iec ppt

1. Submitted To Submitted By
Respected Sir Mr. Sunil Kumar Mandeep Kaur
Lecturer M.Sc.Nsg. 1st yr

2.  INTRODUCTION
Information ,Education and Communication are inter
related to each other. Information is the knowledge
derived from study, experience or instruction or it is a
collection of facts or data and education is the both
acquisition of knowledge and experience and as well
as the development of skills, habits and attitudes
which help the person to lead a full and worthwhile
life in this universe and communication is the
interaction between two or more persons that involve
exchange of information between sender and receiver.
So these three are related to health i.e. information of
health related events, education to people regarding
health and communicate this in proper way.

3. HEALTH EDUCATION
 Health education is indispensable in achieving
individual and community health. It can help to
increase the knowledge and to reinforce desired
behaviour patterns. But there is no single acceptable
definition of health education. So the concept of
health education as a process or as an activity for
including behavioural changes are emphasized in the
following definitions:

4.  Health education is the process that informs,
motivates and help people to adopt and
maintain healthy practices and life styles,
advocate environmental changes as needed to
facilitate this goal and conducts professional
training and research to the same end. This
definition is adopted by the National
conference on preventive medicine in USA.

5.  A process aimed at encouraging people to
want to be healthy, to know how to stay
healthy, to know what they can do individually
and collectively to maintain health and seek
health when needed. This definition is given
by the declaration of Alma-Ata.(1978)

6.  According to Joha. M. Last “The process by
which individuals and groups of people learn
to behave in a manner conducive to
promotion,maintainence and restoration of
health.

7. HEALTH BEHAVIOUR
 The behaviour to be adopted or modified may be that of
individuals , groups such as families, health professionals,
organizations or institutions or entire community.
Various strategies made to influence the behaviour of
individual and groups will vary greatly and depending upon
some specific concerned health problems and its distribution in
the population as well as upon the characteristics and
acceptability of available methods which help in preventing
and controlling that health problem.
So it is clear that education is necessary ,but education alone is
insufficient to achieve optimum health. The target population
must have access to proven preventive measures.

8. PLANNING FOR HEALTH EDUCATION
 Collecting information on specific problems as seen by the
group.
 Identification of problem.
 Decide priorities.
 Setting goals and measurable objectives.
 Assessment of recovers.
 Consideration of possible solutions.
 Preparation of a plan of action:
 what will be done?
 when?
 by whom?
 Implementing the plan.
 Monitoring and evaluating the degree to which stated
objectives have been achieved.
 Re assessment of the process of planning. Planning and
evaluation are essential for effective health education.

9. Functions of health communication
 Information
 Education
 Motivation
 Persuation
 Counseling
 Raising morals
 Health development
 Organization

10. Scope of Health Education
 NUTRITION
The aim of nutrition education is to guide people
to optimum and balanced diets not to teach about
the calories and biochemistry of the nutrients.
Nutritional problems such as ignorance about the
values of breast feeding beyond the first year of
life, misconceptions about weaning, ignorance of
the appropriateness of certain diets for infants and
pregnant women ,traditional food allocation
pattern within the families etc. can be best solved
by nutrition education. In recent years the link
between the dietary habits and certain chronic
diseases of middle age.

11.  HYGIENE
Hygiene has two aspects
 Hygiene and environmental.
 Personal hygiene.

12.  Environmental hygiene: It has two aspects;
domestic and community.
Domestic hygiene comprises that of home, use of
soap, need for fresh air ,light and ventilation
,hygienic storage of foods ,hygienic disposal of
water ,need to avoid pets, rats, mice and insects.
Improvement of environmental health is a major
concern of many governments and related
agencies throughout the world. In the developing
countries the emphasis on the improvement of
basic sanitary services, consisting of water supply,
disposal of human excreta, other solid and liquid
waste, food sanitation and housing which are
fundamental to health.

13.  An environmental sanitation programme
should include health education. It is not
enough to provide sanitary wells,latrines,and
waste collecting facilities. People will continue
to suffer from the disease caused by poor
sanitation

14.  Personal hygiene: The aim of personal
hygiene is to promote standards of personal
cleanliness within the setting of the
condition where people live. Personal
hygiene include bathing, clothing, washing
hands and toilet, care of nails, feet and teeth
,spitting, coughing, sneezing, personal
appearance and inculcation of clean habits
in the young. Training in personal hygiene
should begin at very early age and must be
carried through school age.

15.  Family health
Health largely depends on the families social and
physical environment and its life style and
behaviour. The role of family in health promotion
and in prevention of diseases ,early diagnosis and
care of sick is crucial importance. One of the main
tasks of health education is to promote family’s self
reliance, especially regarding the family
responsibilities in child bearing ,child rearing ,self
care and is influencing their children adopt a
healthy life.

16.  Disease prevention and control
Drugs alone may not solve health problems
without health education ,a person may fall
sick again and again from the same disease.
Several national public health programme are
in operation on a national scale to eradicate
diseases such as malaria, tuberculosis ,leprosy,
filarial, goiter etc. the recent experience of
malaria eradication has indicated that anti-
malarial spray with insecticides cannot solve
the problem without health education.

17.  Mental health
The aim of education in mental health is to help
people to keep mentally healthy and to prevent a
mental breakdown. People should enjoy their
relationships with others and learn to live and work
without mental breakdown, there are certain special
situations when mental health is of great importance
like mother after child birth, child’s entry into school
for the first time, when entering the secondary
school, decision about a future career, starting a new
family and at the time of childhood. These are
critical periods of life when external pressure tends
to breakdown mental health.

18.  Prevention of accidents
Accidents occur in three main areas-the home,
roads and the place of work. Safety education
should be directed to these areas. It should be the
responsibility of engineering department and police
department to enforce rules of road safety.
Accidents occur in workshop, factories, railways
and mines. Management must provide a safe
environment and promote general order and
cleanliness. There should be a place of every thing
and everything should be in its place in the factory,
in the home and in the office. The predominant
factor in accidents is carelessness and the problem
can be tackled through health education.

19.  Use the health services
Many people don't know what health
services are available in their community.
There is a communication gap between the
public and state health administration in the
form “feedback” for further improvement of
health services but the main aim of health
education is to inform the people about the
health services that are available in the
community and how they can utilize them.

20. Methods of health education
 The methods are divided into three main
groups. Anyone or combination of these
methods can be used selectively at different
times, depending upon the objectives to be
achieved, the behaviour to be influenced and
available funds.

21. Individual approach
 Personal contact
 Home visits
 Personal letters

22. Group approach
 Lecture
 Demonstrations
 Discussion methods
Group discussion
Pannel discussion
Symposium
Work shop
Conferences
Seminars
Role play

23. Mass approach (media for communities)
 Television
 Radio
 Newspaper
 Printed material
 Direct mailing
 Posters
 Health museums and exhibitions
 Folk methods
 Internet

24.  INDIVIDUAL APPROACH
There are many opportunities for individual
health education. It may be given in :
 Personal interviews in the consultant room of
the doctor.
 Health care center
 The homes of the people

25. Advantages of individual health teaching
 We can discuss, agree and persuade the individual to
change his behaviour.
 It provide opportunities to ask questions in form of
specific interests.
Limitations
 The only one most important ,that the number we
reach are small and health education is given only to
those who come in contact with us.

26.  GROUP APPROACH
Group teaching is very effective way of educating a
community. The choice of subject is very important in health
teaching and subject must be the interest of the group. We
have to select the suitable method of education like A.V.Aids
for successful group health education. The method of group
teaching are given below:
Lecture
A lecture may be defined as carefully prepared oral
presentation of facts , organized thought and ideas by a
qualified person. The chalk and talk communication has still a
very important place in small group education. Its
effectiveness depends to a large extent on the speakers ability
to write logically and to draw with chalk on the blackboard.
The group should not be more than 30 and the talk should not
exceed 15 to 20 minutes. If the talk is too long people may
become bored and restless.

27. The lecture method can be more effective by
A.V.Aids such as
 Flip chart: consists of series of cards about 25 by 30 cm or
more. Each card is “flashed” or displayed before a group as
the talk is being given. The message on the cards must be
brief and to the point. These cards are primarily designed to
hold attention of the group and help the lecture to proceed.
 Flannel graph: Flannel graph offers the advantage that pre
arranged sequence of pictures displayed one after another
helps maintain continuity and adds much to the presentation.
The other advantage are that flannel graph is a very cheap
medium ,easy to transport.
 Exhibits: objects , models, specimens, etc. convey a specific
message to a viewer. They are essentially mass media of
communication which can be use in group teaching.
 Films and charts: these are mass media of communication.
If used with discrimination they can be of value in educating
small groups.

28. Disadvantages of lectures
 Students are involved to a minimum extent.
 Learning is passive.
 Don't stimulate thinking or problem solving
capacity.
 The comprehension of a lecture varies with the
students.
 Health behaviour of the listeners is not
necessarily effected.

29. Demonstrations
 It is a carefully prepared presentation to show
how to perform a skill or procedure. E.g.
lumber puncture, disinfection of well is carried
out step by step before an audience or the
target group, the demonstrator ascertaining that
the audience understands how to perform it.
The demonstrator involves the audience in
discussion.

30.  Group discussion
A group is an aggregation of people interacting
in a face to face situation. Group discussion is
considered a very effective method of health
communication. It permits the individuals to
learn freely by exchanging their knowledge,
ideas and opinions. The group should not
comprise less than 6 and not more than 12
members. The participants are all seated in a
circle ,so that each is visible fully visible to all
the others.

31. In a group discussion ,the members should
observe the following rules:
 Express ideas clearly and concisely.
 Listen to what others say.
 Don't interrupt when others are speaking.
 Make only relevant remarks.
 Accept criticism gracefully.
 Help to reach conclusion.

32. LIMITATIONS
 Those who are shy may not take part in
discussion.
 Some may dominate the discussion. Thus there
may be unequal participation of members in a
group discussion, unless properly guided.
 Some members may deviate from the subject
and make the discussion irrelevant.

33.  Panel discussion
In panel discussion, 4 to 8 persons who are qualified
to talk about the topic in front of a large group or
audience. There is no specific agenda, no order of
speaking and no set speaker. After the main aspect of
the subject are explored by the panel speaker ,the
audience is invited to take part. The discussion should
be spontaneous and natural. Panel discussion can be
extremely effective method of education, provided it
is properly planned and guided.
 Panel discussion
In panel discussion, 4 to 8 persons who are qualified
to talk about the topic in front of a large group or
audience. There is no specific agenda, no order of
speaking and no set speaker. After the main aspect of
the subject are explored by the panel speaker ,the
audience is invited to take part. The discussion should
be spontaneous and natural. Panel discussion can be
extremely effective method of education, provided it
is properly planned and guided.

34.  Symposium
It is a series of speeches on a selected subject,
each person presents an aspect of the subject
briefly. There is no discussion. In the end
audience may raise questions. The chairman
makes a comprehensive summary at the end of
session.

35.  Work shop
The work shop is the name given to a noble
experiment in education. It consists of series of
meetings usually four or more with emphasize
on individual work ,within the group, with the
help of consultant and divided into two groups
and each group will choose a chairman and a
recorder. The workshop provide each
participant opportunities to improve his
effectiveness as a professional worker.

36.  Conference and seminars
It contains a large component of
commercialize continuing education. The
programme are usually held on a regional,
state or national level. They range from once
half day to one week in length and may cover a
single topic in depth. They usually a use a
variety of formats to aid the learning process
from self instruction to multimedia.

37.  MASS APPROACH
Mass media are a one way communication.
They are useful in transmitting message to
people even in the remotest places. Mass
media alone are generally inadequate in
changing human behaviour. The power of
mass media is creating a political will in
favour of health , raising the health
consciousness of the people, setting the health
norms , delivering technical messages.

38. Mass media is given below:
 Television
 Radio
 Internet
 Newspaper
 Printed material
 Direct mailing
 Health museums
 Folk media

39. Principles of health education
 Credibility
It is the degree to which the message to be
communicated is perceived as trust worthy by
the receiver. Good health education is based on
facts. That means it must be consistent and
compatible with scientific knowledge and also
with the local culture,educational system and
social goals. Unless the people have trust and
confidence in the communicator, no desired
action will ensure after receiving message.

40.  Interest
It is a psychological principle that people are
unlikely to listen to those things which are not to their
interest. It is salutary to remind ourselves that health
teaching should relate to the interests of the people.
Health educators must find out the real needs of the
people. Psychologists call them “felt needs” that is
needs the people feel about themselves. If health
programme is based on felt needs of the people they
will actively participate in the programme and only
then it will be a people’s programme.

41.  Participation
Participation is a key word in health education. It is
based on the psychological principle of active
learning. Health education should aim at encouraging
people to work actively with health workers and
others in identifying their own health problems and
also in developing solutions and plan to work them
out. A high degree of participation tends to create a
sense of involvement, personal acceptance and
decision making. It provides maximum feedback.

42.  Motivation
In every person , there is a fundamental desire to learn.
Awakening this desire is called motivation. There are two
types of motives:
 Primary motives
 Secondary motives
 Primary motives
e.g. sex, hunger, survival are driving forces initiating people
into action, these are inborn desires.
 Secondary motives
These are based on desires created by outside forces or
incentives. Some of the secondary motives are praise ,love,
rewards and punishment and recognition. In health education,
we make use of motivation to change behaviour. Motivation is
contagious, one motivated person may spread motivation
throughout the group.

43.  Comprehension
In health education , we must know the level
of understanding ,education and literacy of the
people to whom the teaching is directed. One
barrier to communication is using words which
cannot be understood. In health education we
should always communicate in the language
people understand and never use words which
are strange and new to people. Teaching
should be within the mental capacity of the
audience.

44.  Reinforcement
Few people can learn all that is new in a single
period. Repetition at intervals is necessary. If there is
no reinforcement, there is every possibility of
individual going back to the preawareness stage. If
the message is repeated in different ways, people are
more likely to remember it.
 Learning by doing
Learning is an action process not memorizing one in
the narrow sense. The Chinese proverb, “if I hear, I
forget, if I see, I remember, if I do ,I know” illustrate
the importance of learning by doing.

45.  Known to unknown
In health education work , we must proceed “
from concrete to abstract”, “from particular to
general” , “from simple to complicated”, “from
easy to difficult”. There are the rules an
teaching. We start with where the people are
and with what they understand and then
proceed to new knowledge. New knowledge
will bring about a new enlarged understanding
which can give rise to an insight into the
problem.

46.  Setting an example
The health educator set a good example in the
things he is teaching. If he is explaining the
hazards of smoking, he will not be very
successful if he himself smokes. If he is
talking about the “small family norm” he will
not get very for if his own family size is big.
 Good human relations
Sharing of information, ideas and feelins
happen most easily between people who have
a good relationships. Building good
relationship with people goes hand in hand
with developing communication skills.

47.  Feed back
Feedback is one of the key concepts of the system
approach. The health educator can modify the
elements of the system in light of feedback from his
audience.
 Leaders
Psychologists have shown and established that we
learn best from the people whom we respect and
regard. We try to penetrate the community through
the local leaders, the village headman, the school
teachers or political workers. If leaders are first
convinced about a given programme ,the rest of the
task of implementing the programme will be easy.

48. COMMUNICATION
INTRODUCTION
Communication is the process in which people
affect one another through the exchange of
information , ideas, and feelings. Interpersonal
communication is basic to human interaction and
essential for nursing practice. It refers to the
reciprocal exchange of information, ideas, beliefs,
feelings and attitudes between person or among a
group of person.

49.  Communication and education are interwoven.
Communication strategies can enhance
learning. The ultimate goal of all
communication is to bring about a change in
the desired direction of the person who receive
the communication. This may be affective in
terms of changing existing pattern of
behaviour and attitude and it may be the
psychomotor in terms of acquiring new skills.

50.  MEANING:
The word communication is derived from latin
word ‘communis’,meaning common.
Communication is an interaction between two
or more persons that involves exchange of
information between a sender and receiver

51. DEFINITION:
 “Communication is a process through which
individuals mutually exchange their
ideas,values,thoughts,feelings and actions
between one or more people”.
 “communication is the transfer of information
from sender to receiver so that it is understood
in its right context”.
 “Communication is the means of making the
transfer of information productive and goal
oriented.”

52. PROCESS OF COMMUNICATION
 Communication which is the basis of human
interaction , a complex process. It requires
SMCR where S stands for Source, M stands
for Message, C stands for Channel and R is
Receiver.

53.  SOURCE:
It is the sender or encoder who initiate the message.
The message may be verbal or non-verbal. The
sender needs to have similar communication skills,
attitude,knowledge,understanding level social
system and culture as the receiver or decoder.
 MESSAGE:
Message should have all the elements properly
coded. Content should be clear from the source of
the message or sender to receiver.

54.  CHANNEL:
Various channels are used by the sender to
communicate a message i.e.
seeing,hearing,touching,smelling,and tasting.
 RECEIVER:
Receiver is the person who is receiving the
message and interpreting it. To interpret the
message correctly the receiver needs to have
similar communication
skills,attitude,knowledge,knowledge,social
system and culture as the source or sender.

55. ELEMENTS OF
COMMUNICATION
 SENDER
 RECEIVER
 MESSAGE
 CHANNELS
 FEED BACK

56. PURPOSES OF
COMMUNICATION
 To generate and disseminate information.
 To promote socialization.
 To develop human relations.
 Therapeutic interaction to develop confidence
in patients.

57. COMMUNICATION AND
INTERPERSONAL RELATIONSHIPS:
At the core of nursing are relationships formed
between the nurse and those affected by the nurse’s
practice. Communication is the means to establish
these helping healing relationships. The caring nurse
communicates with others in a manner that expresses
awareness and respect for persons as individual.
Nurses with expertise in communication can express
caring by becoming sensitive to self and others
,promoting ,and accepting the expression of positive
and negative feelings and developing helping –trust
relationships.

58.  Nurses who have developed good critical thinking skills make
the best communicators. They are able to draw upon
theoretical knowledge about communication and integrate this
knowledge with what has been learned through personal
experience. They can interpret messages received from others
,analyze their ,make inferences about their meaning ,evaluate
their effects, explain rationale for communication techniques
used ,and self examine personal communication skills.
 Being systematic is important ,because good communicators
tend to seek and provide information in an organized ,focused
and deligent way. Being a truth seeker is is important in trying
to understand or clarify the true meaning of what is
communicated.
 Being self confident is important because the nurse who
conveys confidence and comfort while communicating can
more readily can establish interpersonal helping trust
relationship.

59. TYPES OF COMMUNICATION
 Verbal Communication
 Non-verbal Communication
 Two way Communication
 One way Communication
 Formal and informal Communication
 Visual Communication
 Tele Communication:

60. VERBAL COMMUNICATION:
It occurs through the medium of words spoken
or written. It is the traditional way of
communication. It conveys factual information
accurately and effectively. But it is less
effective means of communication and
expression.

61. NON VERBAL COMMUNICATION:
It includes everything that does not involve
spoken or written words. It occurs without
words. It includes all five senses and whole
range of bodily
movements,posture,gestures,facial
expressions. Silence is non verbal
communication. It can speak louder than
words. The various forms of non verbal
communication are:

62. TOUCH:
Tactile sense has been studied seriously as form of
non verbal communication. Touch is a personal
behavior and means different things to different
people. Factors like age and sex also play a role in
individual meaning associated with touch. Despite its
individuality, touch is as viewed as one of the most
effective non verbal ways to express feelings such as
comfort ,love, affection ,security
,anger,frustration,aggression,excitement and many
others.

63. EYE CONTECT:
Communication often begins with eye contact.
Eye contact also suggests respect and
willingness to listen and to keep
communication open. It’s absence anxiety or
defenselessness or avoidance of
communication. The eyes themselves carry
non verbal messages.

64. FACIAL EXPRESSION:
The face is the most expressive part of the
body. It conveys anger ,joy, suspicion,sadness,
fear etc. some people have extremely
expressive faces whereas others mask their
feelings, making it more difficult to determine
what the person is really thinking.

65. POSTURE:
The way the person holds the body carries non
verbal message. People in good health and
with the positive attitude usually hold their
bodies in good alignment. Depressed or tired
people are more likely to slouch. Posture also
provides non verbal clues concerning pain and
physical limitation e.g. a rigid, stiff appearance
may be good indicator of tension and pain.

66. GAIT
A bouncy ,purposeful walk usually carries a message
of well being. A less purposeful shuffling gait are
associates with illness.
GESTURE
Gesture using various parts of the body can carry
numerous messages e.g. thumbs up means
victory,whereas thumbs down carries negative
connotation. Kicking an object express anger.
Wringing the hand or tapping a feet usually indicates
anxiety or anger ,a waving hand serves someone to
come on or to leave.

67. General Physical Appearance: Most illnesses
cause at least some alterations in general
physical appearance. On the other hand the
person in good health tends to radiate his or
her healthy status through general physical
appearance

68. Sound : Crying, moaning, gasping and sighing
are oral but non-verbal forms of
communicating. Such sound can be interpreted
in numerous ways, e.g. a person can cry
because of sadness or joy.
Silence: Period of silence during a
conversation often carry important non verbal
messages.

69. ONE-WAY COMMUNICATION:
The flow of communication is “one-way”from the
communicator to audience. The familiar example is the
lecture method in the class room.
The drawbacks of the methods are:
 No feedback
 Knowledge is imposed
 Learning is authoritative
 Little audience participation
 Does not influence human behaviour

70. TWO-WAY COMMUNICATION
The two way method of communication is that
in which both the communicator and the
audience take part. The audience may raise
questions and add their information , ideas,
opinions to the subject. The process of leaning
to the subject. The process of learning is active
and democratic in two ay communication.

71. FORMAL AND INFORMAL
COMMUNICATION
Communication has been classified into
formal and informal communication. Formal
communication follows lines of authority and
informal communication do not follow the
lines of authority ,e.g. gossip. the information
channel may be more active if the formal
channel do not cater to the information need
in any organization.

72. Visual Communication
Visual form of communication is charts, graphs,
pictograms, tables, maps, posters, etc.
Tele Communication
Tele communication is the process of
communication over distance using electromagnetic
instrument designed for the purpose.e.g.
T.V.,Radio, Internet,etc.are mass communication
media while telephone, telegraph are known as
point-to-point telecommunication system. With the
launching of satellite, a big explosion of electronic
communication has taken place all over the world.

73. LEVELS OF COMMUNICATION
Nurses use different levels of communication
in their professional roles. The nurse
communication skills need to include
techniques that reflect competence in each
level.

74.  INTRAPERSONAL COMMUNICATION
It is a powerful form of communication that occurs within
an individual. This level of communication is also called self
talk, self verbalization, self instruction, inner thought and
inner dialogue. Nurse should be aware of the nature and
content of their thinking and try to replace negative ,self
defeating thoughts with positive assertions. Positive self-talk
can be used as a tool to improve the nurse’s or client’s
health and self esteem. Nurses and clients can use such type
of communication to develop self awareness and a positive
self concept that will enhance appropriate self expression.

75.  INTER PERSONAL COMMUNICATION
This type of communication occurs when
two or more peoples interact and exchange
their message or idea to each other and it
occurs face to face. The nurses ability to
communicate effectively of this level
influences the nurse’s interpersonal sharing
,problem solving, team building ,and
effectiveness in critical nursing role such as
caregiver, teacher, counselor, advocate etc.

76.  SMALL GROUP COMMUNICATION
It occurs when nurse interact with two or
more individuals face to face or use a
medium like a conference call. To be
functional ,the members must communicate.
 ORGANIZATIONAL COMMUNICATION
It occurs when individuals and groups with
in an organization communicate to achieve a
established goal.

77. BARRIERS OF COMMUNICATION
 PHYSICAL BARRIERS
 PERCEPTUAL BARRIERS
 EMOTIONAL BARRIERS
 CULTURAL BARRIERS
 LANGUAGE BARRIERS
 GENDER BARRIERS
 INTERPERSONAL BARRIERS
 MUDDLED BARRIERS
 STEREOTYPING
 WRONG CHANNEL
 LACK OF FEED BACK
 PHYSICAL BARRIER:

78.  PHYSICAL BARRIER
Physical distraction is the physical thing that
get in the way of communication. Example of
such thing include the telephone, desk, an
uncomfortable meeting place, noise etc. these
physical distractions are some common
distractions in the communication. Physical
barriers in the work place are closed office
doors, barrier screens, separate areas for
people of different status etc.

79.  PERCEPTUAL BARRIERS
The problem with communicating with others
is that we all see the world differently. If we
did not , we would have no need to
communicate.
 EMOTIONAL BARRIER
One of the chief barriers to open and free
communication is the emotional barrier. It is
comprised mainly of fear ,worry ,anxiety
,suspicion, etc.

80.  CULTURAL BARRIERS
There are the behaviours that that the group accept as
sign of belongingness. The rewards such behaviour
through act of recognition ,approval and inclusion. In
groups, which are happy to accept you and where you
are happy to confirm, there is a mutuality of the
interest and a high level of win-win contact. Every
culture have their own symbol of behaviour. If these
symbols are not understand by an individual then
there is a barrier in their communication.

81.  LANGUAGE BARRIER
Language is the vehicle for communication. It
is language which describes that what we want
to say. In our terms may present barrier to
others who are not familiar with our
expressions, buzzwords and jargon. When we
couch our communication in such language, it
is a way of excluding others. In a globle
market place the greatest compliment that we
can pay another person is to talk in their
language.

82.  GENDER BARRIERS
There are distinct differences between speech patterns
in man and there in women. A women speaks
between 22,000 and 25,000 words a day whereas man
speaks between 7,000 and 10,000. in child hood, girls
speak earlier than boys and at the age of three, have a
vocabulary twice than that of boys. The reason for
this lies in the wiring of man’s and women’s brains.
When a man talks, his speech is located in the left
side of the brain but in no specific areas. When a
women talks her speech is located in the both
hemispheres and in two specific locations.
This means that men talks in a linear, logical and
compartmentalized way and features of left brain
thinking, whereas the women talks more freely
mixing logic, emotions and features of both sides of
brain.

83.  INTERPERSONAL BARRIERS:
Withdrawal : It is an absence of interpersonal
contact. It is both refusal to be in touch and time
alone.
Rituals : These are the meaningless, repetitive
routines devoid of real contact.
Working: Activities are those task which follows the
rules and procedures of contact but no more.
Closeness: Is the aim of interpersonal contact where
there is a high level of honesty and acceptance of
yourself and others.

84.  MUDDLED MESSAGE
Effective communication starts with clear message.
Muddled message is a barrier to communication
because the sender leaves the receiver unclear about
the intent of the sender. Muddled message has
many causes. The sender may be confused in
his/her thinking. The message may be little more
than a vague idea.
Feedback from the receiver is the best way for a
sender to be sure that the message is clear rather
than muddled. Clarifying muddled message is the
responsibility of the sender.

85.  STEREOTYPING
Stereotyping cause us to typify a person, a person a
group, an event or thing, an oversimplified
conception, beliefs or opinions. Stereotyping is a
barrier to communication when it causes people to
act as if they already know the message that is
coming from the sender, as if no message is
necessary because everybody already knows. Both
sender and listener should countinuously look for
and address thinking, conclusions and actions based
on the stereotypes.

86.  WRONG CHANNEL
Channels help the receiver to understand the
nature and importance of message. “Good
Morning”, an oral channel for this message is
highly appropriate. Writing “Good Morning",
on the chalkboard is less effective than the
warm oral greeting.

87.  LACK OF FEEDBACK
Feedback is the mirror of communication.
Feedback mirrors what sender has sent.
Feedback is the receiver’s message sending
back to the sender the message perceived.
Without feedback communication is one
way.

88. METHODS OF OVERCOMING BARRIERS OF
COMMUNICATION
 Have a positive attitude about communication.
Defensiveness interferes with communication.
 Work at improving communication skills. It takes
knowledge and work. The increased awareness of
the potential for improving communication is the
first step to better communication.
 Include communication as a skill to be evaluated
along with all other skill. Help other people to
improve their communication skills by helping
them to understand their communication problems.
 Make communication goal oriented. When the
sender and receiver have a good relationship ,they
are much more likely to accomplish their
communication goals.

89.  Approach communication as a creative process
rather than simply part of chore of working with
people. What works with one person may not work
with other person like vary channels, listening
techniques and feedback techniques.
 Accept the reality of miscommunication. The best
communication fail to have perfect communication.
They accept miscommunication and work to
minimize its negative impact.
 Warmth and friendliness maintains the quality of
communication process.

90.  An attitude of acceptance, frankness, respect
and lack of prejudice help to improve
communication.
 Empathy is identifying with the way another
person feels. An empathetic nurse is sensitive
to the patients feelings and problems but
remain objective enough to help towards
positive outcomes.
 Comfortable environment is that in which the
communication takes place and should be
trustable and safe.

91. TECHNIQUES OF EFFECTIVE
COMMUNICATION
Conversational skill
 Control the tone of your voice so that you are conveying
exactly what you mean to say and not a hidden message.
 Be knowledgeable about the topic of conversation and
have an accurate information.
 Be flexible.
 Be clear and concise.
 Avoid words that may be interpreted differently.
 Keep an open mind.
 Take advantage of available opportunity.

92. LISTENING SKILL:
 Listening is a skill which involves both hearing and
interpreting what others says. It requires attention and
concentration to sort out, evaluate and validate clues in order
to better understanding the true meaning of what is being
said. The following recommended techniques may help to
improve listening skill:
 Whenever possible sit with a person. During communication
,donot cross your arms or legs because that body language
conveys a message of being closed.
 Be alert but relaxed and take sufficient time so that the
patient feels at ease during conversation.
 Keep the conversation as natural as possible and avoid so
overly eager.
 If culturally appropriate ,maintain eye contact with the
person.
 Indicate that you are paying attention to what the person is
saying by using appropriate facial expression and body
gesture.
 Think before feedback.

93. MAINTAIN SILENCE
 Silence during communication can carry variety of
meaning. It provides the opportunity to
communicator to explore his/her inner feelings
comfortably. To develop the skill in effective
communication, various techniques like observation
,listening, restating, validating, reflecting,
pinpointing, questioning, focusing etc. are used. No
single technique is complete. One should have
combination of all these techniques in
communication skills.

94. BLOCK TO COMMUNICATION
 Failure to listen- Communicator may or may not
feel able to speak freely to the listener, if the
listener is not listening carefully or responding.
 Inappropriate comments and questions- certain
types of comments and questions should be
avoided in most situations because they tend to
impede effective communication.e.g.close ended
questions, using comments that give advice.
 Changing the subject- A quick way to stop
conversation is to change the subject.
 Conflicting verbal and non verbal messages.
 Failure to interpret with knowledge.