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4510
How To Get Along With
Others
Leader Guide
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
PROGRAM DESCRIPTION
This program shows how to say what you want to say and mean what you want to say
when communicating with clients, family members, co-workers and supervisors.
Communication with older adult clients who have special cognitive problems is also
addressed. Specific situations are illustrated that commonly occur in the home setting.
Video running time: 30 minutes (2 contact hours).
OBJECTIVES
Upon completion of this program the participant will be able to:
1.
Identify the various aspects of human communication such as; eye contact, body
posture, voice quality, facial expression and gestures.
2.
Recognize common changes that occur in the lives of many older adults.
3.
Identify problems a person who has had a stroke or cognitive changes may have
communicating.
4.
Identify methods to assist a person who has difficulty communicating following a stroke or
other cognitive changes.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
2
NATIONAL EDUCATIONAL VIDEO, INC.TM
The Nursing Process
The nursing process is a systematic method of problem solving. It is based on the scientific method. The
nursing process is called "process" because it is ongoing. These are the steps of the nursing process:
Assessment: This is the systematic, ongoing collection of information from multiple sources.
Assessment is done when a nurse interviews a client and the client’s significant others. A physical
assessment of the client is also completed observing the following: laboratory data, daily client actions,
assessing the client’s ability to carry out daily activities, symptoms and the client’s response to treatment.
In long term care, resident assessment instruments are used to provide a comprehensive multidisciplinary assessment.
Problem Identification or Nursing Diagnosis: Assessment data leads to identifying client
strengths and client problems. These may be actual problems the client currently experiences, or
potential problems that may occur with that client in the future. Problems are stated and related to a
cause or influencing factor.
Planning: The systematic steps that the nurse will enact, with others, to assist the client to meet the
goals (or outcomes) that are set. For each problem, a measurable, specific goal is identified. The plan
includes nursing actions, based on aspects of nursing theory, nursing science, other sciences, and
research findings. The beliefs and values of the nursing profession as well as the values of the client are
taken into account.
Implementation: Carrying out the plan.
Evaluation:
This is the systematic process of examining each client goal-related outcome to
determine if it were met and to revise the plan accordingly. Evaluation may also identify the resources
that are needed for the client or the health care provider in their continuing plan of care.
Professional Nursing Roles
As the nurse carries out the nursing process, the nurse enacts a variety of professional roles. These are:
clinician
teacher
client advocate
leader
These roles may overlap. In the clinician role, the nurse may provide direct "hands on" care, or may
assess a client's needs and direct others to provide services to meet those needs. The nurse may
conduct patient and family teaching in a teaching role. The nurse may also teach other health
professionals when a multidisciplinary team addresses the client's needs. The nurse is a client advocate
when collaborating with the client, finding resources for the client, and acting on behalf of the client. The
nurse is a leader when planning and assigning the care of a client to others, maintaining overall
responsibility and accountability for that care, assisting other members of the health care team to set and
meet goals or when providing resources to other health care providers.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
3
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
DEFINITIONS
Aggressive Behavior: communication that directs anger at another for the purpose of blaming
someone else or making them feel bad. Aggressive behavior seeks to control others.
Assertive Behavior: communication that is honest, direct and goal oriented. It usually includes
an 'I" message, like 'I feel,' 'I think' or 'I want." With assertive communication, you take
responsibility for your actions and the consequences of your actions.
Body posture: a component of nonverbal communication. It is how you stand, whether upright
or slouched, rigid or relaxed, how you hold your back, your arms, and where you place your
feet. Altogether these different body positions convey a sense of how you are feeling.
Criticism: feedback about an activity or appearance.
Non-Assertive Behavior: communication that is not direct and aimed at problem solving. It
includes passive- aggressive behaviors in which the person avoids a confrontation, or 'beats
around the bush,' or otherwise avoids the issue. This places the control in the hands of the
other person. Non-assertive behavior also includes aggressive behavior.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
4
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
PRE TEST
Circle T if the following statements are true. Circle F if the statements are false.
T
F
1.
Playing a radio or TV in the background encourages a patient with a
communication problem to talk.
T
F
2.
Part of assertive behavior is to maintain good eye contact.
T
F
3.
Part of assertive behavior is a tense body posture.
T
F
4.
People use non-assertive behaviors when they do not want a confrontation.
T
F
5.
A compliment on a job well done is an example of positive feedback.
T
F
6.
Pointing out a better way to get a procedure done is constructive criticism.
T
F
7.
Non-verbal communication includes words, phrases and sentences.
T
F
8.
People usually get angry or afraid when someone uses aggressive communication.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
5
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
DISCUSSION QUESTIONS
1.
Describe assertive behavior.
That behavior which allows individuals to act in their own best interest, stand up for
themselves without feeling nervous or anxious, express their honest feelings
comfortably, and exercise their own rights without denying those of others.
2.
Describe aggressive behavior.
A person may respond too forcefully, making a bad or negative impression on others.
They may also choose for others without thinking about the other’s feelings or wishes, or
even achieve their desired goals by hurting others.
3.
Describe non-aggressive behavior.
The non-assertive person may usually think of what to say or what to answer after the
opportunity has passed. He or she may also become angry with themselves for allowing
other to choose for them. They may also feel hurt or unable to say what is truly on their
mind for fear of hurting the other or being rejected.
4.
Describe passive-aggressive behavior.
Indirect expression of resistance to occupational or social demands; often reflecting
unexpressed hostility stemming from a frustrating interpersonal relationship.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
6
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
POST TEST
Choose the response that most accurately answers the following questions:
1.
A co-worker, Naomi S., often calls you to discuss her personal life. She begins each
telephone conversation with, “I’m so sorry I’m calling you again. I know you have other
things you’d rather be doing than talking to me!” This type of communication would be:
a. assertive communication
b. non-assertive communication
c.
aggressive communication
d. passive-aggressive
2.
Your response in the past has been something like this. “You think you’ve got
problems? I can’t imagine anyone less likely to have a ‘serious’ problem”. This
type of response would be considered:
a. assertive communication
b. non-assertive communication
c.
aggressive communication
d. passive-aggressive
3.
This time you say, “I am busy at the moment, but give me your phone number
and I’ll call you back in an hour or so”. This would be an example of:
a. assertive communication
b. non-assertive communication
c.
aggressive communication
d. passive-aggressive
4.
Mary Sue, home health aide, calls her supervisor, begging for a change in her
assignment as soon as possible. She promises to take ANY assignment ever
offered to her if this one can just be changed. This would be an example of:
a. assertive
b. non-assertive
c.
confrontation
d. manipulation
5.
If you speak to your client aggressively, she/he will probably react with:
a. a smile
b. anger
c.
a hug
d. a call to your supervisor
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
7
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
POST TEST (Continued)
6.
Looking directly into the eyes of your supervisor when you speak will let her know
that you:
a. have difficulty speaking loud enough
b. don’t have confidence in what you’re saying
c.
are sincere about what you’re saying
d. you are a good communicator
7.
When stroke patients are dependent on a caregiver to meet their physical needs
this may bring out:
a. resentment with caregiver
b. the stroke patient feeling like a child
c.
both a & b
d. neither a or b
8.
To encourage patients with communication problems to talk, the health care
assistant should:
a. turn off the radio when they try to talk
b. turn on the television when they try to talk
c.
ask the patient several questions in a row
d. decrease the noise level in the room, and listen attentively
9.
Mr. Federspiel, a 60 year-old stroke patient, becomes easily upset, teary-eyed
and shakes his head when you speak to him. Your actions should not include:
a. write down what you’re saying
b. repeat yourself slowly
c.
ask longer questions so he will have time to think about what you’re saying
d. stay in a good face to face position at his eye level
10.
Mr. Federspiel is likely to understand when you:
a. talk about the news and other current events
b. make jokes
c.
talk about things in his room that he can see and touch
d. sing to him
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
8
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
ANSWER SHEET
PRE TEST
1.
2.
3.
4.
5.
6.
7.
8.
F
T
F
T
T
T
F
T
POST TEST
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
b
c
a
d
b
c
c
d
c
c
9
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
APPENDIX A
This set of questions can help you shed some light on whether you are an assertive, nonassertive, or aggressive person.
1. Do you have a hard time making decisions?
2. Do you sometimes try to avoid other people or situations out of fear of embarrassment or
discomfort?
3. Do you speak out in protest when you think another person has taken advantage of you?
4. Do you usually express your feelings about things, both negative as well as positive?
5. Do you try to step in and make decisions for others?
6. Do you have a hard time accepting compliments from others or complimenting others?
7. Do you feel comfortable asking friends for help when you think you need it?
8. Do you maintain eye contact with others when talking to them?
9. Do you get angry easily?
10. Do you avoid entering discussions or debates?
11. Do you often criticize others for their ideas, behavior, or decisions?
12. Are you able to tell others when they do something that annoys you?
13.
In a restaurant, do you tell the food server when a meal is not to your satisfaction and ask
that it be taken back?
14.
When someone arrives later than you and is waited on before you, do you usually call
attention to the situation?
15.
When you buy defective merchandise, do you find it easy to return it for an adjustment or
exchange?
16.
When you meet someone you don’t know, do you usually introduce yourself first?
Your honest answers to these questions can help you evaluate how assertive or non-assertive you might
be in various situation.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
10
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
RESOURCE ADVISORS
PAUL EDWARD ROSETE, Ph.D..... received his B.S. Degree in Psychology and Sociology
and his Master's Degree in Clinical Psychology, as well as his Ph.D in Clinical Psychology at
Florida State University. Dr. Rosete has received the N.I. M.H. Fellow in 1978 from the National
Institute of Mental Health, Rockville, Maryland. Dr. Rosete received his U. S. Public Health
Fellow from the U. S. Public Health Service in Washington, D.C. in,1977. Dr. Rosete has also
been in private practice in Ft. Myers, Florida.
SUSAN DONCKERS, Ph.D..... received her Ed. D. from Virginia Polytechnic Institute, her
MSN at the University of North Carolina and her BSN at the University of Virginia. Dr. Donckers
has been an Associate Professor at Radford University School of Nursing and has presented
numerous papers in the field of Nursing and Ethical Issues. She has served as a member of the
Virginia Nurses' Association Professional Nurse Practice Committee, Consultant to the Veterans
Administration Hospital and many other notable affiliations.
DEBORAH UNSWORTH, M.S. ARNP Received her bachelor of Science Degree from the
University of South Florida and her Master of Science Degree from State University of New
York. She has worked as a nurse since 1973 in the areas of med-surg, obstetrics and ER. She
has been a nurse practitioner and women’s health educator since 1990 and is currently the
Director of Education at National Educational Video, Inc.
NEVCO® video educational programs are prepared using specific criteria designed by National
Educational Video, Inc.SM All educational programs are coordinated and reviewed under the
direction of the NEVCO® Director of Education, who is a master’s prepared nurse.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
11
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
REFERENCES
Baldwin, B.; Beck, C.; Uriri, J.; Rasin, J.; O’Sullivan, P.; Phillips, R.; et al. (2002). Effects of
Behavioral interventions on disruptive behavior and affect in demented nursing home
residents. Nursing Research, 51 (4), 219-228.
Breuninger, C. and Wittig, P., (2000). Reducing communication barriers, Diseases, third edition.
5.
Chen, H.L. (1994). Hearing in the elderly: Relation of hearing loss, loneliness, and self-esteem.
Journal of Gerontological Nursing, 20 (6), 22-28.
Erber, N.P. (1994).
Communicating with elders: Effects of amplification.
Gerontological Nursing, 20 (10), 6-10.
Journal of
Foxall, M.J.,; Barron, C.R.; VonDolien, K.; Shull, K.A. and Jones, P.A. (1994). Low-vision
elders: Living arrangements, loneliness, and social support. Journal of Gerontological
Nursing, 20 (18), 6-14.
Miller, R.K. (1994). Managing disruptive responses to bathing by elderly residents: Strategies
for the cognitively impaired. Journal of Gerontological Nursing, 20(11), 35-39,
Smith, L.S. (1994) Coping with the "problem" resident. Nursing Homes, (July/August), 40-41.
Townsend, C.H. (1994) Humor and elderly caregivers. Home Healthcare Nurse, 12(6), 35-41.
While NEVCO® strives to remain current with federal and state regulatory requirements, the information contained in
this program is always subject to governmental amendment. Therefore, we suggest that you contact your state and
federal authorities for any possible revisions to regulatory requirements.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
12
NATIONAL EDUCATIONAL VIDEO, INC.TM
HOW TO GET ALONG WITH OTHERS
HNA26
Participant Evaluation of Objectives
Please evaluate this program by circling the number that best represents how well this program
met the following objectives:
1.
2.
Identify the various aspects of human communication such as; eye
contact, body posture, voice quality, facial expression and
gestures.
Recognize common changes that occur in the lives of many
older of adults.
4=Excellent
3=Good
2=Average
1=Poor
4
3
2
1
4
3
2
1
3.
Identify problems a person who has had a stroke or cognitive
changes may have communicating.
4
3
2
1
4.
Identify methods to assist a person who has difficulty
communicating following a stroke or other cognitive changes.
4
3
2
1
Do you feel you met your personal objectives?
Time required to complete this program?
COMMENTS:
Return this form to the facilitator who distributed the learning materials.
Thank you.
NATIONAL EDUCATIONAL VIDEO, INC. TM
©1990 Revised 1995, 1997, 2002
13
NEVCO® Account # _________________
REQUEST FOR CERTIFICATES FOR CONTACT HOURS
TYPE the NAMES, LICENSE NUMBERS AND JOB TITLES (RN, LPN, MSW, CNA, PT, etc.) of the people
who are to be issued a certificate for contact hours for attending the continuing education program:
________________________________________________________________________________________
(Facility Name)
________________________________________________________________________________________
(Title and Number of Video Program)
This request must be submitted along with the completed roster and evaluation sheets for the above
named program.
NAME
1.
2.
3.
4.
5.
6.
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8.
9.
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LICENSE NO.
JOB TITLE
TIB Bank Center
599 9th Street N., Suite 207
Naples, Florida 34102-5625
(800) 252-5604 Fax (888) 877-7255
www.nevcoeducation.com
FACILITATOR’S EVALUATION
(NEVCO® Video Education Program)
Must be completed by the facilitator
EVALUATION OBJECTIVES:
(1) To assess extent to which the program was appropriate, adequate and effective.
(2) To identify, continue to develop and evaluate effective quality assurance activities.
Title of Program ________________________________________________________ Date _______________________
Place of Employment _________________________________________________Job Title _______________________
Please evaluate the presentation by circling the number that best describes your rating.
4 – Excellent 3 – Good
2 – Average
1 – Poor
ORGANIZATION OF COURSE
Material was organized to facilitate learning
4
3
2
1
The amount of material covered was adequate and accurate
4
3
2
1
There was effective use of time to cover the subject
4
3
2
1
The test material reflected the objectives listed
4
3
2
1
Content can be used to improve nursing practice
4
3
2
1
Content reflected knowledge level and needs of learner
4
3
2
1
The material was current
4
3
2
1
Pre-Test
4
3
2
1
Discussion Questions
4
3
2
1
Post-Test
4
3
2
1
The presentation was
4
3
2
1
The presenter explained the material
4
3
2
1
The presenter demonstrated knowledge of material
4
3
2
1
4
3
2
1
CONTENT OF THE FACILITATOR’S GUIDE
List total number of objectives in this facilitator’s guide _____________________
List by number the objectives that were met _____________________________
Evaluate Test Questions
FACULTY PRESENTING (Video)
OVERALL RATING
I felt this teaching method was
COMMENTS – (Please make suggestions for future topics and additional comments about the presentation or instructor)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
®
Thank you for your time in completing this evaluation! We appreciate your comments and suggestions. The NEVCO Educational Staff
©1995 Revised 10/2004
TIB Bank Center
599 9th Street N., Suite 207
Naples, FL 34102-5625
(800) 252-5604 Fax (888) 877-7255
www.nevcoeducation.com
EVALUATION
(NEVCO® Video Education Program)
Must be completed by every participant
EVALUATION OBJECTIVES:
(1) To assess extent to which the program was appropriate, adequate and effective.
(2) To identify, continue to develop and evaluate effective quality assurance activities.
Title of Program ________________________________________________________ Date _______________________
Place of Employment _________________________________________________Job Title _______________________
OBJECTIVES
Total number of objectives in program _________
Circle the number of objectives that WERE met
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Circle the number of objectives that were NOT met
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Please evaluate the presentation by circling the number that best describes your rating.
4 – Excellent 3 – Good
2 – Average
1 – Poor
ORGANIZATION OF COURSE
Material was organized to facilitate learning
4
3
2
1
The amount of material covered was adequate and accurate
4
3
2
1
The test material reflected the objectives listed
4
3
2
1
Content and/or skills demonstrated can improve my ability to perform my job
4
3
2
1
Content reflected knowledge level and needs of learner
4
3
2
1
The material was current
4
3
2
1
Time for questions was
4
3
2
1
Effective use of time to cover subject was
4
3
2
1
Graphics were beneficial
4
3
2
1
The presentation was well prepared
4
3
2
1
The presentation explained the material well
4
3
2
1
The presenter demonstrated knowledge of material
4
3
2
1
I felt this teaching method was
4
3
2
1
Facilities and classroom were adequate
4
3
2
1
CONTENT OF THE PRESENTATION
NEVCO® FACULTY (who prepared the program and/or appeared in interviews)
OVERALL RATING
COMMENTS – (Please make suggestions for future topics, content of program and instructors)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Thank you for your time in completing this evaluation! We appreciate your comments and suggestions. The NEVCO® Educational Staff
©1995 Revised 10/2004
TIB Bank Center •· 599 9th. Street N., Suite 207 • · Naples, FL 34102-5625
(800) 252-5604 Fax: (888) 877-7255
www.nevcoeducation.com
CONTINUING EDUCATION ROSTER
This form must be completed and returned to NEVCO®.
Keep a copy for your facility, but return the original to NEVCO®.
PRINT OR TYPE
Account # ____________________________________
Number and title of Video Program ___________________________________________
Dates Given _____________________________________________________________
Contact Hours ___________________________________________________________
Name of Facility __________________________________________________________
Address of Facility ________________________________________________________
City/State/Zip ____________________________________________________________
National Educational Video, Inc.TM is an approved provider of continuing
education. State Board provider numbers: Florida NCE2896, Alabama 597.0, California CEP8803 and Kentucky 7-0045.
This activity provided by National Educational Video Inc. is approved as a
provider of continuing education in nursing by Alabama State Nurses
Association, which is accredited as an approver of continuing education in
nursing by The American Nurses Credentialing Center's Commission on
Accreditation.
RN Facilitator ___________________Signature _________________________________
ROSTER OF PARTICIPANTS
Participant Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Participant Signature
License #
Soc. Sec. #
Participant Name
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Participant Signature
License #
Soc. Sec. #
599 9th Street N., Suite 207 - Naples, FL 34102-5625
800-252-5604 Fax: 888-877-7255 – www.nevcoeducation.com
Certificate of Completion
This is to certify that
Attended and Completed
National Educational Video, Inc.TM Program Number and Title
For ______ contact hours
On _____________
Date
______________________________________________________________
Facility / Agency Name
______________________________________________________________
Facility / Agency Address
______________________________________________________________
RN / Facilitator
CERTIFICATE FOR ASSISTANTS ONLY
National Educational Video, Inc.TM is an approved provider of continuing education. State Board provider
numbers: Florida NCE2896, Alabama 5-97.0, California CEP8803 and Kentucky 7-0045.
This activity provided by National Educational Video Inc. is approved as a provider of continuing education in
nursing by Alabama State Nurses Association, which is accredited as an approver of continuing education in
nursing by The American Nurses Credentialing Center's Commission on Accreditation.
CERTIFICATE OF COMPLETION
For each participant who has successfully completed a
continuing education program, please make a copy of
the blank NEVCO Certificate (on reverse side) and fill in
the following information:
1.
2.
3.
4.
5.
6.
Name of the learner
Program title and number
Number of contact hours
Date the program was completed
Name and address of your Agency / Facility
Signature of the RN / Facilitator responsible for
offering the program