000			04935nam a22002417a 4500
003			OSt
005			20220309190242.0
008			220309b |||||||| |||| 00| 0 eng d
020			_a9789988871499
040			_aDLC _beng _cDLC
050			_aRC480 _bT447 2018
100			_964 _aNana Aba Appiah Ampo _eTope Omoniyi _eNii Teiko Tagoe _eObadele Kambon _eKofi Korankye Saah
245			_aTherapeutic communication competencies for nurses and midwives
250			_aFirst edition
260			_aTema _bDigibooks _c2018
300			_apage 188
500			_aAmfo, Nana Aba Appiah, Tọ́pẹ́ Ọmọniyì, Nii Teiko Teigo, Ọbádélé Kambon, and Kofi Korankye Saah Therapeutic Communication Competencies for Nurses and Midwives. Tema: Digibooks. Publication year: 2018 The objective of the book, Therapeutic Communication Competencies for Nurses and Midwives is “to provide a relevant, contextually appropriate, coursebook to guide the teaching and learning of therapeutic communication in nursing and midwifery training colleges” (p. v). The book, which came out of material used to facilitate a training programme for nursing and midwifery tutors throughout Ghana, was commissioned by the Nursing and Midwifery Council of Ghana and is dedicated to the memory of the second author, the late Prof. Tope Omoniyi, whose unfortunate demise occurred in 2017, prior to the publication of the book
505			_aDevelopment in nursing and midwifery practice around the world shows rather clearly that healthcare is a collaborative phenomenon between the carers and those to whom they have a duty of care. Previously, it was perceived as a one-directional operation in which the sick sought solutions to health problems from professionals who purportedly have all the answers. But a new holistic approach to the practice of nursing and midwifery reveals that patients and healthcare professionals are in fact engaged in a very significant social relationship. One that has a positive bearing on the outcome of any interventions that may be undertaken in addressing the health issues of patients. If the relationship works, there is the likelihood that the quality of care will be higher and society will record improved health standards. In order to provide prospective nurses and midwives with adequate therapeutic communication competences, this coursebook addresses the principles and processes involved in the therapeutic relationship expected between nurse/midwife and patient or relatives through their communicative encounters in thirteen Units Unit 1 introduces the student to the principle of communication. It is understood that communication is both the product and enabler of healthy relationships: “if communication fails, relationships break down” (p. 1). As part of helping the trainee appreciate the contextualization of communication and the need to reach the patient in a language that is accessible to the patient, as the Patients’ Charter of the Ghana Health Service suggests, the language policy in Ghana is introduced in Unit 2. Units 3 to 6 cover what may be considered the main concern of the book. Unit 3 makes a case for communicative encounters between patients and nurses/midwives to be therapeutic, if such encounters are to yield healthy outcomes. Unit 4 focuses on the distinction between verbal and no-verbal communication and how this important distinction relates to the therapeutic communication process. The bulk of this Unit is on non-verbal communication in its varied dimensions, underscoring the importance of non-verbal cues in therapeutics communication Styles of communication differ. They may be direct, indirect, circular, manipulative, etc., and they come with some behavioural patterns. These are identified and discussed in Unit 5, where the authors discuss how four different communication styles affect therapeutic communication Unit 6, deals with how the nurse/midwife can talk with patients and caregivers in a therapeutic manner about topics and issues described as “face-threatening and emotionally challenging health concerns” (p. vi). T Unit 7 focuses on lessons from communication in nursing/midwifery practice in other cultural environments. This Unit offers the trainee the opportunity to learn from best practices elsewhere. Unit 8 deals with building the skills needed for effective conversation between nurse/midwife and the patient. T Unit 9 deals with technologies available for managing communication and the use of communication devices to enhance communication within the healthcare setting. Unit 10 deals with giving and receiving feedback, which they characterise as constructive criticism
600		0	_966 _aInternal medicine _xTherapeutics. Psychotherapy
610		0	_967 _aTherapeutics. Psychotherapy
856			_uhttps://www.ajol.info/index.php/gjl/article/view/197092/185952
942			_2lcc _cBK _eFirst eidition _n0
999			_c65 _d65