Ch06.rtf

7/26/2019 Ch06.rtf

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Chapter 6: Getting People to Work Together

1. The order of the basic listening sequence is:

A) essage! encoder! feedback! decoder! "ethod of sending

#) $ncoder! "essage! "ethod of sending! decoder! feedback C) %ecoder! "essage! encoder! "ethod of sending! feedback

%) &eedback! decoder! "essage! "ethod of sending! encoder

'. The t(o basic channels of co""unication are:

A) erbal and interpreti*e#) +on*erbal and interpreti*e

C) +on*erbal and *erbal

%) erbal and (ritten

,. -iu Chen! an +! is taking a client histor/. 0he is entering the infor"ation into her

handheld as the client speaks to her and asks questions clearl/ and concisel/. o(e*er! -iu asks

questions regarding infor"ation the client has alread/ gi*en. The client sa/s to -iu! 2Are /oulistening to "e34 5f the follo(ing! (hich best indicates -iu is listening to the client:

A) aintaining appropriate e/e contact#) Glancing around the roo" and (riting a note

C) Asking another question i""ediatel/ after recei*ing an ans(er to the first question

%) T/ping notes on the co"puteried record (hile the client is speaking

7. The staff is discussing the confusion the/ ha*e o*er so"e directions regarding a 8CA5

pro9ect gi*en b/ -inda! the associate nurse "anager. $ach staff "e"ber has a specificassign"ent ho(e*er! so"e of the tasks see" to be duplicated. #ased on the fi*e ele"ents of

co""unication! (ho is responsible for the clarit/ of "essages3A) The decoder #) The transcriber

C) The encoder

%) The recei*er

;. aggie is a ne( <AP. 0he has been (orking the = p.". to = a.". shift on a bus/

tele"etr/ unit for , "onths. 0he is perpetuall/ late to (ork. The other <APs on the unit areco"plaining about the situation. 5f the follo(ing responses! (hich de"onstrates the best

e>a"ple of asserti*e co""unication3

A) 2?ou are al(a/s late (hat are /ou going to do about this situation34#) 2#eing late is unacceptable /ou need to change this beha*ior4

C) 2@ noticed that /ou often arri*e late @ think (e need to discuss ho( this affects /our

perfor"ance4%) 2-ateness creates a situation that leads to a negati*e da/ @ think it is ti"e to (ork

out a plan to eli"inate this proble"4

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6. -ouis! an +! is caring for $"il 8ones! a ;B/earBold ne(l/ diagnosed diabetic. -ouis

needs to instruct $"il regarding his insulin pu"p. While perfor"ing client teaching! (hich of

the follo(ing barriers to co""unication can -ouis eli"inate3A) +oise fro" the tele*ision

#) -anguage differences

C) $ducational le*el%) r. 8ones lack of attenti*eness

=. Co""unication has the best chance of being interpreted accuratel/ (hen:

A) &aceBtoBface co""unication is used

#) The "essage is repeated b/ the sender

C) 0ent electronicall/%) ore than one "ode is used

. While (orking as the charge nurse on the = p.". to = a.". shift! the nurse o*erhears the<AP speaking harshl/ to r. ernande! (ho has an e>pressi*e aphasia and a left he"iparesis

fro" a stroke. When the <AP lea*es the roo"! the nurse decides to speak (ith her. Which of thefollo(ing (ould be the "ost appropriate approach3

A) 2@ ha*e decided to change /our assign"ent fro" r. ernande to rs. opkins4

#) 2@ a" concerned because it sounded to "e as though /ou "ight be losing patience(ith r. ernande4

C) 2?ou need to (atch /our tone of *oice as it sounded *er/ harsh4

%) 2Perhaps /ou need to consider attending a training session on co""unication skills4

D. The healthBcare institution (here Cori is a nurse "anager has "o*ed to eB"ail as a

"ethod of co""unication. When using this co""unication "ethod! it is i"portant to re"e"ber that:

A) Professional eB"ail "ust use for"al headings

#) Professional eB"ail "a/ re"ain infor"alC) $B"ail does not require the sa"e le*el of courtes/ as a for"all/ (ritten

co""unication

%) Professional eB"ail should be (ritten in all capital letters

1E. Which of the follo(ing (ould not be acceptable beha*ior in the onBline co""unication

en*iron"ent3A) @f /ou (ere faceBtoBface! (ould /ou sa/ this3

#) &ollo( the sa"e rules of beha*ior onBline that /ou follo( (hen dealing (ith

indi*iduals in personC) 0ending copies of infor"ation onl/ to indi*iduals (ith a need to kno(

%) <sing a co""unication language st/le that (ill cause a reaction on the part of the

recei*er

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11. %a*id! the nurse "anager! asks to see Allison! a ne( +! for a fe( "inutes after lunch.

When Allison "entions this to her colleagues at lunch! the/ fill her (ith dread about the purposeof the "eeting. Allison reluctantl/ stops b/ %a*ids office. e asks Allison to sit do(n and sa/s!

2@ thought /ou should kno( that @ heard /ou e>plaining the procedure for a cardiac

catheteriation toda/ to rs. ?oung. ?ou did a great 9ob! and @ also (anted to let /ou kno( thatthe unit has literature that /ou can gi*e the clients regarding "an/ of the procedures the/ "a/

undergo (hile here.4 Allison lea*es the office feeling *er/ good about herself. %a*id pro*ided

Allison (ith:A) +egati*e feedback

#) Constructi*e criticis"

C) %estructi*e criticis"

%) Positi*e feedback

1'. #illi 8o is a ne( <AP. 0he is eager and e>cited about her ne( 9ob in health care. 0he is

helping the nurse "o*e a client up in bed. The nurse obser*es that #illi 8o is using all her back"uscles and none of her leg "uscles to acco"plish this task. Which response best pro*ides

constructi*e criticis" for #illie 8o3A) 2?ou are not using *er/ good bod/ "echanics4

#) 2@ find (hen @ "o*e clients! it helps to use "/ leg "uscles "ore and "/ back

"uscles less4C) 2@ hope /ou are not considering a nursing career because /ou (ont last ' "onths if

/ou "o*e clients that (a/4

%) 2?ou (ere *er/ helpful in "o*ing the client up in the bed4

1,. adeline is (orking in the pediatric oncolog/ unit as a pediatric client care technician

and en9o/s pla/ing (ith the children. $*er/ ti"e the nurse needs her for so"ething! adelinecan be found in the pla/ area or in a childs roo". The nurse belie*es if adeline (ould do her

tasks! then she (ould be able to deli*er better nursing care. The nurse is finall/ e>asperated (ith

adeline after finding her in the pla/roo" one "ore ti"e. The nurse sa/s: 2?ou are la/ andne*er get an/thing of i"portance done for this unitF4 The nurse has 9ust pro*ided adeline

(ith:

A) +eutral criticis"

#) Positi*e feedback C) +egati*e feedback

%) Constructi*e criticis"

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17. 8ose has s(itched to the night shift fro" the e*ening shift so that he has "ore ti"e to

spend (ith his fa"il/. o(e*er! he is finding it difficult to sleep during the da/. is (ife asks

hi" to do nu"erous tasks around the house (hile he is at ho"e. The lack of sleep is beginningto affect his 9ob perfor"ance! and he has "ade se*eral "edication errors o*er the past "onth.

is e*aluation is a "onth a(a/. The best approach for the nurse "anager to take in this situation

(ould be to:A) Wait until his e*aluation in a "onth

#) Ask the night super*isor to speak (ith hi"

C) 0chedule a "eeting (ith 8ose for the ne>t "orning%) @gnore the situation because the "anager kno(s 8ose (ill i"pro*e

1;. Which of the follo(ing is usuall/ not part of a 9ob e*aluation3A) The 9ob description

#) #eing co"pared (ith others

C) The results of the e"plo/ees efforts

%) What the e*aluator has seen

16. When gi*ing feedback it is i"portant to include:

A) 0uggestions for change

#) 5nl/ negati*e feedback C) Positi*e feedback follo(ed b/ negati*e feedback

%) A general opening state"ent co"paring this person (ith others

1=. Which of the follo(ing is least effecti*e (hen gi*ing e*aluation feedback3 When it is

gi*en:

A) @""ediatel/#) &requentl/

C) Pri*atel/

%) +egati*el/

1. Which of the follo(ing guidelines is not appropriate (hen gi*ing negati*e feedback3

A) Think before /ou speak #) Allo( personal feelings to guide /our response

C) &ocus on beha*ior! not the personalit/

%) <nco*er hidden feelings

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1D. +egati*e feedback should be gi*en:

A) @n the nursing station

#) %uring reportC) With a /earl/ e*aluation

%) Pri*atel/

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Answer Key

1. #'. C

,. A

7. C;. %

6. A

=. %. #

D. #

1E. %11. %

1'. #

1,. C

17. C

1;. #16. A

1=. %1. #

1D. %

Ch06.rtf

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