Summary nursing reviewer 1

COMMUNICATION AND TEACHING WITH - One of the first responses an infant
CHILDREN AND FAMILIES makes at birth is to communicate. A first
COMMUNICATION cry is important because it signals the
HEALTH LITERACY infant is breathing well. It also
An individual’s ability to read, understand and announces to the parents the birth is
use health care information to make decisions real and stimulates the beginning of
and follow instructions. parent–child interaction.
COMMUNICATION BY AGE 2
The exchange of ideas between two or more - Children have mastered language well
persons. enough to be able to put together two-
It can be: word sentences (a noun and a verb).
 VERBAL-using words PRESCHOOL AGE
 NONVERBAL-using actions such as - They not only have a vocabulary of
touch or eye contact or even a remote about 900 words but also can code them
system such as mail or e-mail. into simple jokes or stories.
2 MAJOR CATEGORIES OF - They progress to a new phase in which
COMMUNICATION: they originate new words for objects or
1. Nontherapeutic (casual, everyday feelings (“cool” and “whatever” as
conversation) responses).
2. Therapeutic (helpful and constructive LEVELS OF COMMUNICATION
interchanges).  First-Level: Cliché Conversation
COMPONENTS OF GOOD - Pleasant chatting or comments such as,
COMMUNICATION “Have a nice day” between people who
THE ENCODER do not intend their relationship to extend
- The encoder is the person who beyond a superficial level.
originates a message.  Second Level: Fact Reporting
- Such a person desires to share a - Fact reporting is simply stating facts
thought or feeling with someone else about oneself (“I’m 12; I’m in sixth
and so originates the message. grade”).
THE CODE  Third Level: Shared Personal Ideas and
- The code is the message that is Judgments
conveyed, as well as the medium or - When children know you well, they are
system used to convey it. able to share ideas such as, “I always
THE DECODER wanted to be an astronaut” and
- The receiver (decoder) of the message judgments (“This is too hard for me; I
is the person who not only receives it need to learn a different way”).
(hears it, reads it, views it) but interprets  Fourth Level: Shared Feelings
or decodes its meaning (cognitive - It is difficult to share feelings until you
processing). truly trust one another, because feelings
FEEDBACK OR RESPONSE are tenuous, fragile concepts, easily
- Feedback is the reply the decoder destroyed and crushed by inept or
returns to the sender to acknowledge uncaring comments.
the message has been received and  Fifth Level: Peak Communication
interpreted. - The fifth level of communication is a
THE DEVELOPMENT OF LANGUAGE sense of oneness, or being able to know
AT BIRTH what the other person is experiencing
without it actually being voiced.

, you position yourself from the person
you are talking to can indicate your
feelings or the type of conversation you
want to have.
NONVERBAL COMMUNICATION
- Nonverbal communication involves a  GENUINENESS AND TRUTHFULNESS
variety of factors that are important as - Genuineness is a quality of projecting
accomplishments to effective sincerity or being yourself.
communication.  WARMTH
NONVERBAL COMMUNICATION CAN BE - Warmth is an innate quality, and some
EXPRESSED IN A VARIETY OF WAYS: people manifest it more spontaneously
 GENERAL APPERANCE than others. Basic ways in which warmth
- Children who have high self-esteem is demonstrated are direct eye contact,
tend to maintain good body hygiene and use of a gentle tone of voice, listening
care about their appearance while those attentively, approaching a child within a
who are depressed may not feel the comfortable space of 1 to 4 feet (closer
effort involved in grooming. may be threatening; farther away may
 BODY POSTURE AND GAIT be distancing), and using touch
- Children who feel good about appropriately.
themselves usually assume an upright  EMPATHY
body posture and walk rapidly and those - Empathy is the ability to put yourself in
who’s depressed or insecure tends to another person’s place and experience
slouch and move more timidly and those a feeling the same as that person is
who are threatened tend to either draw experiencing.
back or act aggressively.  GESTURES
 HUMOR - Children vary a great deal in the
- Some people have a natural knack for gestures they use to accompany their
finding humor in any situation; others do spoken words. Be careful not to assess
not instinctively have this quality and so emotion only by a child’s gestures; some
must cultivate it. children wave their arms wildly
 DRAWINGS describing an everyday occurrence;
- A useful nonverbal technique to learn others would use that degree of
how a child feel about a frightening expression only when in extreme
experience is to ask them to draw a distress.
picture of what happened or a picture of  FACIAL EXPRESSION
themselves - An important accompanying gesture.
 MUSIC Clenched teeth, frowns, and smiles are
- The better the children feel about easily interpreted by everyone. The
themselves; the more they likely to degree of pain a child is experiencing
choose lively music; if they are sad, they may be more evident by facial
often choose a quieter, more comforting expression than words.
type.  TOUCH
TECHNIQUES TO ENCOURAGE - Touch is the most intimate and
THERAPEUTIC COMMUNICATION meaningful of nonverbal techniques.
 DISTANCE When words are inadequate, touch
- Although it is affected by cultural and rarely is. Learn to use touch such as
personal variables, the distance at which clapping a child’s shoulder or squeezing