Communication skills

16問 • 1年前

JHAYS

通報

問題一覧

Communication Skills - Presentation - Audience Awareness - Critical Listening - Body Language

ORAL

Communication Skills - Personal Presentation - Audience Awareness - Body Language

NON VERBAL

Communication Skills - Academic Writing - Revision and Editing - Critical Reading - Presentation of Data

WRITTEN

COMPONENTS OF COMMUNICATION a person or group to convey a message to another, can be considered as the source-encoder

SENDER

COMPONENTS OF COMMUNICATION involves the selection of specific signs or symbols(codes) to transmit the message such as which language and words and what tone of voice and gestures to use

ENCODING

COMPONENTS OF COMMUNICATION is what is actually said or written, the body language that accompanies the words, and how the message is transmitted.

MESSAGE

COMPONENTS OF COMMUNICATION the medium used to convey the message and it targets any of the receiver's senses. It is important to be appropriate for the message and it should help make the intent of the message more clear

CHANNELS

COMPONENTS OF COMMUNICATION the person whom the message is sent. To be effective, the receiver must perceive or become aware of the message. The listener, who must listen, observe and attend.

RECEIVER

COMMUNICATION SKILLS to relate the message perceived to the receiver's storehouse of knowledge and experience and to sort out the meaning of the message.

DECODING

COMMUNICATION SKILLS is the message that the receiver returns to the sender.It can be either verbal or nonverbal response to the message. To be effective, the sender and the receiver must be sensitive and open to each other's message, clarify the message and modify behavior accordingly.

FEEDBACK

COMMUNICATION SKILLS a stimulus which motivates a person to communicate with another, may be an object, experience, emotions, ideas or act

REFERENT

5 STEPS TO ATTENTIVE LISTENING

SQUARELY FACE THE PERSON, OPEN YOUR POSTURE, LEAN TOWARDS THE SENDER, EYE CONTACT MANTAINED, RELAX WHILE ATTENDING

PERSONAL SPACE characterized by body contact heightened by sensations of body heat and smell, and vocalizations that are low . Vision is intense, is restricted to small body part , and may be distorted.(touching to 1 and 1/2 feet.)

INTIMATE

PERSONAL SPACE is less overwhelming than intimate distance. Voice tones are moderate, and body heat and smell are noticed less.physical contacts such as handshake or touching a shoulder if possible.(1 and ½ to 4 feet)

PERSONAL

PERSONAL SPACE characterized by a clear visual perception of the whole person, body heat and odor are imperceptible, eye contact is increased and vocalizations are loud enough overheard by others.(4 to 12 feet.

SOCIAL

PERSONAL SPACE requires loud, clear vocalizations with careful enunciation, although, the faces and forms of people are seen in public distance, individuality is lost (12 to 15 feet)

PUBLIC

HCI

HCI

TERMS

TERMS

HEALTH DEF

HEALTH DEF

ANAPHY PRELIMS REVIEW

JHAYS · 43問 · 1年前

ANAPHY PRELIMS REVIEW

INTEGUMENTARY SYSTEM

INTEGUMENTARY SYSTEM

BIOCHEM

BIOCHEM

SKELETAL SYSTEM

SKELETAL SYSTEM

joints

joints

muscle and joint movements

JHAYS · 17問 · 1年前

muscle and joint movements

MUSCULAR SYSTEM

MUSCULAR SYSTEM

LIPIDS

LIPIDS

NEUROTRANSMITTER

NEUROTRANSMITTER

NERVOUS

NERVOUS

NERVOUS PART 2

NERVOUS PART 2

SPECIAL SENSES

SPECIAL SENSES

ENDOCRINE SYSTEM

ENDOCRINE SYSTEM

THEORIST

THEORIST

THEORIST BASICS

THEORIST BASICS

CARBOHYDRATE METABOLISM

JHAYS · 46問 · 1年前

CARBOHYDRATE METABOLISM

LIPIDS METABOLISM

LIPIDS METABOLISM

REVALIDA (BIOGRAPHY)

REVALIDA (BIOGRAPHY)

REVALIDA (THEORY)

REVALIDA (THEORY)

REVALIDA - METAPARADIGM (NURSING)

JHAYS · 7問 · 1年前

REVALIDA - METAPARADIGM (NURSING)

7問 • 1年前

JHAYS

REVALIDA - METAPARADIGM (HEALTH)

JHAYS · 7問 · 1年前

REVALIDA - METAPARADIGM (HEALTH)

7問 • 1年前

JHAYS

REVALIDA - METAPARADIGM (ENVIRONMENT)

JHAYS · 7問 · 1年前

REVALIDA - METAPARADIGM (ENVIRONMENT)

7問 • 1年前

JHAYS

REVALIDA - METAPARADIGM (NURSING)

JHAYS · 7問 · 1年前

REVALIDA - METAPARADIGM (NURSING)

RESPIRATORY SYSTEM

RESPIRATORY SYSTEM

CARDIO

CARDIO

VASCULAR

VASCULAR

REPRODUCTIVE - MALE

REPRODUCTIVE - MALE

REPRODUCTIVE - FEMALE

JHAYS · 66問 · 1年前

REPRODUCTIVE - FEMALE

TFN FINALS

TFN FINALS

VITAMINS (AKA)

VITAMINS (AKA)

VITAMINS

VITAMINS

ENZYME

ENZYME

NUCLEIC ACID

NUCLEIC ACID

INTRO TO MICROBIOLOGY (MICROPARA LEC/LAB)

JHAYS · 24問 · 1年前

INTRO TO MICROBIOLOGY (MICROPARA LEC/LAB)

24問 • 1年前

JHAYS

MICROSCOPY (MICROPARA LEC/LAB)

JHAYS · 27問 · 1年前

MICROSCOPY (MICROPARA LEC/LAB)

27問 • 1年前

JHAYS

STAINING (MICROPARA LEC/LAB)

JHAYS · 31問 · 1年前

STAINING (MICROPARA LEC/LAB)

31問 • 1年前

JHAYS

NURSING AS A PROFESSION (FUNDA LEC)

JHAYS · 22問 · 1年前

NURSING AS A PROFESSION (FUNDA LEC)

22問 • 1年前

JHAYS

DIFFERENT WARDS IN HOSPITAL (FUNDA LAB)

JHAYS · 35問 · 1年前

DIFFERENT WARDS IN HOSPITAL (FUNDA LAB)

35問 • 1年前

JHAYS

CHAIN OF INFECTION (FUNDA LAB)

JHAYS · 26問 · 1年前

CHAIN OF INFECTION (FUNDA LAB)

26問 • 1年前

JHAYS

INTRODUCTION TO HEALTH ASSESSMENT (HA LEC)

JHAYS · 16問 · 1年前

INTRODUCTION TO HEALTH ASSESSMENT (HA LEC)

HEALTH EDUC

HEALTH EDUC

ETHICS

ETHICS

CULTURE IN MORAL BEHAVIOR

JHAYS · 35問 · 1年前

CULTURE IN MORAL BEHAVIOR

35問 • 1年前

JHAYS

GROWTH OF PROFESSIONALISM - FUNDA LEC

JHAYS · 30問 · 1年前

GROWTH OF PROFESSIONALISM - FUNDA LEC

30問 • 1年前

JHAYS

HISTORY OF NURSING IN THE WORLD - FUNDA LEC

JHAYS · 85問 · 1年前

HISTORY OF NURSING IN THE WORLD - FUNDA LEC

85問 • 1年前

JHAYS

DIFFERENT FIELDS OF NURSING - FUNDA LEC

JHAYS · 11問 · 1年前

DIFFERENT FIELDS OF NURSING - FUNDA LEC

11問 • 1年前

JHAYS

BODY MECHANICS - FUNDA RLE

JHAYS · 7問 · 1年前

BODY MECHANICS - FUNDA RLE

BED BATH - FUNDA RLE

BED BATH - FUNDA RLE

BED MAKING - RLE

BED MAKING - RLE

HISTORY TAKING - HA

HISTORY TAKING - HA

GENERAL SUVEY - HA

GENERAL SUVEY - HA

METHODS OF EXAMINING - HA

JHAYS · 19問 · 1年前

METHODS OF EXAMINING - HA

SKIN ASSESSMENT - HA

SKIN ASSESSMENT - HA

EYE ASSESSMENT - HA

EYE ASSESSMENT - HA

PROKARYOTIC AND EUKARYOTIC CELLS (MICROPARA)

JHAYS · 44問 · 1年前

PROKARYOTIC AND EUKARYOTIC CELLS (MICROPARA)

44問 • 1年前

JHAYS

BACTERIAL GROWTH REQUIREMENTS - MICROPARA

JHAYS · 22問 · 1年前

BACTERIAL GROWTH REQUIREMENTS - MICROPARA

22問 • 1年前

JHAYS

BACTERIAL MORPHOLOGY- MICROPARA

JHAYS · 28問 · 1年前

BACTERIAL MORPHOLOGY- MICROPARA

28問 • 1年前

JHAYS

HOST RESPONSE TO INFECTION - MICROPARA

JHAYS · 32問 · 1年前

HOST RESPONSE TO INFECTION - MICROPARA

NURSING PROCESS

NURSING PROCESS

Guidelines for Nursing Diagnosis

JHAYS · 28問 · 1年前

Guidelines for Nursing Diagnosis

TERMS

TERMS

CLASSIFICATION OF INFECTIOUS DISEASES - MICROPARA

JHAYS · 11問 · 1年前

CLASSIFICATION OF INFECTIOUS DISEASES - MICROPARA

11問 • 1年前

JHAYS

BACTERIA AND DISEASE - MICROPARA

JHAYS · 48問 · 1年前

BACTERIA AND DISEASE - MICROPARA

48問 • 1年前

JHAYS

EXOTOXIN VS. ENDOTOXIN

JHAYS · 28問 · 1年前

EXOTOXIN VS. ENDOTOXIN

INTRO TO PARA

INTRO TO PARA

HEALTH TEACHING PLAN

HEALTH TEACHING PLAN

DIFFERENT TRADITIONAL TEACHING STRATEGIES

JHAYS · 20問 · 1年前

DIFFERENT TRADITIONAL TEACHING STRATEGIES

20問 • 1年前

JHAYS

TEACHING LEARNING PROCESS

JHAYS · 17問 · 1年前

TEACHING LEARNING PROCESS

CARDIOVASCULAR

CARDIOVASCULAR

ABDOMINAL

ABDOMINAL

BACTERIAL INFECTION (PATHOGEN)

JHAYS · 48問 · 10ヶ月前

BACTERIAL INFECTION (PATHOGEN)

BACTERIAL INFECTION

BACTERIAL INFECTION

COMMON PARASITIC INFECTION

JHAYS · 42問 · 10ヶ月前

COMMON PARASITIC INFECTION

MYCOLOGY

MYCOLOGY

DOCUMENTATION

DOCUMENTATION

Health and Illness

Health and Illness

LOSS AND GRIEF

LOSS AND GRIEF

BACK CARE AND MASSAGE

JHAYS · 8問 · 10ヶ月前

BACK CARE AND MASSAGE

PATIENT POSITIONING

PATIENT POSITIONING

SUPPORT DEVICES

SUPPORT DEVICES

VACCINE

VACCINE

NUDIET TERMINILOGIES

NUDIET TERMINILOGIES

NUTRITION

NUTRITION

1. ANATOMY & PHYSIO

1. ANATOMY & PHYSIO

2. FETAL DEVELOPMENT

2. FETAL DEVELOPMENT

TERMS TO REMEMBER

TERMS TO REMEMBER

PHARMACOLOGY

PHARMACOLOGY

3. MAMMARY GLANDS

3. MAMMARY GLANDS

問題一覧

Communication Skills - Presentation - Audience Awareness - Critical Listening - Body Language

ORAL

Communication Skills - Personal Presentation - Audience Awareness - Body Language

NON VERBAL

Communication Skills - Academic Writing - Revision and Editing - Critical Reading - Presentation of Data

WRITTEN

COMPONENTS OF COMMUNICATION a person or group to convey a message to another, can be considered as the source-encoder

SENDER

COMPONENTS OF COMMUNICATION involves the selection of specific signs or symbols(codes) to transmit the message such as which language and words and what tone of voice and gestures to use

ENCODING

COMPONENTS OF COMMUNICATION is what is actually said or written, the body language that accompanies the words, and how the message is transmitted.

MESSAGE

CHANNELS

COMPONENTS OF COMMUNICATION the person whom the message is sent. To be effective, the receiver must perceive or become aware of the message. The listener, who must listen, observe and attend.

RECEIVER

COMMUNICATION SKILLS to relate the message perceived to the receiver's storehouse of knowledge and experience and to sort out the meaning of the message.

DECODING

FEEDBACK

COMMUNICATION SKILLS a stimulus which motivates a person to communicate with another, may be an object, experience, emotions, ideas or act

REFERENT

5 STEPS TO ATTENTIVE LISTENING

SQUARELY FACE THE PERSON, OPEN YOUR POSTURE, LEAN TOWARDS THE SENDER, EYE CONTACT MANTAINED, RELAX WHILE ATTENDING

INTIMATE

PERSONAL

SOCIAL

PERSONAL SPACE requires loud, clear vocalizations with careful enunciation, although, the faces and forms of people are seen in public distance, individuality is lost (12 to 15 feet)

PUBLIC