WHEN IS THE BEST TIME TO TALK? 2 WHAT STYLE OF QUESTIONING IS LIKELY TO GIVE ME GREATER INSIGHTS INTO THE SERVICE USER’S NEEDS?

WHEN IS THE BEST TIME TO TALK? 2 WHAT STYLE OF QUESTIONING IS LIKELY TO GIVE ME GREATER INSIGHTS INTO THE SERVICE USER’S NEEDS? 3 WHAT SORT OF PROMPTS MIGHT I USE TO GET THE INDIVIDUAL TO SHARE INFORMATION WITH ME? 4 WHERE IS THE BEST PLACE TO TALK TO THIS PERSON? 5 HOW CAN I CHECK THEY HAVE UNDERSTOOD? 6 HOW CAN I REASSURE THEM?

K117 Enhancing your healthcare practice Unit 16 Planning interventions and evaluating practice Copyright © 2013 The Open University Contents Unit 16 Planning interventions and evaluating practice 2 16.1 Effective communication 3 16.2 The intervention process 6 16.3 Evaluation of practice 19 Unit 16 summary 25 References 26 Acknowledgements 26 Unit 16 Planning interventions and evaluating practice You will use a variety of interventions in your practice setting. These might include assessments, interviewing carers, treatment techniques, the ordering and supplying of equipment – the list is long. In order to offer your most effective practice to service users and to the team it is vital that you: l understand the interventions you use l reflect on the ways in which you deliver interventions l strive to improve your practice l become aware of other interventions that are available l are aware of the available literature surrounding interventions l can interpret data relevant to interventions l are aware of your limitations. You have already started to explore some of these points in this block. In this unit you build on your developing knowledge, understanding and skills related to the process of healthcare practice by looking specifically at understanding and improving the interventions you use. The unit is also designed to give you ideas for areas and topics that you should consider exploring further, so that you continue your learning beyond the scope of the unit. This is all part of autonomous learning, being an independent and mature learner who gains from experience. As with any intervention, communication is fundamental to the success of the intervention. In Unit 14 you explored elements of recording communications and information. This unit starts with verbal communication, as the success of interventions is greatly influenced by the quality of communications: l between service users and practitioners l between practitioners and practitioners within and across agencies/services l within and across agencies/service. In this unit Activities 16.3, 16.5, 16.6, 16.7, 16.8, 16.10, 16.11, 16.12 and 16.13 are to be completed in your practice setting. You may wish to schedule these activities before you start the unit. If you are unsure about anything, check with your supervisor or a senior practitioner first. Unit 16 Planning interventions and evaluating practice 2 of 27 Monday 8 February 2016 16.1 Effective communication During your practice experiences, you may have witnessed some effective communication by a fellow practitioner and thought, ‘I must remember to use that phrase’. Perhaps you have also seen some less effective examples, and are beginning to reflect actively and find yourself saying, ‘When I’m qualified, I won’t say things that way’, or ‘I’d like to do things in a different way, using different approaches from the ones I have seen’. Remember there are non-verbal elements to communication as well as verbal. Updating skills is a part of being an effective practitioner and should be a routine part of your practice. Perhaps you have not thought about updating your communication skills, but this is an area where there are real opportunities to further enhance techniques. It is something you can rehearse in all sorts of settings, not just practice ones. You have a duty to communicate appropriately with other team members, service users and carers, and to do that you must obtain the best information possible about those in your care.

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