{"id":44,"date":"2025-11-07T12:37:34","date_gmt":"2025-11-07T17:37:34","guid":{"rendered":"https:\/\/opentextbc.ca\/pncurriculum\/chapter\/course-outline-professional-communication-2\/"},"modified":"2026-02-23T16:05:42","modified_gmt":"2026-02-23T21:05:42","slug":"course-outline-professional-communication-2","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/pncurriculum\/chapter\/course-outline-professional-communication-2\/","title":{"raw":"Course Outline: Professional Communication 2","rendered":"Course Outline: Professional Communication 2"},"content":{"raw":"Minimum Course Hours: 30\n

Course Description<\/h1>\nLearners will develop professional communication skills that promote the development, maintenance, and conclusion of therapeutic relationships with older adults, including those with chronic illnesses and\/or mental health conditions, and clients requiring end-of-life care. Learners will further develop interprofessional communication knowledge and skills, including managing conflict and change.\n\nPrerequisites:<\/strong> Successful completion of Level 1 courses and Consolidated Practice Experience 1\n\nCorequisites:<\/strong> Professional Practice 2, Integrated Nursing Practice 2; Variations in Health 2; Health Promotion 2; Pharmacology 2\n

Learning Outcomes<\/h1>\nUpon successful completion of this course, the learner will be able to:\n
    \n \t
  1. Explore how the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies guide professional communication with clients, family, and with the interprofessional team.\n
      \n \t
    • 1.1 Discuss the relevant professional documents that inform professional nursing communication.<\/li>\n<\/ul>\n<\/li>\n \t
    • Demonstrate communication skills that promote the development, maintenance, and conclusion of therapeutic relationships when caring for older adults, including those with chronic illnesses and\/or mental health conditions.\n
        \n \t
      • 2.1 Demonstrate the ability to adjust communication appropriately for older adults through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n \t
      • 2.2 Demonstrate effective active listening skills through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n \t
      • 2.3 Demonstrate caring and respectful communication through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n<\/ul>\n<\/li>\n \t
      • Discuss communication barriers and challenges as well as communication strategies to use with clients who have sensory, language, and\/or cognitive differences.\n
          \n \t
        • 3.1 Describe how dementia affects a client\u2019s ability to communicate.<\/li>\n \t
        • 3.2 Identify strategies to effectively communicate with clients experiencing dementia.<\/li>\n \t
        • 3.3 Demonstrate communication techniques used with clients experiencing dementia through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n \t
        • 3.4 Demonstrate effective communication skills during critical incidents through applied practice (e.g., role plays, scenarios, case studies).<\/li>\n<\/ul>\n<\/li>\n \t
        • Describe strategies for sharing information with clients and families in a respectful manner that is understandable, encourages discussion, and enhances participation in decision making.\n
            \n \t
          • 4.1 Identify strategies to increase client and family participation in decision making.<\/li>\n \t
          • 4.2 Describe approaches to effectively communicate with clients, families, and team members in end\u2010of\u2010life care.<\/li>\n \t
          • 4.3 Explain how to facilitate communication with clients, families, and team members experiencing loss and grieving.<\/li>\n<\/ul>\n<\/li>\n \t
          • Explore the principles of relational care with Indigenous Peoples, including communication approaches that are culturally safe, respectful, and compassionate.\n
              \n \t
            • 5.1 Use the BCCNM\u2019s practice standard Indigenous Cultural Safety, Cultural Humility, and Anti-Racism to identify strategies that support person-led care.<\/li>\n<\/ul>\n<\/li>\n \t
            • Explore the role of stigma when providing care, including the potential impacts of verbal and written stigmatizing language.\n
                \n \t
              • 6.1 Discuss how to communicate both verbally and in writing in a non-stigmatizing way when caring for older adults, including those with chronic illnesses and\/or mental health conditions.<\/li>\n \t
              • 6.2 Use self-reflection to determine one\u2019s choices and patterns of communication.<\/li>\n<\/ul>\n<\/li>\n \t
              • Identify and describe team communication tools (e.g., Situation-Background-Assessment, Recommendation [SBAR] tool and end-of-shift report).\n
                  \n \t
                • 7.1 Identify the appropriate team member to refer and report client information.<\/li>\n \t
                • 7.2 Demonstrate use of various communication tools (e.g., SBAR and end-of-shift report) through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n<\/ul>\n<\/li>\n \t
                • Practise giving and receiving feedback effectively with other health care team members, including communicating with unregulated care providers through applied practice (e.g., role plays, scenarios, case studies).\n
                    \n \t
                  • 8.1 Discuss the principles of giving and receiving feedback.<\/li>\n \t
                  • 8.2 Identify barriers to receiving feedback.<\/li>\n<\/ul>\n<\/li>\n \t
                  • Describe communication approaches to delegating tasks to unregulated care providers.\n
                      \n \t
                    • 9.1 Review which tasks can be delegated to unregulated care providers and the parameters under which these tasks can be delegated.<\/li>\n \t
                    • 9.2 Explore the BCCNM documents that inform the ability of the LPN to delegate to unregulated care providers.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                      Course Concepts<\/h1>\nCourse outcomes will be met through examination and exploration of the following:\n
                        \n \t
                      • Professional communication with older adults exhibiting sensory deficits, language deficits, cognitive deficits, aggression, and\/or ineffective non-verbal approaches:\n
                          \n \t
                        • Active listening<\/li>\n \t
                        • Resolving conflict<\/li>\n \t
                        • Verbal de-escalation<\/li>\n \t
                        • Coordinating actions of others during an emergency<\/li>\n \t
                        • Problem solving and decision making<\/li>\n \t
                        • Adapting communication skills appropriate to the client<\/li>\n<\/ul>\n<\/li>\n \t
                        • Therapeutic relationships and relational practice with the older adult:\n
                            \n \t
                          • Establishing trust<\/li>\n \t
                          • Honouring diversity<\/li>\n \t
                          • Respecting cultural safety, cultural humility, and anti-racism with a focus on Indigenous-specific anti-racism<\/li>\n \t
                          • Displaying care, respect, empathy<\/li>\n \t
                          • Making environmental adaptations for the older adult with cognitive challenges<\/li>\n \t
                          • Dealing effectively with agitation and aggressive behaviours from clients including those who are cognitively intact and those with cognitive challenges<\/li>\n \t
                          • Sharing information with family in a respectful, understandable manner<\/li>\n \t
                          • Stigma and non-stigmatizing verbal and written language<\/li>\n \t
                          • Nurse-client boundaries<\/li>\n<\/ul>\n<\/li>\n \t
                          • Interprofessional communication:\n
                              \n \t
                            • Communicating client information appropriately to health care team members (transfer of accountability)<\/li>\n \t
                            • Using effective communication tools (e.g., SBAR)<\/li>\n \t
                            • Directing unregulated care providers with client care<\/li>\n \t
                            • Sharing knowledge with unregulated care providers and learners<\/li>\n \t
                            • Managing conflict<\/li>\n \t
                            • Managing change<\/li>\n \t
                            • Communicating assignments to unregulated care providers<\/li>\n \t
                            • Delegating to unregulated care providers<\/li>\n<\/ul>\n<\/li>\n<\/ul>","rendered":"

                              Minimum Course Hours: 30<\/p>\n

                              Course Description<\/h1>\n

                              Learners will develop professional communication skills that promote the development, maintenance, and conclusion of therapeutic relationships with older adults, including those with chronic illnesses and\/or mental health conditions, and clients requiring end-of-life care. Learners will further develop interprofessional communication knowledge and skills, including managing conflict and change.<\/p>\n

                              Prerequisites:<\/strong> Successful completion of Level 1 courses and Consolidated Practice Experience 1<\/p>\n

                              Corequisites:<\/strong> Professional Practice 2, Integrated Nursing Practice 2; Variations in Health 2; Health Promotion 2; Pharmacology 2<\/p>\n

                              Learning Outcomes<\/h1>\n

                              Upon successful completion of this course, the learner will be able to:<\/p>\n

                                \n
                              1. Explore how the current British Columbia College of Nurses and Midwives (BCCNM) LPN Ethics Standards, Practice Standards, and Entry-Level Competencies guide professional communication with clients, family, and with the interprofessional team.\n
                                  \n
                                • 1.1 Discuss the relevant professional documents that inform professional nursing communication.<\/li>\n<\/ul>\n<\/li>\n
                                • Demonstrate communication skills that promote the development, maintenance, and conclusion of therapeutic relationships when caring for older adults, including those with chronic illnesses and\/or mental health conditions.\n
                                    \n
                                  • 2.1 Demonstrate the ability to adjust communication appropriately for older adults through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n
                                  • 2.2 Demonstrate effective active listening skills through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n
                                  • 2.3 Demonstrate caring and respectful communication through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n<\/ul>\n<\/li>\n
                                  • Discuss communication barriers and challenges as well as communication strategies to use with clients who have sensory, language, and\/or cognitive differences.\n
                                      \n
                                    • 3.1 Describe how dementia affects a client\u2019s ability to communicate.<\/li>\n
                                    • 3.2 Identify strategies to effectively communicate with clients experiencing dementia.<\/li>\n
                                    • 3.3 Demonstrate communication techniques used with clients experiencing dementia through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n
                                    • 3.4 Demonstrate effective communication skills during critical incidents through applied practice (e.g., role plays, scenarios, case studies).<\/li>\n<\/ul>\n<\/li>\n
                                    • Describe strategies for sharing information with clients and families in a respectful manner that is understandable, encourages discussion, and enhances participation in decision making.\n
                                        \n
                                      • 4.1 Identify strategies to increase client and family participation in decision making.<\/li>\n
                                      • 4.2 Describe approaches to effectively communicate with clients, families, and team members in end\u2010of\u2010life care.<\/li>\n
                                      • 4.3 Explain how to facilitate communication with clients, families, and team members experiencing loss and grieving.<\/li>\n<\/ul>\n<\/li>\n
                                      • Explore the principles of relational care with Indigenous Peoples, including communication approaches that are culturally safe, respectful, and compassionate.\n
                                          \n
                                        • 5.1 Use the BCCNM\u2019s practice standard Indigenous Cultural Safety, Cultural Humility, and Anti-Racism to identify strategies that support person-led care.<\/li>\n<\/ul>\n<\/li>\n
                                        • Explore the role of stigma when providing care, including the potential impacts of verbal and written stigmatizing language.\n
                                            \n
                                          • 6.1 Discuss how to communicate both verbally and in writing in a non-stigmatizing way when caring for older adults, including those with chronic illnesses and\/or mental health conditions.<\/li>\n
                                          • 6.2 Use self-reflection to determine one\u2019s choices and patterns of communication.<\/li>\n<\/ul>\n<\/li>\n
                                          • Identify and describe team communication tools (e.g., Situation-Background-Assessment, Recommendation [SBAR] tool and end-of-shift report).\n
                                              \n
                                            • 7.1 Identify the appropriate team member to refer and report client information.<\/li>\n
                                            • 7.2 Demonstrate use of various communication tools (e.g., SBAR and end-of-shift report) through applied practice (e.g., role plays, scenarios, and case studies).<\/li>\n<\/ul>\n<\/li>\n
                                            • Practise giving and receiving feedback effectively with other health care team members, including communicating with unregulated care providers through applied practice (e.g., role plays, scenarios, case studies).\n
                                                \n
                                              • 8.1 Discuss the principles of giving and receiving feedback.<\/li>\n
                                              • 8.2 Identify barriers to receiving feedback.<\/li>\n<\/ul>\n<\/li>\n
                                              • Describe communication approaches to delegating tasks to unregulated care providers.\n
                                                  \n
                                                • 9.1 Review which tasks can be delegated to unregulated care providers and the parameters under which these tasks can be delegated.<\/li>\n
                                                • 9.2 Explore the BCCNM documents that inform the ability of the LPN to delegate to unregulated care providers.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n

                                                  Course Concepts<\/h1>\n

                                                  Course outcomes will be met through examination and exploration of the following:<\/p>\n

                                                    \n
                                                  • Professional communication with older adults exhibiting sensory deficits, language deficits, cognitive deficits, aggression, and\/or ineffective non-verbal approaches:\n
                                                      \n
                                                    • Active listening<\/li>\n
                                                    • Resolving conflict<\/li>\n
                                                    • Verbal de-escalation<\/li>\n
                                                    • Coordinating actions of others during an emergency<\/li>\n
                                                    • Problem solving and decision making<\/li>\n
                                                    • Adapting communication skills appropriate to the client<\/li>\n<\/ul>\n<\/li>\n
                                                    • Therapeutic relationships and relational practice with the older adult:\n
                                                        \n
                                                      • Establishing trust<\/li>\n
                                                      • Honouring diversity<\/li>\n
                                                      • Respecting cultural safety, cultural humility, and anti-racism with a focus on Indigenous-specific anti-racism<\/li>\n
                                                      • Displaying care, respect, empathy<\/li>\n
                                                      • Making environmental adaptations for the older adult with cognitive challenges<\/li>\n
                                                      • Dealing effectively with agitation and aggressive behaviours from clients including those who are cognitively intact and those with cognitive challenges<\/li>\n
                                                      • Sharing information with family in a respectful, understandable manner<\/li>\n
                                                      • Stigma and non-stigmatizing verbal and written language<\/li>\n
                                                      • Nurse-client boundaries<\/li>\n<\/ul>\n<\/li>\n
                                                      • Interprofessional communication:\n
                                                          \n
                                                        • Communicating client information appropriately to health care team members (transfer of accountability)<\/li>\n
                                                        • Using effective communication tools (e.g., SBAR)<\/li>\n
                                                        • Directing unregulated care providers with client care<\/li>\n
                                                        • Sharing knowledge with unregulated care providers and learners<\/li>\n
                                                        • Managing conflict<\/li>\n
                                                        • Managing change<\/li>\n
                                                        • Communicating assignments to unregulated care providers<\/li>\n
                                                        • Delegating to unregulated care providers<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"author":123,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-44","chapter","type-chapter","status-publish","hentry"],"part":41,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/44","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/users\/123"}],"version-history":[{"count":1,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/44\/revisions"}],"predecessor-version":[{"id":45,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/44\/revisions\/45"}],"part":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/parts\/41"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/44\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/media?parent=44"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=44"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/contributor?post=44"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/license?post=44"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}