2 Communication and Teamwork
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 2.1: Fundamentals of Communication
- 1. Describe the elements of good communication
- 2. Demonstrate body language and describe its meaning
Lesson 2.2: Quality of Communication and Impact on the Workplace
- 3. List the qualities of good communication
- 4. Discuss barriers to communication
- 5. Discuss different types of verbal abuse and why it is so destructive
- 6. Discuss problem behavior in the workplace
- 7. Define sexual harassment, and discuss how to manage it in the workplace
- 8. Describe the characteristics of good teamwork
Lesson 2.3: Computers in the Perioperative Environment
- 9. Discuss how computers are used in the perioperative environment
- 10. Identify the physical components of the computer
- 11. Discuss how computer networks and the Internet are used in a professional medical setting
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Classroom Preparation
Lesson 2.1: Fundamentals of Communication
INSTRUCTOR PREPARATION
Textbook Objectives Covered
- 1. Describe the elements of good communication
- 2. Demonstrate body language and describe its meaning
National Standards Covered
- • See the Fuller 8e/AST Core Curriculum Mapping Guide on Evolve instructor resources.
Classroom Preparation
Lesson 2.1: Fundamentals of Communication
STUDENT PREPARATION (1 hr)
| 1 | READ – Chapter Heading(s) • Introduction • Why Study Communication? • Elements of Communication • Verbal Communication Successful Spoken Communication Listening Skills Handwritten Communication ANSWER – Textbook • Review Question 4 ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 2 | READ – Chapter Heading(s) • Nonverbal Communication Body Language Therapeutic Touch ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
50-Minute Lesson Plan
Lesson 2.1: Fundamentals of Communication
LECTURE OUTLINE (50 min)
| POWERPOINT SLIDES | CHAPTER HEADING(S) | |
| 1 | ELEMENTS OF GOOD COMMUNICATION: SLIDES 4-7 | • Introduction • Why Study Communication? • Elements of Communication • Verbal Communication Successful Spoken Communication Listening Skills HandwrittenCommunication |
| 2 | NONVERBAL COMMUNICATION: SLIDES 8-9 | • Nonverbal Communication Body Language Therapeutic Touch |
Learning Activities (choose one or more to equal 50 min)
| 1 | DISCUSS (30 min) • Discuss as a class the elements of communication, including the meaning and tone. Appropriate Settings: Traditional classroom |
| 2 | ROLE PLAY (50 min) • Students should research the significance of touch in communication. They will use this information in class to complete a role playing activity. You may wish to assign particular scenarios for the students to research or develop so that the role plays are more tailored and varied among student groups. • Appropriate Settings: Traditional classroom PRACTICE (30 min) • Students should practice demonstrating the different types of body language and be able to describe the meaning for the class activity. Appropriate Settings: Traditional classroom |
Critical Thinking Question
In your opinion, why is it important to examine and understand one’s own body language during a conversation?
Discussion Guidelines: It is important to ensure your body language conveys what you intend. Incongruent verbal and nonverbal messages can become a barrier to your communication and impact patient outcomes.
Classroom Preparation
Lesson 2.2: Quality of Communication and Impact on the Workplace
INSTRUCTOR PREPARATION
Textbook Objectives Covered
- 3. List the qualities of good communication
- 4. Discuss barriers to communication
- 5. Discuss different types of verbal abuse and why it is so destructive
- 6. Discuss problem behavior in the workplace
- 7. Define sexual harassment, and discuss how to manage it in the workplace
- 8. Describe the characteristics of good teamwork
National Standards Covered
- • See the Fuller 8e/AST Core Curriculum Mapping Guide on Evolve instructor resources.
Classroom Preparation
Lesson 2.2: Quality of Communication and Impact on the Workplace
STUDENT PREPARATION (1 hr)
| 3 | READ – Chapter Heading(s) • Cultural Competence • Communication with Patients The Professional Relationship ANSWER – Textbook • Review Questions 9, 10 ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 4 | READ – Chapter Heading(s) • Communication Failure Verbal Blocking ANSWER – Textbook • Review Question 5 ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 5-7 | READ – Chapter Heading(s) • Overcoming Team Negativity Chronic Complainers Overly Critical People Gossip and Rumors Groupthink ANSWER – Textbook • Review Questions 1, 7, 8 ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 8 | READ – Chapter Heading(s) • Characteristics of Good Teamwork Ability to Yield Flexibility Civility Ability to Collaborate • Team Conflict Interpersonal Conflicts Conflict Between Team Goals and Personal Goals Role Confusion Conflict Resolution Team Management ANSWER – Textbook • Review Question 3 • Case Study 4 ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
50-Minute Lesson Plan
Lesson 2.2: Quality of Communication and Impact on the Workplace
LECTURE OUTLINE (50 min)
| POWERPOINT SLIDES | CHAPTER HEADING(S) | |
| 3 | QUALITIES OF GOOD COMMUNICATION: SLIDES 11-12 | • Cultural Competence • Communication with Patients The Professional Relationship |
| 4 | BARRIERS TO COMMUNICATION: SLIDE 13 | • Communication Failure Verbal Blocking |
| 5-7 | VERBAL ABUSE: SLIDE 14 PROBLEM BEHAVIORS: SLIDE 15 SEXUAL HARASSMENT: SLIDE 16 | • Overcoming Team Negativity Chronic Complainers Overly Critical People Gossip and Rumors Groupthink |
| 8 | TEAMWORK: SLIDES 17-18 | • Characteristics of Good Teamwork Ability to Yield Flexibility Civility Ability to Collaborate • Team Conflict Interpersonal Conflicts Conflict Between Team Goals and Personal Goals Role Confusion Conflict Resolution Team Management |
Learning Activities (choose one or more to equal 50 min)
| 3 | DISCUSS (30 min) • Students should review and discuss the qualities of good communication and reflect on how it impacts patient care. Appropriate Settings: Traditional/online/flipped classroom DEMONSTRATE (30 min) • Students should be prepared to demonstrate professional communication techniques. • Appropriate Settings: Traditional/online/flipped classroom |
| 4 | ROLE PLAY (50 min) • Students should be prepared to demonstrate a barrier to communication and then discuss how they can overcome it. They will use this information in class to complete a role playing activity. You may wish to assign particular scenarios for the students to research or develop so that the role plays are more tailored and varied among student groups. • Appropriate Settings: Traditional classroom |
| 5 | RESEARCH (50 min) • Students should research types of abuse in the workplace and ways to combat it. They will use this information in class to complete a role playing activity. You may wish to assign particular scenarios for the students to research or develop so that the role plays are more tailored and varied among student groups. • Appropriate Settings: Traditional/online/flipped classroom ROLE PLAY (50 min) • Break the students up into teams, have one team member be the abuser and see if the students can recognize what type of abuse it is. • Appropriate Settings: Traditional classroom |
| 6 | DISCUSS (30 min) • Give the students a scenario (during a surgical procedure, the circulator is gossiping about another coworker) and have them discuss how they would handle this situation. • Appropriate Settings: Traditional/online/flipped classroom |
| 7 | DEMONSTRATE (30 min) • As the instructor, demonstrate possible scenarios in which students may feel they are sexually harassed in the operating room. • Appropriate Settings: Traditional classroom |
| 8 | ROLE PLAY (50 min) • Break the class into teams of five and have them act out scenarios that display good qualities of teamwork. • Appropriate Settings: Traditional classroom DISCUSS (30 min) • Have the class prepare and present a PowerPoint presentation on how poor teamwork can result in poor patient care. • Appropriate Settings: Traditional/online/flipped classroom BLOG (50 min) • Create a blog on Evolve and each week update on the following topics: professional communication and how it affects you as a student; what sexual harassment you have experienced that week and how you handled it; qualities of good teamwork; dealing with problem behaviors; and other topics as appropriate. • Appropriate Settings: Traditional/online/flipped classroom |
Critical Thinking Question
In the operating room, you work as a team. Why is it important to resolve team conflict? Also discuss types of teams and teamwork and how they can have good patient outcome.
Discussion Guidelines: Personality clashes, attempts to gain control of the group, and power plays are some causes of team conflict. Team cohesion disintegrates, and members worry about productivity, safety, and accountability. Resolving the conflict may require mediation if the individuals involved cannot resolve their differences. Particularly in health care, the overall goal (patient care) must not suffer because of individuals’ inability to get along or resolve differences.
A team is a group of people who come together to reach a common goal or set of goals. The surgical team is only one type of team that plans and implements patient care in the operating room. Larger hospitals work within a surgical specialty, such as cardiology or orthopedics. Good teamwork is the result of healthy relationships within the team.
Classroom Preparation
Lesson 2.3: Computers in the Perioperative Environment
INSTRUCTOR PREPARATION
Textbook Objectives Covered
- 9. Discuss how computers are used in the perioperative environment
- 10. Identify the physical components of the computer
- 11. Discuss how computer networks and the Internet are used in a professional medical setting
National Standards Covered
- • See the Fuller 8e/AST Core Curriculum Mapping Guide on Evolve instructor resources.
Classroom Preparation
Lesson 2.3: Computers in the Perioperative Environment
STUDENT PREPARATION (1 hr)
| 9 | READ – Chapter Heading(s) • Computers in the Perioperative Environment ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 10 | READ – Chapter Heading(s) • Computers in the Perioperative Environment Hardware (Physical Components) Computer Software ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 11 | READ – Chapter Heading(s) • Computer Networks • Navigating the Internet • Email ANSWER – Workbook • Chapter 2 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
50-Minute Lesson Plan
Lesson 2.3: Computers in the Perioperative Environment
LECTURE OUTLINE (50 min)
| POWERPOINT SLIDES | CHAPTER HEADING(S) | |
| 9 | COMPUTERS IN THE PERIOPERATIVE ENVIRONMENT: SLIDE 20 | • Computers in the Perioperative Environment |
| 10 | HARDWARE AND SOFTWARE: SLIDE 21 | • Computers in the Perioperative Environment Hardware (Physical Components) Computer Software |
| 11 | COMPUTER NETWORKS AND INTERNET: SLIDES 22-25 | • Computer Networks • Navigating the Internet • Email |
Learning Activities (choose one or more to equal 50 min)
| 9 | DEMONSTRATE (30 min) • As the instructor, demonstrate what can happen when you leave patient information on the computer screen. Demonstrate the proper way of leaving patient information on the computer. Appropriate Settings: Traditional/online/flipped classroom |
| 10 | DEMONSTRATE (50 min) • Bring in an old computer to open up and show its components (i.e., CPU, data storage device, graphics card, ports, etc.) and explain what each does. • Appropriate Settings: Traditional classroom |
| 11 | PRACTICE (50 min) • Break students into small groups and have them practice composing professional emails. Have students critique each other’s work. • Appropriate Settings: Traditional/online/flipped classroom |
Critical Thinking Question
In the operating room, there are many possible instances in which patient information may be compromised. How can you as a student ensure that your patient’s information is protected from public view?
Discussion Guidelines: Discuss the impact of the HIPAA guidelines and how you can protect patient information in the operating room. Also, do not post information about your patients on social media sites or anywhere else. Also, do not leave patient information (being used for educational purposes) out in public places, whereby their information can become compromised.
Assessments
Chapter 2: Communication and Teamwork
ASSESSMENTS BY OBJECTIVE
| 1-11 | Workbook • Chapter 2 Evolve Instructor Resources • Test Bank Create a quiz using ExamView; sort by objective. Evolve Student Resources • Mock Certification Exam • Review Questions |
| All | Elsevier Adaptive Quizzing • Chapter 2 – Graded quizzes (Mastery Levels 1, 2, and 3) |
