AFAMS Basic Human Needs نیاز های اساسی انسانی 01/04/2011

AFAMS

Basic Human Needsانسانی اساسی های نیاز

01/04/2011

AFAMS

Basic Human Needsانسان اساسی نیازهای

Learning Objective: The Physical Therapy Technician will gain an understanding of basic human needs.

Estimated Time to Complete: 102 minutes.

: نمودن تکمیل برای شده تخمین زمان دقیقه 102 مدت

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Lesson Overview.Dari

Discussing Maslow’s Hierarchy; Effective communication; Defining Critical Thinking in

Physical Therapy; Gaining an understanding of

effective learning; Gaining an understanding of

therapeutic communication and patient education.

Dari

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Abraham Maslow (1908-1970)ماسلو ( )1970- 1908ابراهم

Humanistic-Existential Paradigm

Self-actualization Theory

انسانی وجود اصالتشگوفایی خود تیوری

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Maslow’s Assumptionsماسلو های فرضیه

Human nature is basically good, not evil.

Normal human development involves the actualization of this inherent goodness.

نه است خوب انسان طبیعت اساسآ.شریر

عادی این انسان رشد تحقق برگیرنده درمیباشد ذاتی .خوبی

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Central Human Motiveانسان مرکزی انگیزه

Self-Actualizationشگوفایی خود

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Maslow’s Assumptions...ماسلو های ...فرضیه

Psychopathology results from the frustration of a human being’s essential nature

روانی در (Psychopathology)امراضنتیجه

بوجود انسان اساسی طبیعت امیدی نامیاید

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Maslow’s Hierarchy of Needsمراتب های سلسله ماسلونیاز

Self-Actualization Esteem Love Safety Physiological

شگوفایی خوداحترامعشقایمنیفزیولوژیکی

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PHYSIOLOGICAL OR SURVIVAL NEEDSحیات بقای یا فزیولوژیک های نیاز

MOST NEEDS HAVE TO DO WITHSURVIVAL PHYSICALLY ANDPSYCHOLOGICALLY

Maslow’s Hierarchy of Needsماسلو های نیاز مراتب سلسله

باید حیات بقای با نیازها اکثریتدر روانی و فزیکی بشکل

باشد ارتباط

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SAFETY NEEDSایمنی های نیاز

ON THE WHOLE AN INDIVIDUALCANNOT SATISFY ANY LEVELUNLESS NEEDS BELOW ARESATISFIED


برآورده را سطوح از یک هیچ نمیتواند فرد یک کل در سازد

گردد برآورده تحتانی سطح های نیازمندی اینکه .مگر

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SAFETY NEEDSایمنینیازهای

LOVE, AFFECTION, AND BELONGINGNESS NEEDS

تعلق و مهر عشق، های نیازداشتن


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SAFETY NEEDSمصئونیت های نیاز


تعلق و مهر عشق، های نیازداشتن

ESTEEM NEEDSاحترام نیاز

Maslow’s Hierarchy of Needsنیاز مراتب سلسله

ماسلو های

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SELF-ACTUALIZATION

نیازشگوفایی خود برای

NEEDFOR

MASLOW EMPHASIZES NEED FOR SELF-ACTUALIZATION ISA HEALTHY INDIVIDUAL’S PRIMEMOTIVATION


تآکید که ماسلو میورزدبه شگوفایی نیاز خود

یکشخص اولیه انگیزه . میباشد صحتمند

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SELF-ACTUALIZATION

نیازشگوفایی خود برای

NEEDFOR

MASLOW EMPHASIZES NEED FOR SELF-ACTUALIZATION ISA HEALTHY INDIVIDUAL’S PRIMEMOTIVATION


تآکید ماسلونیاز که میورزد

خود برای انگیزه شگوفایییکشخص اولیه . میباشد صحتمند

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PHYSIOLOGICAL OR SURVIVAL NEEDS

SAFETY NEEDSایمنی نیازهای


داشتن تعلق و مهر هایعشق، نیاز

ESTEEM NEEDSاحترام نیازهای

SELF-ACTUALIZATION

خود نیازشگوفایی

NEED

حیات بقای یا فزیولوژیک نیازهای

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but we can nearly all do more than we think we can

Nobody can do everything,

انجام را چیز همه که نمیتواند کسی هیچبدهد

فکر که آنچه از بیشتر تقریبآ ما همه امامیتوانیم داده انجام .میکنیم

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The 17 Metaneedsذاتی 17 نیاز

Truth Goodness Beauty Wholeness Dichotomy-transcendence Aliveness Uniqueness Perfection Necessity

حقیقتخوبیزیباییتمامیتDichotomy-transcendence

یک) قاطعیت، پذیرش،حد از یا شخصیت پارچگی

دوقطبی دوگانگی، گذشتن) ها مخالفت ها، تضاد بودن،

بودن زنده بودن همتا بیکمالضرروت

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The 17 Metaneeds.....ذاتی های ...نیاز

Completion Justice Order Simplicity Richness Effortlessness Playfulness Self-sufficiency

اتمامعدالتنظم گی سادهغنا بودن تکلف بی بودن تفریح اهل کفا ییخود

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Maslow’s Definition of a Self-actuali نیاز مراتب سلسله

ماسلو zed Person های Has no mental illness Satisfied in basic needs Fully exploited talents Motivated by values

Maslow’s Hierarchy of Needs

نداردعقلی بیماری های مرفوع نیازمندی اساسی

گردیده خویشاستفاده های استعداد از

نموده انگیزشوی باعث ها ارزش

میگردد

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Some Characteristics of Self-actualizing persons

خصوصیاتشخصخود یبعض از شگوفا

Superior perception of reality Increased acceptance of self, of

others, and of nature Increased spontaneity Increased detachment and

desire for privacy Greater freshness of

appreciation and richness of emotional reaction

حقیقت العاده فوق درک و دیگران خویشتن، پذیرشمزید

طبیعت انگیختگی افزایشخود به تمایل و گیری کناره افزایش

خصوصی گی زنده غنای و قدردانی بیشتر طراوت

عاطفی تعامل

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Some Characteristics of Self-actualizing persons.....

شگوفا یبعض خصوصیاتشخصخود از ... Increased autonomy and

resistance to conformity Higher frequency of peak

experiences Increased identification with the

human species Improved interpersonal

experiences More democratic character

structure High levels of creativity

در تزئید مقاومت و استقاللاطاعت

زنده خوش مکررتجارب رخدادگی

با شناخت ها بیشتر انسان انواع بهتر انسانها تجارب بین روابط دیموکرات بیشتر شخصیت ساختار خالقیت سطح بلند

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A Short Scale Measuring Self-actualizationخود کردن اندازه برای مقیاسکوچک

شگوفایی I do not feel ashamed of any of my

emotions. I feel I must do what others expect

me to do. )NO( I feel that people are essentially good

and can be trusted. I feel free to be angry to those I love. It is always necessary that others

approve of what I do. )NO I don’t accept my own weaknesses.

)NO( I can like people without having to

approve of them. I fear failure. )NO(

عواطفم از یک هیچ از منندارم گی احساسشرمنده

باید من که احساسمیکنم مناز دیگران که بدهم انجام را کاری

) ( . نخیر دارند را آن توقع من اصل در که احساسمیکنم من

مورد میتوانند و هستند خوب مردم. بگیرند قرار اعتماد

باالی میتوانم آزادانه بطور منقهر دارم شان دوست آنهائیکه

شوم. که را چیزی است الزم همیشه

آن به دیگران میدهم انجام من) نخیر ) باشند موافق

قبول های ضعف نم را خود) نخیر. ) نمیکنم

دوست یممن را دیگران توانمآنها ینکه ا بدون باشم داشته

. باشند موافق) ( . نخیر میترسم ناکامی از من

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A Short Scale Measuring Self-actualizationخود کردن اندازه برای مقیاسکوچک

شگوفایی

I avoid attempts to analyze and simplify complex domains. )NO(

It is better to be yourself than to be popular.

I have no mission in life to which I feel especially dedicated. )NO(

I can express my feelings even when they may result in undesirable consequences.

I do not feel responsible to help anybody. )NO(

I am bothered by feelings of being inadequate. )NO(

I am loved because I give love.

ساختن من ساده و تحلیل برای تالش ازمینمایم دوری مغلق (ساحات نخیر. )

خود است اینکه بهتر به نسبت باشی تباشی مشهور

که ندارم رسالتی هیچ گی زنده در منوقف آن به خاص بطور آن به را خود

کنم احساس (شده نخیر. ) کنم من اظهار خود احساسات میتوانم

اگر نامطلوب احتماال حتی عواقب سبب. شوند هم

م را خود فردی من هیچ به کمک سؤل) ( . نخیر نمیکنم حس

را ا اساتحسامن بودن یت ذنابسنده) نخیر. ) میکند

من بخاطریکه دارند دوست را مندارم دوست را .دیگران

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Eight ways to self-actualizeشگوفا هقیهشتطر خود برای

شدن

Experience things fully, vividly, selflessly. Throw yourself into the experience; concentrate on it fully; let it totally absorb you.

Life is an ongoing process of choosing between safety )out of fear ( and risk )for the sake of growth: make the growth choice a dozen times a day.

Let the self emerge. Try to shut out external clues as to what you should think, feel, say and let your experience enable you to say what you truly feel.

, خود و واضح کامل بصورت را ها چیز . تجربه عالقه و شوق با کنید تجربه گذر , آن باالی مکمل بصورت دهید انجام را

, جذب کامال شمار بگذارید نمائید تمرکزنماید.

انتخاب دوامدار پروسه یک گی زنده ( ) خطر ) و ترس از خارج مصؤنیت میان , ) رشد بخاطر انتخاب است رشد بخاطر

. کنید انتخاب بارها روزانه را . شود ظاهر که بدهید اجازه را باطن

را بیرونی نفوذ تمام که نمائید کوششفکر شما آنچه مقابل در که شوید مانعقرار ومیگوئید میکنید احساس میکنید،

شما شما، تجربه که بدهید اجازه و داردحس واقعآ که را آنچه تا بسازد قادر را

. بگوئید میکنید

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Eight ways to self-actualize....شگوفا طریقه هشت خود برای

شدن.... When in doubt, be honest. If you

look into yourself and are honest, you will also take responsibility; taking responsibility is self-actualizing.

Listen to your own tastes. Be prepared to be unpopular.

Use your intelligence.

Work to do well the things you want to do, whether that means finger exercises at a keyboard, memorizing every bone, muscle and hormone in the human body, or learning to finish wood so it looks and feels like silk.

, صادق هستید مشکوک وقتیو. بنگرید خود به اگر باشید

نیز شما باشید، صادقخواهید بعهده را مسؤلیت

مسئولیت گرفتن بعهده گرفت،شدن شگوفا خود از عبارت

است. . بیگیرید کار خود سلیقه از

آماده بودن غیرمحبوب برایباشید.

استفاده خویش استعداد ازکنید.

ورزید که سعی را کاریانجام بخوبی بکنید میخواهید

تمرین کار این اگر حتی بدهیدحفظ کیبورد، باالی انگشتان

و عضله عظم، هر نمودنیا و انسان وجود در هورمون

تا باشد پالشچوب آموختن هم . آید بنظر ابریشم همچو

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Eight ways to self-actualize....شگوف هقیهشتطر خود ا برای

...شدن Make peak experiencing more likely:

get rid of illusions and false notions; learn what you are good at and what your potentialities are not.

Find out who you are, what you like and don’t like, what is good and what is bad for you, where you are going, what your mission is. Opening yourself up in this way means identifying defenses - and then finding the courage to give them up.

را گی زنده خوش تجارب احتمال , و باطل خیاالت از سازید بیشتر

. کنید جلوگیری کاذب تصوراتو دارید مهارت کاری چه در دریابید

. هستید استعدادهای چه دارای

, را چه هستید کی شما که دریابیددوست را چه و دارید دوست

و, است خوب تان برای چی ندارید , کجا نیست خوب تان برای چی . است, چی شما رسالت میروید

آزادانه ترتیب این به زمانیکهرا گی ایستاده میکنید صحبت

آن جرئت j بعدا و میکنید تشخیص. بگوئید ترک را آنها که درمییابید را

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Rogers’ & Maslow’s Healthy Personalitiesراجر نظر از و شخصیتهایصحتمند ز

ماسلوRogers

More fully open to experience. Unafraid of own feelings.

More existential living. Nondetermined, independent.

Increased trust in own organism. More creative, nonconformist.

Maslow Reality and problem-centered. Accepting

of self. Unexpected ruthlessness. Spontaneity and simplicity. Freshness of

appreciation. Discrimination between means and ends. Need for privacy.

Acceptance of others. resistance to acculturation. Creative. Unhostile sense of humor. More intimate personal relations. Social interest.

راجرز

. احساسات از ترس عدم کردن تجربه آماده بیشتر

خویش.

. , . مستقل نامعین اگزستنسیال بیشتر گی زنده

. غیر خالق، بیشتر خویش وجود به بیشتر اعتماد

متعارف.

ماسلو

. پذیریش حقیقت و مشکل باالی متمرکز

. متوقع. غیر بودن ظالم باطن

. قدر طراوت گی ساده و انگیختگی خود

. به. نیاز نهایات و اواسط میان فرق دانی

. خصوصی گی زنده

. تغیر مقابل در مقاومت دیگران پذیریش

. . دوستانه. شوخی حس خالق فرهنگ

. اجتماع به عالقه صمیمی ارتباطاتشخصی

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Effective Communication(Dari)

01/09/2013

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Importance of Lesson(Dari)

Communication is the act of transferring information from one place to another: vocally )using voice( written )using printed or digital

media such as books, magazines, websites or emails(

visually )using logos, maps, charts or graphs( or

non-verbally )using body language, gestures and the tone and pitch of voice(.

www.skillsyouneed.com

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How well information can be transmitted and received is a measure of how good our communication skills are.

The ability to be able to communicate information accurately, clearly and as intended, is a vital life skill.

Good interpersonal communication skills enable us to work more effectively in groups and teams


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The ability to be able to communicate information accurately, clearly and as intended, is a vital as a Pharmacy Technician.

It allows you gather information quickly and accurately.

It allows you to better understand situations )e.g. patient questions(

It allows you to express yourself more clearly and be understood.

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The goal of this lecture is to improve your communication skills to make you more effective in your communication with patients and other healthcare providers.

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Overview (Dari)

Listening Active Listening Ineffective Listening

Verbal communication Non-verbal

communication Opening and Closing

Communications Lesson Review Scenarios )not graded(

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ListeningDari

Listening:Listening is the ability to accurately receive messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated.


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ListeningDari

In North America: Adults spend an average of 70% of their time awake engaged in some sort of communication: 45% listening 30% speaking 16% reading 9% writing

Might be different in Afghanistan


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ListeningDari

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ListeningDari

The majority of communication time should be spent listening not talking.

“If we were supposed to talk more than we listen, we would have two tongues and one ear.”

Mark Twain


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ListeningDari

Ten Principles of Listening:

1.Stop talking: If you are talking you are not listening.

2.Prepare your self to Listen: Relax. Focus on the speaker. Don’t think of other things.

3.Put the speaker at ease: Use gestures or words to encourage them to continue to speak.

4.Remove distractions: Don’t shuffle papers, look out the window, watch TV.

5.Empathize: Try to understand the other person’s point of view. Don’t have preconceived ideas.

6.Be patient: Never interrupt or finish a sentence for someone.

7.Avoid personal prejudice: Don’t become irritated by the persons communication style.

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ListeningDari

Ten Principles of Listening Continued:

8.Listen to the tone: Volume and tone add to what someone is saying.

9.Listen for ideas: Link together pieces of information that are being said. )e.g. words, volume, tone…(

10.Wait and watch for non-verbal communication: Gestures, facial expressions, eye-movements.

Do not jump to conclusions about what you see and hear. You should always seek clarification to ensure that your understanding is correct. )Taught later(


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Active ListeningDari

Active listening: Active listening involves

listening with all senses and giving full attention to the speaker.

“The most basic and powerful way to connect to another person is to listen. Just listen. Perhaps the most important thing we ever give each other is our attention.”

Rachel Naomi Remen


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Active listening:Interest can be conveyed to the speaker by using both verbal and non-verbal messages

E.g maintaining eye contact, nodding your head and smiling, agreeing by saying ‘Yes’ or simply ‘Mmm hmm’ to encourage them to continue.

By providing this 'feedback' the person speaking will usually feel more at ease and therefore communicate more easily, openly and honestly.


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Active listening:Listeners should remain neutral and non-judgmental. )e.g don’t take sides or form opinions(Listeners should not be tempted to jump in with questions or comments every time there is silence. Active listening involves giving the other person time to explore their thoughts and feelings, they should, therefore, be given adequate time.


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Verbal Signs of Active listening:1.Positive reinforcement: casual words such as, “yes”. But do not use too often or it can become irritating to the speaker.

2.Remembering: Previous conversations, or patient names can show you are listening.

3.Questioning: Asking relevant questions.

4.Reflection: Closely repeating or paraphrasing what the speaker said to show understanding.

5.Clarification: Asking questions to ensure the message is understood.

6.Summarisation: Repeat a summary of what the speaker said in the listener’s own words.


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Non-Verbal Signs Of Active listening:1.Smile

2.Eye contact )depends on the culture(

3.Posture: leaning forward while listening.

4.Mirroring: reflecting the facial expressions of the speaker.

5.Not distracted: not looking at the clock or watch, no fidgeting.


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Ineffective ListeningDari

It is common, when listening to someone else speak, to be formulating a reply while the other person is still talking.

However, this means that we are not really listening to all that is being said.

The result is that assumptions are made and conclusions reached about the speaker's meaning that might be inaccurate.


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Barriers to Effective Listening1. Trying to listen to more than one

conversation at a time (including television, radio, or phone(

2. You find the communicator attractive/unattractive.

3. You are not interested in the topic/issue discussed and become bored.

4. Not focusing and being distracted.5. Feeling unwell or tired, hungry, thirsty

or needing to use the toilet.6. Identifying rather than empathizing.

Understanding what you are hearing but not putting yourself in the shoes of the speaker.


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Barriers to Effective Listening7. Sympathizing rather than

empathizing. Sympathy is not the same as empathy, you sympathise when you feel sorry for the experiences of another, to empathise is to put yourself in the position of the other person.

8. You are prejudiced or biased by race, gender, age, religion, accent, etc.

9. You have preconceived ideas or bias. Be open-minded to the ideas and opinions of others. This does not mean you have to agree.


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Barriers to Effective Listening10. You make judgments. “This person

is not very bright or under qualified so there is no point listening to what they have to say.”

11. Previous experiences – We respond to people based on personal appearances, welcomes and/or previous interpersonal encounters. If we stereotype a person we become less objective and therefore less likely to listen effectively.


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Demonstration #1 Active ListeningDari

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ReflectingDari

However good you think your listening skills are, the only person who can tell you if you have understood correctly or not is the speaker.

Reflecting is the process of paraphrasing and restating both the feelings and words of the speaker.

The purposes of reflecting are: To allow the speaker to 'hear' their own

thoughts and to focus on what they say and feel.

To show the speaker that you are trying to perceive the world as they see it and that you are doing your best to understand their messages.

To encourage them to continue talking.


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ReflectingDari

Two Main Techniques of Reflecting:

1. Mirroring

2. Paraphrasing involves using other words to reflect

what the speaker has said

Reflecting does not involve you asking questions, introducing a new topic or leading the conversation in another direction.


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ClarificationDari

Clarification involves offering back to the speaker the essential meaning, as understood by the listener, of what they have just said. Thereby checking that the listener's understanding is correct and resolving any areas of confusion or misunderstanding


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ClarificationDari

Clarification is important in many situations especially when what is being communicated is difficult in some way. Communication can be 'difficult' for many reasons, perhaps sensitive emotions are being discussed or you are listening to some complex information or following instructions.

)Common in a Pharmacy Environment(


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ClarificationDari

Purpose of Clarification is to: Ensure that the listener's understanding

of what the speaker has said is correct. Reassure the speaker that the listener is

genuinely interested.

A listener can ask for clarification when they cannot make sense of the speaker's responses.

“I'm not quite sure I understand what you are saying.”

“I don't feel clear about the main issue here.”

“When you said ........ what did you mean?”

“Could you repeat ...?”


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ClarificationDari

The best questions are open-ended since they give the speaker choice in how to respond. Closed questions allow only very limited responses.

Open Questions If your role is to assist a speaker to talk about

an issue, often the most effective questioning starts with 'when', 'where', 'how' or 'why'. These questions encourage speakers to be open and expand on their thoughts.

“When did you first start feeling like this?” “Why do you feel this way?”

Closed Questions Closed questions usually elicit a 'yes' or 'no'

response and do not encourage speakers to be open and expand on their thoughts.

“Did you always feel like this?” “Were you aware of feeling this way?”


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Verbal Communication SkillsDari

Effective verbal or spoken communication is dependant on a number of factors and cannot be fully isolated from other important interpersonal skills such as non-verbal communication, listening skills and clarification.

Clarity of speech, remaining calm and focused, being polite and following some basic rules of etiquette will all help you communicate well.

The sound of a voice and the content of speech can provide clues to an individual's emotional state and a dialect can indicate their geographic roots.


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Effective speaking concerns being able to speak in a public context with confidence and clarity, whilst at the same time reflecting one's own personality.

Aspects of effective speaking include: Accents. )Cannot affect( Vocal production.


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Vocal Production:

Volume Some people have naturally soft voices and

physically cannot bellow. If the voice is raised too much, tonal quality

is lost. Instead of raising the voice it should be

'projected out'. When talking to a group or meeting, it is

important to never aim your talk to the front row or just to the people nearest you, but to consciously project what you have to say to those furthest away.


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Vocal Production:

Clarity Some people tend to speak through clenched

teeth and with little movement of their lips. It is this inability to open mouths and failure to make speech sounds with precision that is the root cause of inaudibility.

Variety To make speech effective and interesting,

certain techniques can be applied. Vocal variety can be achieved by variations in:

Pace Volume Pitch - Inflection – Emphasis Pause


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Vocal Variety: Pace: The speed at which you talk. If speech

is too fast then the listeners will not have time to assimilate what is being said. Nevertheless, it is a good idea to vary the pace - quickening up at times and then slowing down – this will help to maintain interest.

Volume: By raising or lowering volume occasionally, you can create emphasis.

Pitch - Inflection - Emphasis: When speaking in public, try to convey the information with as much vocal energy and enthusiasm as possible. Emphasize certain words and phrases to convey their importance.

Pause: Pauses are powerful. They can be used for effect to highlight the preceding statement or to gain attention before an important message.

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Non-Verbal Communication SkillsDari

Interpersonal communication not only involves the explicit meaning of words, the information or message conveyed, but also refers to implicit messages, whether intentional or not, which are expressed through non-verbal behaviours.


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Non-verbal Messages Allow People To: Reinforce or modify what is said in words. For

example, people may nod their heads vigorously when saying "Yes" to emphasize that they agree with the other person.

Convey information about their emotional state.

Define or reinforce the relationship between people.

Provide feedback to the other person. Regulate the flow of communication, for

example by signaling to others that they have finished speaking or wish to say something.


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Non-Verbal Communication Skills include: Body Movements )Kinesics( Posture Eye Contact Para-language Closeness or Personal Space Facial Expressions


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Body Movements (Kinesics)Emblems: Gestures that serve the same function as a word are called emblems. For example, the hand placed over the heart signals sincerity. Illustrators: Gestures which accompany words to illustrate a verbal message are known as illustrators. For example, the common circular hand movement which accompanies the phrase 'over and over again.Affect Displays: These are facial expressions or gestures which show the emotions we feel.


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Body Movements (Kinesics)Regulators: Gestures used to give feedback when conversing are called regulators, for example head nods, short sounds such as 'uh-huh', 'mm-mm‘. Regulators allow the other person to adapt his or her speech to reflect the level of interest or agreement. Adaptors: Non-verbal behaviours which either satisfy some physical need such as scratching or adjusting uncomfortable glasses, or represent a psychological need such as biting fingernails when nervous. Adaptive behaviours often accompany feelings of anxiety or hostility


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Posture: Posture can reflect people's emotions, attitudes

and intentions Open and Closed Posture: Someone seated

in a closed position might have his/her arms folded, legs crossed or be positioned at a slight angle from the person with whom they are interacting. In an open posture you might expect to see someone directly facing you with hands apart on the arms of the chair. An open posture can be used to communicate openness or interest in someone and a readiness to listen, whereas the closed posture might imply discomfort or disinterest.

Mirroring: reflecting the facial/ body expressions of the speaker.


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Eye Contact:Eye contact is an important aspect of non-verbal behaviour. Its three main purposes:

1. To give and receive feedback: Looking at someone lets them know that the listener is focused.

2. To let a listener know when it is their 'turn' to speak: When a person has finished what they have to say, they will look directly at the other person.

3. To communicate something about a relationship between people: When you dislike someone, you tend to avoid eye contact. However, sometimes it is a sign of respect.


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Para-language: It relates to all aspects of the voice

which are not strictly part of the verbal message, including the tone and pitch of the voice, the speed and volume at which a message is delivered, and pauses and hesitations between words.


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Closeness or Personal Space: Every culture has different levels of physical

closeness appropriate to different types of relationship, and individuals learn these distances from the society in which they grew up.

In today's multicultural society, it is important to consider the range of non-verbal codes as expressed in different ethnic groups. When someone violates an 'appropriate' distance, people may feel uncomfortable or defensive. Their actions may well be open to misinterpretation.

Facial Expressions: Smiles show openness while raised eyebrows might show amazement or disbelief.


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Now that we have talked about the aspects of effective communication lets see how they are used together:

1. Opening Communication

2. Effective Listening

3. Reflecting and Clarifying

4. Closing Communication


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Opening Communication:

Appropriate greetings are usually expected: HandshakeIntroduce yourself Eye contact

A friendly disposition and smiling face are much more likely to encourage communication than a blank face, inattention or disinterested reception.


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Effective Listening:The following points are essential for effective and active listening: Arrange a comfortable location conducive

appropriate to the topic. )e.g private matter = private location(

Be prepared to listen. Keep an open mind. Avoid distractions if at all possible. Delay judgment until speaker is finished. Be objective. Do not think of your next question while the

other person is giving information. Do not dwell on one or two points. Don’t let prejudices associated with gender,

ethnicity, social class, appearance or dress interfere with what is being said.


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Using Reflection and Clarification:Reflecting often involves paraphrasing the message communicated to you by the speaker in your own words, capturing the essence of the facts and feelings expressed, and communicating your understanding back to the speaker

When clarifying what information was given make sure to use appropriate use of open and close ended questions.


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Closing Communication:The way a communication is closed or ended will, at least in part, determine the way a conversation is remembered.

Closing an interaction too abruptly may not allow the other person to 'round off' what he or she is saying so you should ensure there is time for winding-up. The closure of an interaction is a good time to make any future arrangements.


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ListeningDari

Ten Principles of Listening:

1.Stop talking: If you are talking you are not listening.

2.Prepare your self to Listen: Relax. Focus on the speaker. Don’t think of other things.

3.Put the speaker at ease: Use gestures or words to encourage them to continue to speak.

4.Remove distractions: Don’t shuffle papers, look out the window, watch TV.

5.Empathize: Try to understand the other person’s point of view. Don’t have preconceived ideas.

6.Be patient: Never interrupt or finish a sentence for someone.

7.Avoid personal prejudice: Don’t become irritated by the persons communication style.


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ListeningDari

Ten Principles of Listening Continued:

8.Listen to the tone: Volume and tone add to what someone is saying.

9.Listen for ideas: Link together pieces of information that are being said. )e.g. words, volume, tone…(

10.Wait and watch for non-verbal communication: Gestures, facial expressions, eye-movements.

Do not jump to conclusions about what you see and hear. You should always seek clarification to ensure that your understanding is correct. )Taught later(


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ClarificationDari

The best questions are open-ended since they give the speaker choice in how to respond. Closed questions allow only very limited responses.

Open Questions If your role is to assist a speaker to talk about

an issue, often the most effective questioning starts with 'when', 'where', 'how' or 'why'. These questions encourage speakers to be open and expand on their thoughts.

“When did you first start feeling like this?” “Why do you feel this way?”

Closed Questions Closed questions usually elicit a 'yes' or 'no'

response and do not encourage speakers to be open and expand on their thoughts.

“Did you always feel like this?” “Were you aware of feeling this way?”


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Questions?Dari

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Scenarios (Assessment)Dari

Formative Assessment: Not markedUsed to assess the students understanding of lectures material.Instructors will provide guidance for each scenario.Instructor will provide a debrief after each scenario question to highlight reasons why response was correct or incorrect.

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Scenario OneDari

1.Have students pair up in groups of 3. They should decide their roles: one teenagerone parentone observer.

2. Provide the following scenario:

“The teenager wants a later curfew and the parent does not want to extend the curfew.”

Directions on next page.

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Scenario OneDari

3. The teenager and parent should try to use good listening skills to effectively communicate.

4. The observer will take notes on what each person did good or not so good and provide feedback.

5. The observer from each group reports back to the class about what was effective in their group

6. If time allows, ask a group that feels they did an extremely good job if they would like to re-enact their role play in front of the entire group.

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Scenario TwoDari

Joseph is driving in Kabul and can’t find the Chicken Street Restaurant. He stops and phones his brother for directions. His brother says quickly, “You go down to the second traffic circle and make a right turn. I’m not sure of the street name. It begins with a W I think. Drive to the bridge located beside the Kabul Jewelers. It’s near a park. Turn right on the road immediately before the road splits into two roads. It has flowers planted there. It should be right on the corner. If you make it to the traffic circle you have gone to far”

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Scenario TwoDari

1.What was Joseph trying to find?

2.What should Joseph do at the end of the conversation to make sure he understands?

3.What poor communication technique did his brother use that made it difficult to understand the directions?

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Scenario TwoDari

1.What was Joseph trying to find?

Chicken Street Restaurant

2.What should Joseph do at the end of the conversation to make sure he understands?

REFLECT/ PARAPHASE the conversation and seek CLARIFICATION.

3.What poor communication techniques did his brother use that made it difficult to understand the directions?

Talking quickly which did not give Joseph a chance to seek clarification and paraphase during the converstation.

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Scenario ThreeDari

1.Students may take notes if they want to answer the question at the end of the scenario.

2.Instructor will now cover or turn off the projector to read the scenario on the next slide. )Students should not see the scenario(

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Scenario ThreeDari

Instructor states:

“I drive the Main Street Bus. One day you )the student( get on the bus and you start to count: At the first stop 5 people get on your bus. At the next stop 3 people get on and 2

people get off the bus. At the next stop 2 people get off the bus. At the next stop 3 people get on and 1

person gets off the bus. You stop counting.”

Here is the question:

What color are the eyes of the bus driver?

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Scenario ThreeDari

Instructor states:

“I drive the Main Street Bus. One day you )the student( get on the bus and you start to count: At the first stop 5 people get on your bus. At the next stop 3 people get on and 2

people get off the bus. At the next stop 2 people get off the bus. At the next stop 3 people get on and 1

person gets off the bus. You stop counting.”

Here is the question:

What color are the eyes of the bus driver?

Answer:

State the colour of your eyes. You )Instructor( are the bus driver in the scenario.Uncover or turn on the projector

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Scenario ThreeDari

For those that did not get the answer what aspects of poor active listening could explain why?

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Possible ReasonsDari

Barriers to Effective Listening1. Trying to listen to more than one

conversation at a time2. You find the communicator

attractive/unattractive.3. You are not interested.4. Not focusing. 5. Feeling unwell or tired, hungry, thirsty

or needing to use the toilet.6. You are prejudiced or biased by race,

gender, age, religion, accent, etc.7. You have preconceived ideas or bias.

)i.e. You thought it was going to be a math question(


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Barriers to Effective Listening7. Sympathizing rather than

empathizing. Sympathy is not the same as empathy, you sympathise when you feel sorry for the experiences of another, to empathise is to put yourself in the position of the other person.

8. You are prejudiced or biased by race, gender, age, religion, accent, etc.

9. You have preconceived ideas or bias. Be open-minded to the ideas and opinions of others. This does not mean you have to agree.


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Critical Thinking Definitionتعریف

Critical thinking is an active, organized, cognitive process used

to carefully examine one’s thinking and the

thinking of others.

یک نرسنگ افکارمهمشناختی پروسه

است منظم و فعالمعاینه جهت که

تفکرخود محتاطانهو

فکردرمورددیگران . میرود بکار

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Why do we need to think critically?حیاتی یا بحرانی داریم ضرورت چراما

فکرکنیم• Need to make accurate and

appropriate clinical decisions

• Need to solve problems and find solutions

• Need to plan care for each unique client and client problem

• Need to seek knowledge and use it to make clinical decisions and problem solve

• Need to be able to think creatively when planning care for clients

که • است ضرورتو درست تصمیم

. بگیریم کلینیکی مناسبمشکالت • است ضرورت

حل راه و کرده حل رادریابیم

پالن • تا است ضرورتهرمریض مراقبت برای

وی مشکل و واحدشود گرفته

دانش • که است ضرورتجهت و شود آموخته

کلینیکی تصمیم گرفتنبکاربرده مشکالت حل و

شوداست • ضرورت

فکر مبتکرانه قادرباشیممراقبت وقتیکه کنیم

میکنیم پالن را مریض

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Aspects of Critical Thinkingمهم تفکر اشکال

To develop into an expert critical thinker the nurse needs to use:

Reflection

Language

Intuition

به رشد براینرس متفکرمتجرب

داردتا ضرورترا مواردذیل

بکاربرد:انعکاس–

زبان–

بینش–

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Levels of Critical Thinkingافکارمهم سطوح

Basic Critical Thinking

Complex Critical Thinking

Commitment

اساسی بحرانی افکار

مختلط افکاربحرانی

تعهد

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Critical Thinking Competenciesافکارمهم های شایستگی

General critical thinking

competencies used by many disciplines, in

many everyday situations:

Scientific method Problem solving Decision making

های شایستگیافکاربحرانی

ذریعه عمومیمتعدد های دسپلین

بکارمیرود، متعدد درشرایط

روزمره: علمی – میتودمشکالت – حلتصمیم – گرفتن

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Specific critical thinking in clinical situations used by physicians, nurses, and other health care

professionals.

Diagnostic reasoning/ Clinical inference

Clinical decision making

بخصوص افکاربحرانیکلینیکی درشرایط

نرس دوکتوران، ذریعهدیگر افرادمسلکی و ها

بکارمیرود.

اسباب –نتایج/ تشخیصیه

کلینیکی

تصمیم – گرفتنکلینیکی

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• Specific critical thinking competency used in

Physical Therapy practice

• Process Assessment Analysis Planning Implementation Evaluation

افکاربحرانی • شایستگیتجارب بخصوصدر

میرود بکار نرسنگنرسنگ • پروسه

ارزیابی–تشخیص) – تحلیل

نرسنگ(پالنگذاری–اجراء–ارزیابی–

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Critical Thinking Modelافکارمهم مودل

• The model helps to explain how clinicians make clinical judgments/ decisions in their clinical practice that result in safe, effective, care. There are 5 components in this model of critical thinking:

Knowledge base Experience Critical thinking competencies Attitudes for critical thinking Standards for critical thinking

گردد • بیان که میکند کمک مودلها قضاوت چگونه نرسها که

را کلینیکی وتصامیمکه میدهند انجام درعملکردهایموثر و مصئون مراقبت منجربه

. مودل درین میشود نرسنگ:5افکاربحرانی است موجود جز

اساسدانش –نرسنگ – در تجربهبحرانی – افکار شایستگیبحرانی – افکار برای روشهاافکاربحرانی – برای ها ستندرد

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Critical Thinking Attitudesافکارمهم های شیوه

• Confidence• Thinking independently• Fairness• Responsibility and

accountability• Risk taking• Discipline

اعتماد•تفکرمستقالنه•عدالت•جوابگویی • و مسئولیتخطر • گرفتندسپلین•

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Critical Thinking Attitudesافکارمهم های شیوه

• Perseverance• Creativity• Curiosity• Integrity• Humility

استقامت•ابتکار•کنجکاوی•درستی•فروتنی•

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Standardsستندردها

Intellectual Standards- 14 intellectual standards )Paul,1993( :

1. Confidence 2. Independence 3. Fairness 4. Responsibility 5. Risk taking 6. Discipline 7. Perseverance 8. Creativity 9. Curiosity 10. Integrity 11. Humility

عاقالنه -ستندردهای–14( پاول عاقالنه ( 1993ستندردهای

که بکارمیبرند وقتی اینهارا نرسها : پیشمیبرند را نرسنگ پروسه

اعتماد. 1•استقالل. 2•عدالت. 3•مسئولیت. 4•خطر. 5• گرفتندسپلین. 6•

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Standards استندردها Professional standards

Sound ethical standards When critically thinking

must have a sense of their own values, beliefs, feelings and their clients/ client’s family’s values, beliefs, feelings

Scientifically based practice with standards developed by experts

Evidenced based practice Standards developed as a

result of evidence These are minimum

requirements that are necessary to give quality effective care

مسلکی های استندردصدا - اخالق های استندرد

های اندیشه زمانیکهاز معنی باید مهم

، خودی های ارزشهااحساسات ، معتقدات / ارزشهای مریضان و

مریض، فامیلاحساسات ، معتقدات

باشد داشته .رااساس - با عملی کار

با همراه علمیانکشاف استندردهای

ماهرانه بواسطه یافتهمدارک - با کارعملی

ستندردهاییکه -مدارک درنتیجه

کرده انکشافکم - ضروریات اینها

مراقبت برای که اندحتمی باکیفیت موثر

اند

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Effective Learningآموزشمؤثر

Learning Objective: Nursing students will gain an understanding of effective learning techniques and attempt to employ them

throughout the course. : مفهوم هدفآموزش آموزشموثریک های ازتخنیک نرسنگ محصلین

کنند کورساستفاده درجریان آنرا وتالشخواهندکردکه .خواهندگرفت

Estimated Time to Complete: 96 minutes.: تکمیل برای معینشده دقیقه 96 وقت

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“Are You the Only Active Learner in the Classroom”?

صنف فعال شاگرد یگانه شما آیا؟ هستید

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“Tell me and I forget. Show me and I remember. Involve me and I understand.” - Chinese

proverb

Effective Learning آموزشمؤثر

فراموش بگوومن برایم . بده نشان برایم کرد خواهم . داشت بخاطرخواهم ومنخواهم من و بده وقت مرا .فهمید

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Icebreakersها شکن یخ

One of the easiest yet effective ways to incorporate active learning into a class

Particularly useful at early meetings of a course

Can create a “safe” classroom over time

Even a course using traditional lecture could benefit from the use of occasional icebreakers.

های راه اسانترین از یکیبوجود برای تاکنون موثر

یک در فعال اموزش اوردنمیباشد صنف

مالقات اولین در j مخصوصااست مفید کورس یک

درسی صنف یک ایجاد باعثمیتواند شده امن

از که کورس یک حتیسنتی و رایج لکچرهای

از میتوانند میکنند استفادهشکن یخ بیگاه و گاه استفاده

ببرند سود ها

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Let’s Do An Icebreaker!!!کنیم اجرا شکن یخ بازی یک که بیائید

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What Is Active Learning?؟ چیست آموزشفعال

Make a list of every active learning activity or exercise you can think of in 60 seconds?

Share with your group.

How does your group define “active learning”?

فعالیت هرنوع از لست یککه تمرین یا فعال اموزشمدت در میتوانید فکرکرده

دهید، 60 انجام ثانیهنمایید؟ ترتیب

سهیم خود گروپ با همراهسازید

را فعال اموزش شما گروپ؟ میکنند معنی چگونه

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What is Active Learning?؟ چیست آموزشفعال

Active learning occurs when students are given the opportunity to interact with the subject matter of a course. It is anything students do in the classroom other than passively listening to a lecture.

Students generate rather than receive knowledge. It is impossible to transmit knowledge.

The teacher facilitates rather than dictates the students’ learning.

Active learning can vary from occasional use in a course to the main “teaching” strategy used by the instructor.

صورت زمانی فعال اموزششاگردان به که میگیردبا که شود داده فرصت

j متقابال کورس اصلی موضوعنمایند عمل

که است چیزهای ایندرسی صنف در شاگردان

به غیرفعال اینکه به نسبتانجام بدهند گوش درس

میدهند دانش اخذ، بعوض شاگردان

ناممکن این تولیدمیکنند راانتقال را دانش که است

دهیم.را سهولت j ترجیعا معلم

اینکه به نسبت میکند فراهمنماید دیکته را درس آموزش

از میتواند فعال اموزشکورس یک در اتفاقی استفاده

تدریسی ستراتیژی به تامعلم توسط که عمده

داشته فرق میشود استفادهباشد

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Why Use Active Learning?؟ میشود استفاده آموزشفعال چرا

Research suggests that active learning is an exceptionally effective teaching technique.

Regardless of subject matter, when compared to traditional teaching methods )lecture(, students learn more material, retain the information longer, meet other students, and enjoy class more.

Much more later…

که میدهد نشان تحقیقاتتکنیک یک فعال آموختن

یی استثنا و موثر تدریسیمیباشد آموزش

اصلی موضوع از نظر صرفتدریسی های میتود با زمانیکه ) گردید ) مقایسه لکچر سنتی

را بیشتر موضوعات شاگردانبرای, را معلومات میاموزند , میتوانند حفظ بیشتر مدت

مالقات را دیگر شاگردانلذت, بیشتر صنف از و میکنند

میبرند تقدیم j بعدا بیشتر جزئیات

میشود.........

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Active Lecturesفعال لکچرهای

Structured notesClarification pausesMuddiest pointOne minute papersPresentation with listening

teamsWait time after question is

askedFeedback cards or devices

شده ساخته های نوتتوضیح های وقفه

مبهم نقطهای دقیقه یک اوراق

با همراه پیشکش و ارائهسمعی های تیم

اینکه از بعد انتظار زمانشود پرسیده سوالیا فیدبک های کارت

وسایل

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Collaborative/Cooperative Learningکمکی و آموزشمشترک

Collaborative learning is one of the most powerful tools instructors have in higher education.

Students get a chance to speak, share personal views, and develop the skill of working with others.

Requires that group members work together to complete a given task.

ترین نیرومند از یکی کمکی آموزشدر که است آموزگاران وسیله

دارند عالی تحصیالتمیاورند بدست را این چانس شاگردان

, را خود نظریات نمایند صحبت کهدیگران با کار مهارت و سازند شریک

دهند انکشاف رابا گروپ اعضای که است ضرورت

را محوله وظایف تا نمایند کار همدیگرنمایند تکمیل

.

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Think-Pair Shareمشترک تفکریکجایی

Students are given time to think about a topic, turn to their neighbor for a short discussion, and then share the results with the rest of the class.

Can be used in any size classroomWorks well with any subject or

topicUseful in moving traditional

lectures to active lectures even in very large classes

که شود داده وقت شاگردان به , بطرف کنند فکر موضوع باره در

مباحثه یک برای خود همسایه , با j بعدا و بخورد دور

شریک را نتایج ها دیگرهمصنفیسازند

میتواند درسی صنف سایز هر درشود استفاده

مطلب یا هرموضوع با همراهمیکند کار خوب

به سنتی لکچرهای انتقال درصنف در حتی فعال لکچرهایاست مفید بزرگ بسیار های

AFAMS

Classroom Assessment Techniques (CAT’s) ) ( ها پشک صنف ارزیابی های تکنیک

Students are given a few minutes during, or at the end, of a class to answer questions such as: “What was the most important thing you learned today?”

یا و جریان در شاگردان بهدقیقه چند صنف درختم

به تا شود داده وقت : j مثال دهند جواب سواالت

امروز که را مهم چیزیبود؟ چه آموختید

AFAMS

Brainstormingذهنی طوفان

A simple technique that can involve an entire class in a discussion

The instructor introduces a topic or problem and then asks for student input.

Works well with pair-shareLet’s try a brainstorm!!

میتواند که است ساده تکنیک یکسهیم مباحثه در را صنف تمام

سازد را مشکلی یا موضوع یک معلمتوانایی از j بعدا و میکند مطرح

میپرسد شاگردانکار خوبتر شاگردان گروپی بحث با

میکنند ستورمنگ برین یک که بیائید

!! ) اندازیم) براه را ذهنی طوفان

AFAMS

Gamesها بازی

Games related to a subject can easily be incorporated into the classroom to foster active learning and increased participation.

Games might include matching, mysteries, group competitions, solving puzzles, and jeopardy.

ارتباط موضوع یک به ها بازیصنف در آسانی به که میگیردآموزش تا شود ترکیب درسی

در اشتراک و داده توسعه را فعالدهد افزایش انرا

, مسابقه شامل میتواند بازی , جدول , حل گروپی رقابت معما

باشد پیچیده مسئله و معما

AFAMS

Debates مباحثات

Debates staged in class can be effective tools for encouraging students to think about several sides of an issue.

Debates can vary from simple, in-class presentations to more elaborate work over a period of time and with a group.

Debates can be particularly powerful learning tools when students have to switch sides.

خوب وسیله میتواند صنف در مباحثاتباره در تا باشد شاگردان تشویق برای

کنند فکر موضوع یک جوانبنمایش ساده شکل از میتواند مباحثاتمدت دریک کار بیشتر تاانکشاف صنفی

کند تغیر گروپ یک با همراه و زمانگزینش به مجبور شاگردان زمانیکهوسیله میتواند مباحثات باشند جهت

باشد اموزشی بخصوص نیرومند

AFAMS

Role Playنقش بازی

Most people have heard that you really don’t know something until you can teach it. Through role play, students actually experience the material they are studying.

Role play can be simple to complex depending on the course, level of students, and time given for student preparation.

شما تا که اند شنیده مردم بسیاری . از نمیدانید را چیزی j واقعا ندهید درس

که را موارد شاگردان نقش بازی طریقمیکنند تجربه j واقعا اند خوانده

در پیچیده یا ساده میتواند نقش بازی , , و شاگردان سویه کورس به ارتباط

شاگردان سازی اماده برای معین زمانباشد

AFAMS

Case Studiesواقعات مطالعه

Instructors who use case studies find real-life stories or problems that prompt students to integrate their classroom knowledge with their understanding of real-world situations, actions, and consequences.

Instructors can develop case studies to fit the topics and material being studied.

واقعات مطالعه از که استادانهای داستان میکنند استفاده

مشکالت یا و گی زنده واقعیشاگردان تا مینمایند دریافت را

صنف دانش که نماید وادار رااوضاع فهم با همراه را درسی , , نتایج و اقدامات جهان واقعی

. دهند ربطمطالعه میتوانند استادان

تا دهند انکشاف را واقعاتمطالعه که را مواد و مطالب

جلوه مناسب بطور میشوددهند

.

AFAMS

Problem Based Learningمشکالت بر آموزشمبنی

Problem-based Learning: PBL is any learning environment in which the problem drives the learning. PBL is an important part of Team based learning.

مشکالت : بر مبنی ال آموزش بی پیهرنوع مشکالت، بر مبنی آموزش یا

ان در که میباشد آموزشی محیط . پی میبرد پیش به را آموزش مشکالتاساس به تیم از مهم بخش یک ال بی

است آموزش

باید شماخود مشکالت

واضع راسازید

AFAMS

Team based learning goes a step further than cooperative learning with students staying in the same group for an entire semester, transforming groups into teams.

Team Based Learningتیم اساس به آموزش

نسبت تیم اساس به آموزشقرار با اشتراکی آموزش به

درعین محصلین گرفتنیک برای گروپ

گروپ, تغیر و سمسترکاملبیشترپیش قدم ،یک تیم به ها

میرود.

AFAMS

Writing Assignmentsکارخانگی تحریر

Provides students with the opportunity to think about and process information

Many options for writing activities including reflections on material learned.

Provides valuable feedback to instructor and student

Daily journals a popular technique

را این فرصت شاگردان برایکنند فکر باره در که میکند فراهم

کنند تهیه را ومعلوماتنوشتن برای زیادی های گزینه

مواد بازتاب شمول به ها فعالیتدارد وجود شده اموخته

و استاد برای را ارزشی با فیدبکمیکند فراهم شاگرد

مناسب تکنیک یک روزانه حاضریاست

AFAMS

Service Learning آموزشخدمات

Service-learning is an educational method that entwines the threads of experiential learning and community service.

It meets educational objectives through real-world experiences, while tapping youths as resources to benefit their college and communities.

Students can discuss and reflect on subject matter outside of the classroom and with others besides the instructor.

میتود یک خدمات آموزشهای رشته که است آموزشیخدمات با را تجربوی اموزش. میکند وصل هم به اجتماعی

طریق از آموزشی اهداف بامطابقت واقعی جهان تجارببرداری, بهره زمانیکه تا میکند

منابع عنوان به را جواناننفع آموزشگاه و جامعه

برساند

AFAMS

ات- IF-ATاف

A relatively new strategy that encourages active learning is the Immediate Feedback Assessment Technique )IF-AT(.

This multiple-choice procedure provides immediate feedback to students and partial credit for answers.

Powerful with team based learning.

سریع فیدبک ارزیابی تکنیک ) - (j نسبتا ستراتیژی یک ات اففعال آموزش که است جدید

. مینماید تقویت را

چند انتخابی طرزالعمل اینبه را سریع فیدبک گانه

را قسمی امتیاز و شاگردان . مینماید فراهم جوابات برای

طور به تیم با همراه اموزش باموثر j اساسا جمعی دسته

است.

AFAMS

IF-ATات- اف

This is a particularly powerful tool when used with groups.

Each group decides the best answer and scratches off the coating of the rectangle corresponding to the answer. If correct, a star appears.

If the first answer is incorrect, the group continues to look for the next best answer and scratch rectangles until the correct answer is found.

استفاده ها گروپ با زمانیکه j مخصوصا وسیله یک شود

موثراست

را جواب بهترین هرگروپوپوشش مینماید ارائه

جواب مطابق را مستطیلدرست جواب اگر میتراشندمیشود ظاهر ستاره یک بود

باشد غلط جواب اولین اگرجواب دریافت برای گروپمستطیل تراش به درست

جواب زمانیکه تا میدهند ادامه . شود دریافت درست

AFAMS

Value of Active Learningارزشآموزشفعال

Fosters metacognition in studentsInvolves students in the learning

processClassroom results tend to improve with

deeper learning evident through connections with material from the students’ own experience.

Builds diversity understanding among students as they learn about each other

درنزد درک و شناخت تشویقشاگردان

در شاگردان ساختن سهیمآموزش پروسه

درسی صنف از که میرود توقععمیق باآموزش خوب نتایج

از موضوع به ارتباط ازطریقشاگردان شخصی تجارب

اید بدست

میان در را نظر توافقمیاورد بوجود شاگردان

دیگر یک باره در انها قسمیکهمینمایند حاصل آگاهی

AFAMS


Develops learning communities and study groups

Encourages students to seek help and accept tutoring from peers

Cooperation reduces anxietyProvides a variety of assessments for

student learningDevelops oral communication skills

through classroom discussions

های گروپ و آموزشی جامعهمیدهد انکشاف را مطالعویجلب به تشویق را شاگردان

از آموزش پذیرش و کمکمینماید خود همساالن

مساعی تشریک و همکاریکاهش را نگرانی و اظطراب

میدهد برای را ارزیابی تنوع یکمیکند فراهم آموزششاگرداناز را فمی ارتباط های مهارتانکشاف صنفی مباحثه طریق

میدهد

AFAMS


Models appropriate student problem solving techniques

Develops social support system for students

Established a positive atmosphere for preparing students for real world workplace where teamwork is often crucial to success

تکنیک ها نمونه یا ها مدلشاگردان مشکالت حل های

میسازد معین را

را اجتماعی حمایت سیستمانکشاف شاگردان برای

میدهد

اماده برای را مثبت فضا یکمحیط یک برای شاگردان گی

جایکه میسازد مهیا واقعیمصمم j اغلبا جمعی دسته کار

میباشد موفقیت به

AFAMS


Large classes can be more personalized with pair-share work

Increases excitement and interest for the instructors who learns new things in each class period since they can’t depend on lectures and must sometimes improvise

Encourages students take responsibility for their own education

با بیشتر میتواند بزرگ های صنفباشد اختصاصی کارمشترک

را استادان برای رغبت و هیجانچیزهای کسانیکه میسازد زیاد

صنف دوره درهر را جدیدانها جایکه ان از میاموزند

ها لکچر به وابسته نمیتوانندنیز را دیگر مسایل وباید باشند

سازند مشتمل

گرفتن به تشویق را شاگردانآموزش به رابطه در مسئولیت

مینماید شان

AFAMS

Take Some Risks!قرارگیرید درخطر کمی

AFAMS

Therapeutic Communication & Patient Teaching

دهی تعلیم و معالجوی روابط مریض

Learning Objective: Nursing students will gain an understanding of the importance of therapeutic communication and patient

teaching.

: و هدفآموزش معالجوی روابط اهمیت از مفهوم یک نرسنگ محصلینگرفت مریضخواهند .تعلیم

Estimated Time to Complete: 90 minutes. : تکمیل برای معینشده دقیقه 90وقت

AFAMS

AFAMS

Exchange between patient & healthcareworker.

• Provides:– support– information, corrects distortions– feedback– hope– a means for patient expression– a means for being heard & understood


مریض دهی تعلیم و معالجوی روابط ) پرسونل ) مریضو بین افکار تبادله

صحی •: میکند تهیه

حمایت -غلطی - کردن درست معلومات

هاالعمل - عکسل یا فیدبکامید -را - مریضان نظر ابراز موضوع

میدارد بیانرا - تفهیم و افهام همچنان و

میدارد بیان

AFAMS

Patient-centered listening... • active listening • reflective listening • focus on patient, not

on self • suspend immediate

judgment • fully present &

receptive to patient


دهی تعلیم و معالجوی روابطمریض مریض خود شنیدن

فعال • شنیدنانعکاسی • شنیدنبرای • نه ، مریض به توجه

خود قضاوت • انداختن تعویق به

آنی به • احترام با و حاضر

مریض

AFAMS

The goal of patient-centered listening... • asking open-ended

questions • allowing the patient to

speak freely • assisting the patient to focus

on chief complaint



... مریض خود شنیدن از هدفجامع • سواالت پرسیدنآزاد • بشکل تا دهید اجازه را مریض

نماید صحبتروی • تا نماییم کمک را مریض

. کند توجه خود اساسی شکایت

AFAMS

Prejudice... • judging based upon

preconceived or stereotypical criteria • self-oriented rather than

other-oriented • elevates at the expense of

others • prejudice = discrimination


دهی تعلیم و معالجوی روابطآميز مریض تبعيض‌ ... قضاوت‌

قبل • کریتریای براساس قضاوتباشد آسان یا تصور از

به • توجه به نسبت خود به توجهاست بهتر دیگران

ارتقا • را دیگران ارزش یا بهامیدهد

پزیری • تفکیک بر مساوی قضاوتمیباشد

AFAMS

Therapeutic environment... • protects privacy • establishes trust • allows emotion • promotes open, honest

communication • minimizes distractions:

– noise – visual • eliminates physical barriers – furniture – equipment



معالجوی .... محیطمینماید • محافظت را محرمیتمینماید • تاسیس را وباور عقیدهتصویب • را احساساتشخص

مینمایدرا • ازاد صداقت و ارتباطات

مینماید انکشافمیدهد • کاهش را ها پریشانی

صدا - صروبصری-

مینماید • محوه را فزیکی موانعخانه • وسائلتجهیزات •

AFAMS

Nonverbal communication...

• kinesics – )the way in which certain body movements and gestures serve as a form of nonverbal communication(

• socially learned • vary with culture • 70% of one-on-one conversation is nonverbal • verbal & nonverbal messages

should match • personal space, 2 to 4 feet • touch…when, where?



لفظی غیر صحبتوجود • حرکاتازاجتماع • آموختهفرهنگ • با متغیریگدیگر 70• با صحبت فیصد

است لفظی غیر بصورتغیر • و لفظی های پیغام

نمایند مطابقت باید لفظیشخص • با فت 4الی 2مصافه

باشد و ...... • وقت چه ن نمود تماس

؟ قسمت کدام در

AFAMS

Maslow’s Hierarchy of Needs: • Theory of human

motivation for self-fulfillment • basic needs met first • illness can cause retreat to

basic needs • dominant needs change

throughout life cycle



ماسلو قدم به قدم ضروریاتخود • برای بشر محرک تیوری

شکوفائی در • اوآل ابتدائی ضروریات

شود گرفته نظرحل • سبب ممکن مریضی

های نیازمندی دوباره مشکلگردد ابتدائی

در • عمده های نیازمندیمیکند تغیر گی زنده جریان

AFAMS

Maslow’s Hierarchy:• Self-actualization -peace, fulfillment,

social action• Esteem - self-respect, autonomy,

status, recognition• Social - affection, belonging,

friendship• Safety - security, protection from

physical & emotional harm• Physiological - food, drink, shelter



ماسلو های :قدمهقناعت، • خودی، واقعی صلح

اجتماعی اقداماختیار،- • خود، احترام اعتبار

شناخت حالت،متعلقات، • اجتماعی، عالیق

دوستی• از - مصئونیت محفظت امنیت،

عاطفی و فزیکی خطرات

نوشابه، – • غذا، فزیولوژیکیسرپناه

AFAMS

Coping mechanisms... • Strategy, conscious or

unconscious, for relieving anxiety. • Can protect us or harm us. • May present barriers to

therapeutic communication.



تالش .... میکانیزمیا • هوشیار ستراتیژی،

تسکین برای بیهوشیاضطراب

کند • کمک ما برای که میتواندرساند آسیب اینکه یا و

ارتباط • برای را موانع ممکننماید ایجاد معالجوی

AFAMS

Patients with special needs... • Elderly: – vision – hearing – comprehension -

don’t patronize • Impaired: – mentally – physically – visually – hearing


مریض دهی تعلیم و معالجوی روابطمخصوصمریض ضروریات

•: ساالن کهنبینائی -شنوائی -نکردن – - تشویق افهام

•: معیوب روانی - نظر ازفزیکی - نظر ازبینائی - نظر ازشنوائی - نظر از

AFAMS

Why is patient teaching important? • Empowers • Gives control • Patient takes active role

in healthcare decisions • Facilitates compliance

with prescribed treatments



مهم بسیار مریض دهی تعلیم چرامیباشد؟دادن • اختیارکنترول • توانائیقسمت • مریضدر

نقش وتداوی مراقبتمیکند ایفا فعال

توصیه • تداوی با را توافقمیکند تسهیل شده

AFAMS

Patient education... • May be formal • May be informal • Is an active process • Intended to produce an

observable change in attitude or

behavior



.... تدریسمریض باشد • رسمی ممکنباشد • رسمی غیر ممکناست • فعال پروسه یکدریافت • جهت تمایل

رفتار از مالحظوی تغیراترویت و

AFAMS

For Patient to Change Behavior...مریض رفتار تغیرنمودن برای

• Needs to acquire new: – knowledge – skills – values – beliefs

اوردن • بدستجدید ضروریات

علمیت-تجارب -ها - ارزشعقاید-

AFAMS

The patient-centered approach to teaching is...

• Collaborative between teacher & learner

• Must be centered on the individual needs of the patient


دهی تعلیم و معالجوی روابطدر مریض خودمریض دسترسی

............ از تدریسعبارتستبین • مساعی تشریک

و ) داکتر شاگرد و استادمریض(

ضروریات • روی بایدمتمرکز مریض انفرادی

گردد.

AFAMS

The teaching process... • Assess patient’s

needs • Plan a strategy • Deliver & document • Evaluate results



دهی .... تعلیم پروسهرا • مریض ضروریات

نمایید ارزیابیروی • را استراتیژی یک

گیرید دستدوسیه • درج و انتقالنتائج • ارزیابی

AFAMS

Assessment: • health care needs • ability & emotional

readiness to learn • addresses patient’s

environment & support network



ارزیابی:مراقبتصحی • ضروریاتگی • وآماده توانائی و قدرت

آموختن جهت روحینموده • معرفی را مریض محیط

نماییید تقویت را شبکه و

AFAMS

Strategy ستراتیژی

• Jointly agreed upon concrete goal or objective. • Develop plan in collaboration with patient. • Include all 3 domains of learning: – cognitive, knowledge about

subject – psychomotor, physical action

or experience – affective, how one feels about

subject• Seize the moment – spontaneous

readiness!

موضوع • یا اصلی اهداف درقسمتباشد مشترک موافقه

مریض • با را مساعی تشریک پالندهید انکشاف

شامل • را آموزشی نقاط سه هرکنید

موضوع - باره در علمیت و شناختسایکوموتور، - تجربه یا اقدام

فزیکییکشخصدرباره - چطور موثر،

احساسمیکند موضوعآماده – • غنیمتشمردن را فرصت

گیشخص

AFAMS

Delivery: • One-on-one

– preoperative teaching • Small group - attitudinal change – smoking – weight

management • Demonstration – dressing change – breast self-

examination



تحویل :یک • به یک

مریضقبل - دهی تعلیمعملیات از

وضعیتی – • تغیرات کوچک گروپکشیدن - سگرتوزن - از مراقبت

نمایش•پانسمان - تبدیلیها - ثدیه خودی معاینات

AFAMS

• Prevents duplication of: – time – effort • Liability protection

• : تکرار از میکند جلوگیریوقت–تالش–

شایستگی• محافظت

AFAMS

• Patient feedback • Were goals met? If not, why? • Patient’s reaction • What follow-up is needed • What went well, what could be

improved upon? • Evaluate teaching, learn &

grow, develop teaching skills & confidence

• ) مریض ) تقویت فیدبکاگرنشد • ؟ شد دیده اهداف ایا

چرا؟مریض • العمل عکسضرورت • تعقیب نوع کدام

میباشدو • شد بهترانجام موضوع کدام

انکشاف در نقاط کداممینماید؟ کمک موضوع

و • آموختن دهی، تعلیم ارزیابیتعلیم تجارب انکشاف و رشد

اعتماد و دهی

AFAMS

Five Ways to Facilitate Therapeutic Communication…بامریض معالجویصحبت تسهیل طرق پنچ

• Maintain patient-centered listening

• Suppress prejudice • Create a therapeutic

environment • Be alert to nonverbal cues • Establish a trusting

relationship

مریض • ازخود شنیدن حفظتعصب • انحطاطمعالجوی • محیط ایجادغیر • اشاره به داشتن اگاهی

مریض لفظیدر • کامل اعتماد تاسیس

روابط

AFAMS

Questions? (Insert Dari)

AFAMS

In-class Assignment(Insert Dari)

AFAMS

1. Question

Maslow lived from ……… to …….. .

a( 1808-1870 b( 1908-1970 c( 1880-1907 d( 1907-1980

AFAMS

1. Question

Maslow lived from ……… to …….. .

a( 1808-1870 b( 1908-1970 c( 1880-1907 d( 1907-1980

AFAMS

2. Question

Per Maslow, Psychopathology results by which of the following?

a( Poor economy b( Illiteracy c( The frustration of a human

being’s essential nature d( All

AFAMS

2. Question

Per Maslow, Psychopathology results by which of the following?

a( Poor economy b( Illiteracy c( The frustration of a human

being’s essential nature d( All

AFAMS

3. Question

The following are the critical thoughts trends in nursing except for:

a( Humility

b( Integrity

c( Confidence

d( Implementation

AFAMS

3. Question

The following are the critical thoughts trends in nursing except for:

a( Humility

b( Integrity

c( Confidence

d) Implementation

AFAMS

4. Question

a( Following are levels of critical thinking except for:

b( a( basic critical thinking

c( b( complex critical thinking

d( c( commitment

e( d( clinical decision making

AFAMS

4. Question

a( Following are levels of critical thinking except for:

b( a( basic critical thinking

c( b( complex critical thinking

d( c( commitment

e) d) clinical decision making

AFAMS

5. Question

Why do we need to think critically?

a( To solve problems and find solutions

b( To be able to think creatively

c( To plan care for each patient client

d( All of the above

AFAMS

5. Question

Why do we need to think critically?

a( To solve problems and find solutions

b( To be able to think creatively

c( To plan care for each patient client

d) All of the above

AFAMS

6. Question

Which of the following rights need to be applied by health care provider, when there is therapeutic communication and patient teaching exchanges?

a. Respect patient b. Listening to patient c. Focus on the patient d. Asked-open ended questions e. All of the above

AFAMS

6. Question

Which of the following rights need to be applied by health care provider, when there is therapeutic communication and patient teaching exchanges?

a. Respect patient b. Listening to patient c. Focus on the patient d. Asked-open ended questions e. All of the above

Documents

AFAMS Basic Human Needs نیاز های اساسی انسانی 01/04/2011