MIDTERM: QUIZ 1 Flashcards
1
Q
communication, space, time
orientation, social organization, environmental
control, and biologic variations
A
COMMUNICATION
GIGER & DAVIDHIZAR (1999)
2
Q
the Latin verb communicare
A
“to make
common, share, participate, or impart”.
3
Q
is a continuous process by which
one person may affect another through written or oral
language, gestures, facial expressions, body
language, space, or other symbols.
A
Communication
4
Q
Nurses need to have not only a working knowledge of
communication with clients of the same culture but also a
A
thorough awareness of racial, cultural and social factors
5
Q
Communication and culture are
A
closely intertwined.
6
Q
Communication is the means by which culture is
A
transmitted and preserved.
7
Q
Other cultural variables, such as the
A
perception of time,
bodily contact, and territorial rights, also influence
communication.
8
Q
area within anthropology concerned with the
study of the structure of language.
A
LINGUISTICS
9
Q
COMMUNICATION MAY BE CONCEPTUALIZED AS A
PROCESS THAT INCLUDES A
A
SENDER, A
TRANSMITTING DEVICE, SIGNALS, A RECEIVER, AND
FEEDBACK.
10
Q
attempts to relay a message, an idea, or
information to another person or group through the
use of signal and symbols
A
A sender
11
Q
Many factors influence how the message is given and
how it is received
PEKSA
A
physical health,
● emotional well-being
knowledge of the matter being discussed,
● skill at communication, and
● attitudes toward the other person and the
subject being discussed
12
Q
Communication first of all involves language or verbal
communication, including
A
vocabulary or a repertoire of
words and grammatical structure.
13
Q
significant communication cues are received from
VIRSP
A
voice
quality, intonation, rhythm, and speed, as well as from the
pronunciation used.
14
Q
nonverbal messages, which
include t
TFEBS
A
touch, facial expressions, eye behavior, body
posture, and the use of space.
15
Q
affects communication and encompasses a variety of
behaviors, including movement and proximity to others
and to objects in the environment
A
Spatial behavior
16
Q
It shapes
experiences and influence cultural perceptions. It also
conveys interpretations and influence relationships.
A
VERBAL COMMUNICATION
17
Q
have a special psychological and cultural
significance
A
NAMES
18
Q
are reflected in grammatical
structure and the use and meaning of phrases
A
Cultural differences
19
Q
“that’s alright” is a phrase frequently
used by African-Americans when they
actually mean,
A
“I have some plans, but I am
not telling you what they are”.
20
Q
may vary not
only with culture but also with social class
A
Length of sentence and speech forms
21
Q
provide cues to
social status and class
SWAG
A
Word
choice, grammatical structure, speech
fluency, and articulation
22
Q
also a speech variation that may prove to be
a barrier to communication.
A
Jargon
23
Q
refers to something
beyond the word themselves.
A
Paralinguistic or Paralanguage
24
Q
can
add an important element to communication.
A
Voice quality, which includes pitch and range
25
s important to remember that amplifying the volume
does not necessarily equate with being understood or
understanding.
26
Nurses must remember when they are assessing the
client that ______________________________________ is an important
cultural consideration.
paralinguistic behavior
27
an important aspect of the
communication message.
INTONATION
28
Americans put commands in the form of suggestions and
often as questions, whereas Arabic speech contains muc
emphasis and exaggeration
29
Some African-American ministers use a ________ rhythm
to deliver fiery sermons.
singsong
30
also varies from culture to culture, some
people have a melodic _______ to their verbal
communication
rhythm
31
A depress person tend to talk
slowly and quietly
32
The rate and volume of speech frequently provide a clue
to an individual’s moo
SPEED
33
includes words and expressions not
commonly found in Standard English and is
sometimes spoken by African-Americans.
Black English
34
speak in dialect when they
do not want others to understand what is being used
Some African-Americans
35
may be thoughtful, or they may be blank and
empty when the individual has nothing to say
Silences
36
conversation may also indicate
stubbornness and resistance, apprehension, or
discomfort.
Silence
37
Silence may be viewed by some cultural groups as
extremely uncomfortable
38
are
speaking and suddenly stops, what may be
implied is that the person wants the nurse to
consider the content of what has been said
before continuing.
many American Indians, some
traditional Chinese and Japanese
39
English and Arabic persons use silence for
privacy
40
Russian, French and Spanish persons may
use silence to
indicate agreement between
parties.
41
Some persons in Asian cultures may view
silence as a
sign of respect, particularly
toward an elder
42
Mexicans may use silence when
n instructions
are given by a person in authority rather
than showing the disrespect of
disagreement
43
Hall (1966) suggested that ____ of the message received
in communication is nonverbal
65%
44
It is important for the nurse to be aware not only of the
client’s nonverbal behavior but also of
but also of personal nonverbal behavior that may
add to, undo, or contradict verbal communication.
45
a powerful form of
communication that can be used to bridge distances
between nurse and client
Touch, or tactile sensation
46
Touch has many meanings (Box 2-3). It can connect
people, provide
AADIWS
affirmation, be reassuring, decrease
loneliness, share warmth, provide stimulation, and
increase self-concept.
47
Touch can also communicate
FAGP
frustrations, anger,
aggression, and punishment; invade personal space and
privacy; and convey a negative
48
Touching or lack of touch has
cultural significance and
symbolism and is learned behavior
49
The firm,
hearty handshake is symbolic of
good character
and a sign of strength.
50
Some American-Indians
interpret vigorous handshaking as an
aggressive
action and are offended by a firm, lengthy
handshake
51
In some cultures, touch is considered
magical and healing
52
may find touching shoulders
with another to be anxiety producing,
Vietnamese Americans
53
the astute nurse
must be mindful of the client’s reaction to touch
To avoid being perceived as intrusive
54
Is commonly used as a guide to
person’s feelings
Facial expression
55
A constant stare with immobile facial
muscles indicates
s coldness.
56
the eyes open wide, the
eyebrows rise, and the mouth becomes
tense with the lips drawn back when?
During fear,
57
When a person is angry, the eyes become
fixed in a hard stare with the upper lids
lowered and the eyebrows drawn down.
58
An angry person’s lips are often
tightly
compressed.
59
Eyes rolled upward may be related to
tiredness or
may show disapproval.
60
Narrowed eyes, a curled upper lip, and a moving nose
commonly signal
disgust.
61
A person who is embarrassed or self-conscious may
turn the eyes away or down;
62
have a flushed face;
pretend to
smile; rub the eyes, nose, or face; or twitch
the hair, beard, or mustache.
63
A direct gaze with raised eyebrows shows
surprise
64
talian, Jewish, African-American, and Hispanic
person smile readily and use many facial
expressions, along with gestures and words, to
communicate
feelings of happiness, pain, or
displeasure
65
Irish, English, and Northern European persons tend
to have
less facial expression and are generally
less responsive, especially to strangers
66
People use more eye contact while they are listening and
may use glances of about
3 to 10 seconds.
67
People use more eye contact while they are listening and
may use glances of about 3 to 10 seconds. When
glances are longer than this,
anxiety is aroused
68
an important tool in transcultural nursing
assessment and is used both for observation and to
initiate interaction.
Eye contact
69
In the US, those of the dominant culture (predominantly
Whites) value eye contact as
symbolic of a positive
self-concept, openness, interest in others, attentiveness,
and honesty.
70
Eye contact can communicate
warmth and bridge
interpersonal gaps between people.
71
A nurse who wears glasses and wants to make a point may
increase the intensity of eye contact by
taking off the
glasses
72
The removal of glasses has also been cited as a
technique that can humanize an
individual’s face, since
barriers to eye contact are removed
73
Lack of eye contact may be interpreted as a sign of
shyness, lack of interest, subordination, humility,
guilt, embarrassment, low self-esteem, rudeness,
thoughtfulness, or dishonesty.
74
For some Filipinos, eye contact that turns away is
associated with the possibility of being a
witch
75
Asian people and some American Indians, who relate eye
contact to
impoliteness and an invasion of privacy.
76
Many American Indians regard eye contact as
disrespectful because it is believed tha
looking in an
individual’s eye’ is “looking into an individual’s soul”
77
can provide important messages about
receptivity.
Body posture
78
is used toward people of higher stature and
toward people who are liked
. Attentive posture
79
An American man may indicate sexual
attraction by placing
g his arms in front of his
body with his legs closed
80
a quality or state that promotes feelings of
friendship, well-being, or pleasure.
Warmth
81
can be communicated verbally and may also be
communicated nonverbally, as by a pat on the shoulder or
a gentle smile
Warmth
82
promoted by the interrelation between the
nurse and the client and that without this relationship
the client from another culture may not be engaged in
the healing process.
e healing
process
83
powerful component of verbal and
nonverbal communication.
HUMOR
84
Humor can create a bond of shared pleasure between
people,
decrease anxiety and tension, build
relationships, promote problem solving and learning,
provide motivation, and enable personal survival.
85
As a healthy and constructive coping mechanism,
humor can provide a
discharge for aggressive
feelings in a more or less acceptable way and can
enable management of stressful situations
86
Humor that is therapeutic does not ridicule and rarely
uses
cynicism
87
Awareness of the nurse’s personal beliefs is vital in
relating to clients from diverse cultural backgrounds
ASSESS PERSONAL BELIEFS OF PERSONS
FROM DIFFERENT CULTURES.
88
To communicate with a client from another culture, it is
essential to assess each client from a cultural
perspective
ASSESS COMMUNICATION VARIABLES
FROM A CULTURAL PERSPECTIVE.
89
Care for persons from other cultures must be consistent
with the client’s lifestyle and unique needs that have been
communicated by the client to the nurse and mutually
agreed on
PLAN CARE ACCORDING TO THE
COMMUNICATED NEEDS AND CULTURAL
BACKGROUND
90
A factor that commonly interferes with care delivery to a
person from another culture is confusion and fear about
the treatment process
MODIFY COMMUNICATION APPROACH TO
MEET CULTURAL NEEDS
91
The need to communicate respect for the client is a
nursing concept that crosses all cultural boundaries and
conserves use of resources
UNDERSTAND THAT RESPECT FOR THE
PATIENT AND COMMUNICATED NEEDS IS
CENTRAL TO THE THERAPEUTIC
RELATIONSHIP.
92
The interview should be started in an unhurried manner,
with adherence to acceptable social and cultural
amenities
COMMUNICATE IN A NONTHREATENING
MANNER
93
When personal matters are discussed, it is important to
allow time for the development of a relationship.
USE STRATEGIES TO DEVELOP TRUST.
94
Although validating technique is always important, they
are especially important when the client is from a different
culture
USE VALIDATING TECHNIQUES IN
COMMUNICATION.
95
Hispanic and Indian clients who tend to be hesitant to talk
about sexually related matters, may talk more freely to a
nurse of the same sex
BE CONSIDERATE OF RELUCTANCE TO
TALK WHEN THE SUBJECT INVOLVES
SEXUAL MATTERS.
96
A client who enters the health care system without being
able to speak the dominant language of the caregivers
enters a frightening and frustrating world.
ADOPT SPECIAL APPROACHES WHEN THE
PATIENT SPEAKS A DIFFERENT
LANGUAGE
97
When the client and nurse do not speak the same
language, an interpreter must be obtained.
● When an interpreter is not available, a family member
may be used.
USE INTERPRETERS TO IMPROVE
COMMUNICATION
98
The 32 national standards provide guidelines on the
following nine issues:
ACIRC RPPA
Accuracy
confidentiality
Impartiality
Respect
Cultural awareness
Role boundaries
Professionalism
Professional dev
Advocacy
99
To enable other
parties to know preciselywhat each
speaker has said.
ACCURACY
100
To honor
the private and personal nature of
the health care interaction and maintain trust
among all parties.
CONFIDENTIALITY
101
To eliminate
the effect of interpreter bias
or preference.
IMPARTIALITY
102
To acknowledge
the inherent dignity of all parties in the
interpreted encounter
RESPECT
103
To
across cultural differences.
CULTURAL AWARENESS
104
To clarify
the scope and limits of the
interpreting role to avoid conflicts of interest.
ROLE BOUNDARIES
105
– To uphold the public’s trust
in the interpreting profession.
PROFESSIONALISM
106
To attain the highest possible level of
competence and service.
PROFESSIONAL DEVELOPMENT
107
To prevent harm to parties whom
the interpreter serves.
ADVOCACY
108
Establishing an environment of culturally congruent care
and respect begins with
effective communication, which
occurs not only through words
109
Establishing an environment of culturally congruent care
and respect begins with effective communication, which
occurs not only through words, but also through body
language and other cues, such as voice, tone, and
loudness
CROSS-CULTURAL COMMUNICATION
110
This could indicate that the patient does not
understand what you are saying and is
attempting to talk about something more
familiar.
Efforts to change the subject.
111
Paradoxically, this often means that the
listener is not grasping the message and
therefore has difficulty formulating questions
to ask
Absence of questions.
112
A self-conscious giggle may signal poor
comprehension and may be an attempt to
disguise embarrassment.
Inappropriate laughter
113
Although a blank expression may signal poor
understanding, among some Asian
Americans it may reflect a desire to avoid
overt expression of emotion
Nonverbal cues
114
