing reports \rTask (pages 30–31) | 98 | ||
| Writing reports\rTask (page 32) | 99 | ||
| Writing official letters\rTask (page 33) | 99 | ||
| Chapter 3, Academic presentations and public speaking | 100 | ||
| Giving effective academic presentations, Research and preparation | 100 | ||
| Task: Organising information and ideas (page 44) | 100 | ||
| Chapter 4, Participating in group seminars and meetings | 102 | ||
| The role of seminars in universities\rTask (pages 60–61) | 102 | ||
| The conventions of seminars\rTask (page 64) | 102 | ||
| Mind your language\rTask (page 71) | 103 | ||
| Index | 104 |