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Persuasive Communication in Medicine and Nursing

Course on Persuasive Communication in Medicine and Nursing Course on Persuasive Communication in Medicine and Nursing
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Course on Persuasive Communication in Medicine and Nursing

How medical and nursing staff can communicate persuasively

Health professionals, and specifically the nursing and medical staff, are in constant contact with their patients and their families. Good practice will derive from the good communication they establish

and the ability to persuade patients.
The perception of quality in good work depends on the persuasive ability shown with the patient and their setting.


Be able to feel comfortable with our interlocutors

This course focuses on making the interlocutors feel comfortable and satisfied with the messages we send them.

Identify and structure the information

The "script" to be followed is identified in order to structure the information we send in such a way that it connects affectively (feeling) with the interlocutor.

Avoid the lack of emotional intelligence in communication

It focuses on the elimination of aspects that favor anti-feeling.



Objectives

  • Its purpose is to develop communication skills that help to persuade the health professional's interlocutors in a way that makes them feel comfortable and satisfied with the messages we send them or the proposals we make to them.
  • Identifying the "script" with which our interlocutor processes the information will provide us with the keys to connect with him/her and create a feeling (connection and affection) through messages prepared for that purpose.

Competences

At the end of the course the student will have acquired the knowledge and skills to:

  • 1. Establish feeling (connection and affection) with our interlocutors, even if they are very different from us.
  • 2. Identify the "script" that our interlocutor uses to process the information.
  • 3. Prepare our proposals and messages with the "script" that connects with our interlocutor.
  • 4. Adapt the contents of the proposal to reinforce the feeling with the interlocutor.
  • 5. Eliminate anti-feeling that may appear due to personality differences.

Methodology

Duration of 12 teaching hours, 4 sessions of 3 teaching hours. The course is taught online through the virtual classroom of Nebrija Global Campus. The lectures scheduled in a calendar previously communicated to the students are broadcast live with the professor's initial teaching presentation and later an interaction with the students to answer questions and pose clinical cases. The sessions will be recorded for the professionals who are not able to attend the live session, and can attend them adapting them to the professionals' schedule.

The evaluation of the Course will address the following aspects:

  • The student follows the teaching content.
  • The student will have to take a multiple-choice exam (40 questions, 5 possibilities with only one valid answer), and will need 60% of correct answers to obtain the certificate of achievement to guarantee the assimilation of concepts and the fulfillment of the objectives.
  • Post-training assessment survey on satisfaction of expectations.

Course Program

Persuasive Communication in Medicine and Nursing

1. The FEELING with the interlocutor

Observe your interlocutor:
  • What does he/she pay attention to
  • What does he/she talk about
  • How does he/she move

What does he/she emphasize:
  • On the action
  • On organization
  • On the relationship
  • On novelty

2. Elaborating the message

Discovering our interlocutor's "script"
  • Type A people: emphasis on action
  • Type B people: emphasis on organization and detail
  • Type C people: emphasis on effects on people
  • Type D people: emphasis on potential and novelty

3. Implementation of the feeling process with the interlocutor

Sequencing or association of our communication:
  • Selection or synthesis of the information transmitted
  • Analysis and organization of information
  • Linking the information with its effects on the interlocutor

Professors

Alejandro Martín Revilla Alejandro Martín Revilla Professor