Examples Of Active Listening In Nursing

Interpersonal communication within the field of nursing is imperative in all areas to deliver a holistic positive outcome in patient care. Specifically, active listening, questioning with intent and reflective feedback ascertain an understanding of a patient’s health, illness, and healthcare. Active listening allows the patient to convey their concerns and presents the nurse with an understanding of the patient when implementing a personalised care plan. Questioning with intent builds an appreciation of the situation, and reflective feedback promotes improvements to enrich work ethics of the nursing cohort. Listening actively involves many different styles whereby information is gathered through verbal and non-verbal communication. Questioning

Listening can be defined as empathy, silent, attention to both verbal and nonverbal communication and the ability to be nonjudgmental and accepting (Shipley 2010). Observing a patient’s non-verbal cues, for example, shaking or trembling may interpret as an underlying heart condition that may not have been addressed (Catto & Mahmud 2012). Empathy is defined as being mindful of and emotional to the feelings, opinions, and encounters of another (Merriam-Webster Online Dictionary 2009 as cited in Shipley 2010). Providing an environment conducive to nonjudgmental restraints allows the patient to feel respected and trusted whereby the patient can share information without fear of negativity (Shipley 2010). For example, a patient who trusts a nurse builds rapport enabling open communication advocating a positive outcome (Baker et al. 2013). Subsequently, repeating and paraphrasing a question displays effective listening skills of knowledge learned (Shipley 2010). Adopting a therapeutic approach to listening potentially increases the patient’s emotional and physical healing outcomes (Shipley 2010). Nonetheless, patients who felt they were genuinely heard reported feelings of fulfilment and harmony (Jonas- Simpson et al. 2006 as cited in Shipley 2010). Likewise, patients may provide

Feedback is derived from a previous performance initiating a review process of improvements to be implemented (Archer 2010; Dayton & Hendricksen 2007 as cited in Motley & Dolansky 2015). Without honest and constructive feedback the learning process does not improve skills because the knowledge given through feedback allows nurses to see how colleagues viewed their performance and suggest areas for future development, self-awareness, and growth within the industry (Day-Calder 2016). Clear, concise feedback delivered in a manner that is non-threatening and avoids emotions is called constructive feedback (Day-Calder 2016). Disapproval is potentially beneficial in making healthier relationships by bringing you closer to the patient’s views and understanding their concerns (Catto & Mahmud 2012). For a patient to realise that their message has been heard and understood shows that reflection, summarise, and feedback are necessary for ascertaining a positive outcome (Shipley 2010). An empathetic attitude requires self-knowledge in relaying emotions in a mindful and compassionate response (Terezam, Reis-Queriroz & Hoga 2017). Nursing colleagues often work as a team collaborating and communicating with each other to make improvements and achieve goals through team attributes (Motley & Dolansky 2015; De Janasz et al. 2014). This team