Relevant bibliographies by topics / Relationship and communication skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Relationship and communication skills'

Author: Grafiati
Published: 11 September 2021
Last updated: 18 February 2022

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Journal articles on the topic "Relationship and communication skills"

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Thompson, Penny. "Communication technology use and study skills." Active Learning in Higher Education 18, no. 3 (June 21, 2017): 257–70. http://dx.doi.org/10.1177/1469787417715204.

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Research suggests a negative relationship between frequent use of communication technologies, such as text messaging and social network sites, and academic performance, but the nature of the relationship needs to be explored in greater detail. This study explored the relationship between use of communication technologies and self-reported study skills. A total of 74 first-year university students completed the online Learning and Study Strategies Inventory and reported on how frequently they used text messaging, instant messaging, and online social networks such as Facebook. Correlation analysis indicated a negative relationship between frequency of communications technology use and the Learning and Study Strategies Inventory measure of Concentration. While the study does not prove a causal relationship, it provides more detail on the specific study skills challenges students may be facing when they interrupt their studying with frequent online social communication. This increased understanding can help educators tailor study skills interventions and support more directly to students’ needs.
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Barrow, Daniel L. "Communication Skills in the Physician-Patient Relationship." World Neurosurgery 80, no. 5 (November 2013): e107-e108. http://dx.doi.org/10.1016/j.wneu.2011.10.016.

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Rusu, Oana, and Maria Chiriță. "Verbal, non-verbal and paraverbal skills in the patient-kinetotherapist relationship." Timisoara Physical Education and Rehabilitation Journal 10, no. 19 (December 1, 2017): 39–45. http://dx.doi.org/10.1515/tperj-2017-0014.

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Abstract Human being's existence is closely related to communication, how the individual interacts and interacts with others. By communicating, an individual conveys information and interests, attitudes, values, beliefs and feelings, sharing them with others, thus creating a contexture of relationships. Communication means not only speaking, writing, but also silencing, listening or acting. Both the patient and the physiotherapist communicate verbally, non-verbal and paraverbal to respond to and understand the behavior of the communication partner. In addition to professional skills, acquiring communication skills by physiotherapist can lead to patient adherence and satisfaction to the therapeutic program. Aim: In this paper, we aim to highlight the important aspects of the verbal, non-verbal and paraverbal skills of the physical therapist to promote communication with the patient in the therapeutic relationship. Methods: Literature review was the method of this study and were considered eligible only articles with statistically significant data. Results: Verbal communication essentially validates the message transmitted, non-verbal skills confirm and at the same time strongly influence communication partners. By form, paraverbal and non-verbal communication are concurrent with the verbal, respectively confirming it, but by content and interpretation, they can give other meanings to the relationship.
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Obata, Naohiro. "Relationship between use of Facebook and communication skills." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2EV—1–018–2EV—1–018. http://dx.doi.org/10.4992/pacjpa.78.0_2ev-1-018.

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Райченко and Alyeksandr Raychyenko. "Communication Skills." Administration 4, no. 2 (June 17, 2016): 88–91. http://dx.doi.org/10.12737/20831.

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A key role in the formation, functioning and development of modern social organization plays communication, as a basis to establish, maintain and develop constructive relationships, connections and interactions that ensure consistent and effective achievement of personal, group and social goals. The ability to install, functionally diversify and expand communication in and outside the organization, largely determined by the skill level of the leader, determined, first of all, by business and personal qualities of constructive interactive leader. Development of professional achievements of effective communication the founder and the first head of the department of scientific bases of management of the Moscow engineering-economic institute has formed at its creation, in the making and provides, for the past fifty years, deserved recognition, full support and the progressive development of ideas, effective creative collaboration of students, supporters and followers of the doctor of economic sciences, professor Olimpiada Vasilievna Kozlova.
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Penley, Larry E., Elmore R. Alexander, I. Edward Jernigan, and Catherine I. Henwood. "Communication Abilities of Managers: The Relationship to Performance." Journal of Management 17, no. 1 (March 1991): 57–76. http://dx.doi.org/10.1177/014920639101700105.

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Communication competence is considered essential to managing, both in terms of its theoretical role in management and in observations of the communication behaviors of managers. Yet the specific skills and abilities or communication competencies of managers have received only limited study in organizational settings. The purpose of this study was to clarify the relationship between managerial performance and communication competency by identifying communication skills and social cognitive abilities that are associated with managerial performance for both male andfemale managers. Female managers provided lower self-reports of skills than male managers, and results linked managerial performance primarily to communication skills.
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Kondapaneni, Meera Devi, and Jaclyn Rivington. "RELATIONSHIP CENTERED COMMUNICATION SKILLS TRAINING: COMMUNICATION WORKSHOPS INTEGRATED INTO GRADUATE MEDICAL EDUCATION." Journal of the American College of Cardiology 75, no. 11 (March 2020): 3635. http://dx.doi.org/10.1016/s0735-1097(20)34262-5.

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Musselman, C. "Interpersonal communication skills of deaf adolescents and their relationship to communication history." Journal of Deaf Studies and Deaf Education 4, no. 4 (December 1, 1999): 305–20. http://dx.doi.org/10.1093/deafed/4.4.305.

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Ataeifar, Robabeh, Sholeh Amiri, and Mohammad Ali Nadi. "Investigating the Relationship between Effective Communication of Spouse and Father—Child Relationship (Test Pattern Causes to Education Parents)." International Education Studies 9, no. 7 (June 28, 2016): 98. http://dx.doi.org/10.5539/ies.v9n7p98.

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<p class="apa">This research is targeted with the plan of father-child model or effective relationship mediating of spouses or investigating attachment style, personality traits, communication skills and spouses’ sexual satisfaction. Based on this 260 people (father and child) were selected through random sampling method based on share. Participants were tested by relationship between spouses’ model questionnaire, adults’ attachment style, and communication skill, five factors of personality, sexual satisfaction and father-child relationship. The relationship of attachment style, personality traits , communication skills and sexual satisfaction of spouses or the effective relationship of spouses and father-child are clarified through performing structural equation model for test that proposed model was appropriately fitted and father-child relationship is explained and predicted through variables of attachment style, personality traits , communication skills, spouses’ sexual satisfaction and mediating variable of spouses’ effective relationship. A positive and significant relationship related to spouses’ relationship among men accountability, compatibility and communication skills in spousal relationship and a negative and significant relationship is obtained among neuroticism and men avoidant attachment in spousal relationship and there is also positive significant relationship related to father-child relationship among compatibility and negative significant relationship among anxiety attachment and neuroticism of father is obtained in father-child relationship. it is recommended that for improving family members’ relationship, the role and effect kind of effective factors on spouses’ relationship and father-child relationship be paid attention and based on proposed model a modification pattern for present defects in marital and parental context can be suggested.</p>
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Kabadayı, Abdülkadir, and Emine Bilge Altunok. "INVESTIGATION OF THE RELATIONSHIP BETWEEN PARENTAL STYLES WITH COMMUNICATION SKILLS OF PRESCHOOL CHILDREN." Science and Education 2021, no. 1 (March 2021): 69–77. http://dx.doi.org/10.24195/2414-4665-2021-1-10.

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It can be stated that the relationships that parents have with their children in the preschool period have a great impact on their future social-emotional lives and a significant part of learning takes place in the preschool period. Considering those parents' attitudes during child-rearing may affect the child's development and interpersonal relationships; this study aims to examine the relationship between parental attitudes and communication skills of 36-72 monthold children attending preschool education institutions. This research: parents' attitudes concerning reveal the relationship between preschool children's communication skills, preschool in Turkey period in terms of the lack of a sufficient number of working children about the communication skills, parents and educators; it is thought to be important in terms of providing a different perspective and contributing to the development of children's communication skills and drawing their attention to this issue, and also in terms of guiding researchers in future studies on the subject. The research was conducted using the relational scanning model. The population of this research consists of 36-72 months old children attending pre-school education institutions in Elazığ city center and Diyarbakır central districts in the 2017-2018 academic year, and parents of 36-72 months old children. The sample of the study consisted of 300 children and 320 parents randomly selected from the universe. In the research, the "Parental Attitudes Questionnaire" and "Communication Skills Scale" were used. The Parental Attitudes Determination Questionnaire consists of four parental attitudes (oppressive-authoritarian, protective, indifferent-carefree, democratic). The Communication Skills Scale consists of four communication skills (verbal communication, avoiding communication barriers, and communication with courtesy content, non-verbal communication). The data obtained were analyzed with SPSS 22 program. In the statistical evaluation, firstly, a normality test was applied to the subscales of the "Parental Attitudes Determination Questionnaire" and the "Communication Skills Scale". Since “p <0.05” in all communication skills subscales and all parental attitudes subscales, it was accepted that they did not show a normal distribution. Thus, Spearman Correlation was applied to test whether there was a significant relationship between parent attitudes and communication skills. According to the results of the research it is observed that parents adopt "Democratic Attitude" the most and "Verbal Communication Skills" are used the most by preschool children. No significant relationship was found between oppressiveauthoritarian, indifferent-carefree, and democratic parental attitudes and subscales of communication skills. Only a low level of negative correlation was found between the protective parental style and the verbal communication skills subscale. According to the results of the study, parents and educators can be trained on parent attitudes and communication skills. Educators can support the development of children with low communication skills with activities that will showcase their social skills and allow them to express themselves. To parents who show a protective attitude; children can be helped to behave in a way that supports their verbal communication skills, affects the personality development of the child positively, and allows them to develop a personality structure independent of others. This research was conducted in Elâzığ and Diyarbakır provinces. Turkey will be held in the west of the province or be provided with a contribution to the results of the research will be done with a much larger sample group. The relationship between the communication skills of preschool children and an area different from the parent attitudes can be examined.
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Dissertations / Theses on the topic "Relationship and communication skills"

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Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.

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The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students. Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills. Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Moss, Rose. "Communication Skills of Novice Psychiatric Nurses with Aggressive Psychiatric Patients." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/326.

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Communication Skills of Novice Psychiatric Nurses with Aggressive Psychiatric Patients by Rose L. Moss MS, University of Hartford, 1996 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University March 2015 The transition from novice nurse to a competent psychiatric staff nurse is often associated with major communication challenges, primarily when caring for aggressive patients. Guided by Peplau's theory, this quantitative study assessed the communication skills of novice psychiatric nurses (N = 25) who worked 24 months or less in the state psychiatric hospital with aggressive psychiatric patients. Additionally, certain demographic data such as gender, age range, level of education, and length of time working were analyzed to determine their impact on communication skills. The survey consisted of 20 questions which assessed demographic data, communications skills, and hospital-based orientation. Based on ANOVA, novice nurses did not differ on hospital-based orientation based on gender, age, level of education, or length of time working. Novice nurses' communication skills did not differ by gender, age or level of education; however, novice psychiatric nurses who had worked 19-24 months had stronger communication skills than those working less time with aggressive patients (F = 6.9, p < 0.005). A communication skills class during hospital orientation to prepare novice nurses to communicate effectively with aggressive patient was recommended to nursing leadership and staff. A communication skills class held during hospital orientation could enhance the nurse-patient relationship, cultivate a safer and secure milieu, and improve patient outcomes. The findings have implications for positive social change for staff development to improve the hospital orientation for novice psychiatric nurses to become better equipped as effective communicators with aggressive psychiatric patients.
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McComish, Cara Shirley Crais Elizabeth R. "The relationship of mealtime communication and oral-motor feeding skills to later language skills in premature infants." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1497.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Speech and Hearing Sciences in the Department of Allied Health Sciences." Discipline: Allied Health Sciences; Speech and Hearing Sciences; Department/School: Medicine.
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Vogt, Deborah Ann. "Effectiveness of "building a better me" after-school enrichment program for the enhancement of communication skills." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1165867093.

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Hunter, Lisa Rae. "The relationship between interpersonal communication skills, teaching effectiveness, and conducting effectiveness of music education students." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/290005.

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The purpose of this study was (a) to determine if there was a significant relationship between the interpersonal communication skills of music education students and teaching effectiveness, (b) to determine if there was a significant relationship between the interpersonal communication skills of music education students and conducting/rehearsal technique, and (c) to determine if there is a significant difference between the conductor and ensemble perception of the conductor's interpersonal communication skills. Subjects were 30 music education students who had taken at least one semester of conducting instruction. Subjects completed three 10-minutes micro rehearsals with an ensemble. Each micro rehearsal was videotaped. Upon completion of the third micro rehearsal, members of the ensemble completed the Questionnaire on Teacher Interaction for each subject to determine the subject's perceived interpersonal communication style profile. Each subject completed the Questionnaire on Teacher Interaction using his/her ideal responses to determine an ideal interpersonal communication style profile. Three judges evaluated videotapes of the first and third micro rehearsal for each subject using the Survey on Teaching Effectiveness to determine teaching effectiveness and the Conductor Observation Form to determine conducting effectiveness. Data were analyzed using two Two-way Analysis of Variances with Repeated Measures to determine if significant differences existed between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A quotient of agreement was calculated to determine the degree of association between ideal interpersonal communication styles and perceived interpersonal communication styles. Eleven subjects were identified as having helpful/friendly interpersonal communication styles, 11 subjects were identified as having understanding interpersonal communication styles, and 8 subjects were identified as having strict communication styles. Significant (p ≤ .05) differences were found to exist between interpersonal communication skills, teaching effectiveness, and conducting effectiveness. A low (quotient of agreement = .10) degree of association was found between ideal interpersonal communication styles and perceived interpersonal communication styles.
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Rippey, Gwendolyn. "The relationship between perceived communication skills and job performance evaluation ratings for supervisor-subordinate dyads /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148544461.

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Fine, Gregory M. "Improving parent/teenager relationships through the development of communication skills." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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DuPont, Carrie Sue. "The Relationship Between Counselor Educator Technology Self-Efficacy and Distance Counseling Skills Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7632.

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Grounded in Bandura's theory of self-efficacy, the purpose of this study was to examine if one aspect of counselor training, counselor educator self-efficacy with technology (SE), was associated with counselor educator teaching distance counseling skills in their classroom (INC). For this correlation study, 176 counselor educators in the United States with experience teaching a skills-based class completed an anonymous online survey. Survey data were used to assess if self-efficacy with technology and demographic data were related to the inclusion of distance counseling skills in the classroom. Point-biserial correlation and logistic regression analysis were used to examine relationships between SE, demographic data, and INC. There was a positive correlation between the Intrapersonal technology integrations scale (ITIS) score, used to measure SE, and INC scoresn=176, rpb=.343, p< .001. A logistic regression was performed to determine the effects of prior experience (EXP), availability of technology (AV), and SE on teaching distance counseling skills. The model was statistically significant, χ2 (3) = 64.342, p <.000., explained 41.5 % (Nagelkerke R2) of the variance in teaching distance counseling, and correctly classified 79.3% of cases. The results of the logistic regression analysis indicated that SE, EXP, and AV were significant predictors of INC. The findings confirm prior research on technology integration in education. Specifically, availability of technology, although an important factor, is not the only variable impacting technology integration. The findings from this study can help guide counselor training programs to prepare students for the expanding use of technology in counseling increasing access to care.
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Smith, Ashlyn L. "Examining the Role of Communication on Sibling Relationship Quality and Interaction for Sibling Pairs With and Without a Developmental Disability." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/81.

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Sibling relationships in families of children with disabilities are generally positive despite difficulties that may result from the child’s disability. Many developmental disabilities have associated communication impairments that could affect how siblings interact with each other and the closeness between them. Research has rarely addressed the role of communication skills and how potential deficits in communication may impact the sibling relationship. The purpose of this study is to examine the characteristics of sibling communication interaction patterns when one sibling has a developmental disability and the unique role that communication skills play in the quality of the sibling relationship using both self-report and observational measures. Participants were 30 mixed and same-sex sibling dyads that included one typically developing sibling and their brother or sister with an identified developmental disability. Using parent report, children with disabilities were placed into three communication status groups according to their communication skills: emerging communicators, context-dependent communicators and independent communicators. Results indicated that when children with disabilities were independent communicators, they exhibited interactions with their siblings that were similar in terms of lexical complexity but that regardless of communication status, typically developing siblings dominated the interaction. All three communication groups differed significantly on measures of relative status/power with siblings of children who were independent communicators reporting highest levels of relative status/power. Additionally, receptive vocabulary was a significant predictor of relative status/power and proportion of intelligible utterances was a significant predictor of rivalry. Finally, although typical siblings acknowledged that their relationship would be different if their sibling with a disability had different communication skills, it did not lessen the importance of that sibling in their life. As a whole, these results represent a first step in understanding the unique role of communication skills in the sibling relationship for families of children with disabilities. It established that when children are grouped together according to their communication abilities, findings regarding relative status/power are different than what would be expected based on literature. Communication and language skills are important variables to add to the literature to further elucidate the sibling experience in families of children with disabilities.
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Oxford, Mary Cunningham. "SUCCES, Satisfying Unions through Couples Communication and Enhancement Skills a secondary prevention and enhancement program for married couples /." Texas A&M University, 2003. http://hdl.handle.net/1969/417.

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Books on the topic "Relationship and communication skills"

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DeVito, Joseph A. Interpersonal messages: Communication and relationship skills. 2nd ed. Boston: Pearson Allyn & Bacon, 2011.

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Interpersonal messages: Communication and relationship skills. 2nd ed. Boston: Pearson Allyn & Bacon, 2011.

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DeVito, Joseph A. Interpersonal messages: Communication and relationship skills. 2nd ed. Boston: Pearson Allyn & Bacon, 2009.

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Patrick, Fanning, and Paleg Kim, eds. Couple skills: Making your relationship work. Oakland, CA: New Harbinger Publications, 1994.

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Gerlach, Peter K. Satisfactions: 7 relationship skills you need to know. [Philadelphia, Pa.?]: Xlibris, 2002.

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Human relationship skills: Coaching and self-coaching. 4th ed. Hove [England]: Routledge, 2006.

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Human relationship skills: Training and self-help. Sydney: Holt, Rinehart and Winston, 1986.

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Nelson-Jones, Richard. Human relationships: A skills approach. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1990.

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Underman, Boggs Kathleen, ed. Interpersonal relationships: Professional communication skills for nurses. 3rd ed. Philadelphia: Saunders, 1999.

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Underman, Boggs Kathleen, ed. Interpersonal relationships: Professional communication skills for nurses. 4th ed. St. Louis: Saunders, 2003.

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Book chapters on the topic "Relationship and communication skills"

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Ingram, Richard, Jane Fenton, Ann Hodson, and Divya Jindal-Snape. "Communication skills for building and sustaining relationships." In Reflective Social Work Practice, 35–49. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-30199-4_3.

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Berg-Weger, Marla, Deborah Adams, and Julie Birkenmaier. "Communication, Interviewing, and Engagement: Relationship Skills for Practice at All Levels." In The Practice of Generalist Social Work, 64–94. Fifth Edition. | New York City : Routledge Books, 2020. | Series: New directions in social work | Revised edition of The practice of generalist social work, 2017.: Routledge, 2020. http://dx.doi.org/10.4324/9780429331343-3.

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Rothman, Juliet. "Using Client Strengths and Worker Skills to Optimize Communication and Relationship." In Social Work Practice Across Disability, 203–38. Second edition. | New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315178028-15.

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Firth, Miriam. "Relationship skills." In Employability and Skills Handbook for Tourism, Hospitality and Events Students, 127–59. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351026949-8.

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Kress, Jeffrey S., and Maurice J. Elias. "Communication and Relationship Skills." In Nurturing Students’ Character, 87–109. Routledge, 2019. http://dx.doi.org/10.4324/9780429199875-7.

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"Building the relationship." In Skills for Communicating with Patients, 139–68. CRC Press, 2016. http://dx.doi.org/10.1201/9781910227268-14.

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"TOWARDS UNIVERSAL HUMAN BEING SKILLS." In Communication, Relationships and Care, 223–24. Routledge, 2004. http://dx.doi.org/10.4324/9780203494325-58.

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Sully, Sue. "Interpersonal Communication." In Nursing OSCEs. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199693580.003.0010.

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Nursing is an interpersonal profession (Ellis and Whittington 1981) which is to say that the majority of the goals of the profession are met through the quality and nature of relationships the nurse is able to form. Effective interpersonal communication which underpins the therapeutic relationship is a complex set of skills which require the nurse to understand the context and purpose of the interactions, in addition to being aware of their own agendas and factors which might form a barrier to effective working relationships. Historically, interpersonal communication was implicit within nursing care and by the 1980s writers such as Morrison and Burnard (1991) and Porritt (1990) had identified and explored the nature of the therapeutic relationship and interpersonal skills within nursing care. Now authors such as Stein-Parbury (2009), Burnard and Gill (2008), Maben and Griffiths (2008), Freshwater (2005) and Greenhalgh and Heath (2005) have studied and written about this area in great depth. Both the Department of Health (DOH) (2010) and the Nursing and Midwifery Council (2008) have identified the centrality of patient-led care and the nurses’ ability to develop effective working relationships that enhance dignity and treat the person with compassion and care. A therapeutic relationship is significantly different from relationships that are formed socially amongst colleagues and friends. In order to establish a relationship which is helpful it is necessary to be aware of the assumptions, expectations and feelings you carry into each new professional relationship. Without this awareness there is a real danger that your own ‘noise’ will make it difficult for you to be present and experience the other person as they are. In order to understand the emotional needs and concerns of the person it is necessary for you to try to understand the world of the person that you are caring for—from that person’s own perspective. The nearer you can come to this the more effective will be the relationship, and the assessed needs of the patient will be more accurate and relevant. Learning about interpersonal communication within the context of nursing and the therapeutic relationship means that you will have the opportunity to develop your skills and adapt them for the purpose of caring for others.
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"ARE THERE UNIVERSAL HUMAN BEING SKILLS?" In Communication, Relationships and Care, 219–22. Routledge, 2004. http://dx.doi.org/10.4324/9780203494325-57.

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"TO COMMUNICATE AND ENGAGE: RELEVANT COUNSELLING SKILLS." In Communication, Relationships and Care, 225–29. Routledge, 2004. http://dx.doi.org/10.4324/9780203494325-59.

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Conference papers on the topic "Relationship and communication skills"

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Yin, Wenqiang. "Relationship study on doctor-patient communication performance, communicative skills, willingness and environmental perception of medical students." In 2016 2nd Chinese Youth’s Health Forum – Physiology, Psychology and Education. Asian Academic Press Co., Limited, 2017. http://dx.doi.org/10.24104/rmhe/2017.01.02010.

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Kairiene, Aida. "The Relationship between English Language Skills and Learning Needs of Secondary School Students." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.010.

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Students learn English with certain motives. Many students seek to improve their careers, others seek to gain confidence, and others plan to live abroad. Thus, the problematic question arises: how do English language skills and learning needs of secondary school students relate to each other? The research aim is to designate the relationship between English language skills and learning needs of secondary school students. The methods of descriptive statistics were used. The Spearman rank correlation coefficient was applied. Mostly the medium correlation and a weak correlation were dominated between English language skills and learning needs. The analysis disclosed that students give more priority to receptive skills ‒ reading and listening than to communicative - speaking and writing skills.
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Arezoomand, Mojtaba, and Jesse Austin-Breneman. "Investigating Optimal Communication Frequency in Multi-Disciplinary Engineering Teams Using Multi-Agent Simulation." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97301.

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Abstract Complex engineering design tasks require teams of engineers with different skills and unique knowledge sets to work together to develop a solution. In these contexts, team communication is critical to successful design outcomes. Previous research has identified effective management of communication frequency as an important dimension of team communication leading to improved design outcomes. Organization research literature has demonstrated a curvilinear relationship in which both frequent and infrequent communication may hamper organizational performance. In contrast, recent work in engineering design research has found an inverse relationship between frequency and technical system performance for simple design tasks. This paper extends this work quantifying the impact of communication frequency on technical system performance by examining multi-disciplinary problems. Results from a multi-agent simulation on a six discipline parameter design task for minimizing the weight of a geostationary satellite are presented. Simulation results suggest that the form of relationship between frequency and performance changes significantly depending on the communication pattern. The evidence suggests that for the same design task a planned periodic communication pattern results in a curvilinear relationship, whereas for a stochastic communication pattern a less pronounced monotonic inverse relationship is found.
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Karatsolis, Andreas, Mollie Kaufer, Suguru Ishizaki, Stacie Rohrbach, and Marsha Lovett. "Understanding the relationship between rhetorically-based learning modules and communication skills improvement in a global technical writing course." In 2013 IEEE International Professional Communication Conference (IPCC 2013). IEEE, 2013. http://dx.doi.org/10.1109/ipcc.2013.6623923.

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Stanciu, Florentina. "Training in French communication skills in online learning through the efficient use of video sequences." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p146-150.

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The last decades, characterized by changes in the transnational relationships, by the growth of the European Union and the increasing need to communicate in the globalized world, lead to a reevaluation of the practices, methodologies and materials used in teaching languages, especially in teaching French as a foreign language. Online learning completes the classical learning suggesting accessible information which can be accessed anytime through electronic platforms. Qualitative online learning involves planning online learning, online teaching and online learning its-self. Using multimedia contents in teaching constitutes an advantage in shaping the communicative competence of the students in French as a result of the pictures in general and particularly of the videos, which make learning efficient. Interaction and communication facilitate the learning-teaching-evaluation process and the authentic materials – the videos expose the learner to situations which enable them to improve the comprehension competences, the written and oral communication and the development of intercultural competences.
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Bauer, Candice. "Techniques for Teaching Communication Skills to the Millennial Generation." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10192.

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Techniques for teaching communication skills to engineering students of the Millennial Generation are reviewed. A detailed outline of the characteristics of the Millennial Generation are described and compared to the traits of other generations. The Millennial Generation has several distinct characteristics such as developing inclusive relationships, tolerating authority, and leading by collaboration. This contrasts with the characteristics of the Baby Boomers and Generation X (the majority of professors and the students’ parents); however, the characteristics align closely with the Traditionalist Generation (higher administration and the students’ grandparents). Strategies for working among the generations are detailed resulting in the creation of an understanding of how to teach to the Millennial Generation. In order to aid the understanding, lesson plans which focus on creating a learner-centered environment are detailed. The lesson plans include objectives, strategies, content, activities, assessment techniques, and ABET alignment. The topics include team building, effective meetings, a term project, writing skills, and speaking skills. Team building illustrates why and how a team achieves its objectives. Example activities include the development of a team charter. The effective meetings lesson plan details techniques on how to teach students project management skills. Criteria for developing term projects to match the Millennial Generation characteristics are detailed, and an example which also includes K-12 outreach activities is presented. The lesson plan for speaking and writing skills defines grading rubrics for the evaluation and assessment of technical writing and presentations. This work has been in development and implemented for nearly five years in a junior level, multidisciplinary course entitled, Engineering Communications, at the University of Nevada, Reno. The lesson plans are evaluated based on course evaluations, industry interviews, case studies, and an alumni survey.
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Kikuchi, Tetsuo, Erika Suzuki, Xiahui Liu, Yuka Takai, Akihiko Goto, Hiroyuki Hamada, and Yuqiu Yang. "An Investigation on the Relationship Between Operator’s Skill Level and Dimension Stability in Gel Coating." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37725.

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Gel Coating has been used for forming composite structures since ancient times. Although the gel coating method is very primitive, it offers the advantage of being able to deal widely with different production volumes and product sizes because the molds used are inexpensive and facility costs are low. On the other hand, gel coating work itself relies on human skills, which means that the finish differs according to the operator carrying out the work, the quality of the product differs among parts depending on the ease of forming. Hence highly specialized control technique and the tradition of skill are required to ensure the consistent stability of product quality. Generally, it needs more than 25 years of training and practice, as well as relentless efforts and an instinctive sense of molding to master the art of gel coating. However, there are in fact very few people who can be called experts of the technique in Japan. For this reason, the tradition of molding techniques needs to be carried on as quickly as possible. It is considered that the experiment, seemingly a new and only attempt in Japan, quantified techniques that are not visibly apparent and considered to be tacit knowledge. Therefore, in this study, motion analysis experiment of gel coating experts by MAC 3D System at a sampling rate of 60 Hz was conducted to obtain objective data on an expert applier’s skills (the default value) with compared to the non-expert one. Furthermore, dimensional stability measurements were made, and an investigation of the correlation to an expert’s application techniques was conducted in order to pass the suitable training and communicating technical skills to advanced management engineering and inexperienced appliers. It is found that the movement of an expert applier’s lower body had a different motion compared with a non-expert applier. The expert’s centroid moved smoothly and his motion tended to be constant. On the other hand, the non-expert’s motion was awkward at several points and his motion didn’t have the same tendencies as the expert.
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M. W. Ng, Eugenia, and Ada W. W. Ma. "An Innovative Model to Foster Web-based Collaborative Learning." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2547.

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Learning to learn is the theme of the current educational reform in the Hong Kong Special Administrative Region. Learners should be well equipped with collaborative skills, communication skills, creativity, critical thinking skills, and skills in using information technology to be responsive to the changing requirements of the workplace and the society. We have drawn the elements of collaborative learning from research findings and come up with a new model to be implemented for our learners in the coming semester using the Web as an avenue for on-line discussions and peer assessments. The group projects, bi-weekly reflective journals, peer assessments should be able to cultivate learners’ positive attitude towards sharing. The evidence will be gathered through quantitative and qualitative means to examine if there is any relationship between collaborative learning and peer assessment with the final assessment grades received.
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Miliszewska, Iwona, and Grace Tan. "Web ACE - A Study in Reciprocal Informing." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2785.

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A Computer Science degree includes a compulsory final year Project subject. The Project involves the design and implementation of a real-life computer application for a client, and gives students an opportunity to work in a setting emulating a real-life information technology environment. Students undertake the Project subject together with its co-requisite subject in English Language and Communication. The English subject focuses on consolidating written and oral communication skills such as compilation of technical reports, and delivery of oral presentations - skills directly relevant to the Project. This paper reports on a unique Project experience where a group of students developed a Web based system for ‘special’ clients - their English lecturers. The paper discusses the rationale for the project, its details and benefits. It highlights the relationship between the Project students and the English lecturers and the dual roles of informers and clients, that each of the parties played in the process.
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McRae, Norah, Dana Church, Jennifer M. Woodside, David Drewery, Anne Fannon, and Judene Pretti. "Toward a Future-Ready Talent Framework for Co-operative and Work-Integrated Learning." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9319.

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Co-operative education and work-integrated learning (WIL) are powerful means to prepare post-secondary students for the VUCA world: a world that is volatile, uncertain, complex, and ambiguous. Co-op and WIL programs expose students to the workplace which, among other things, allows students to learn about the contexts and challenges facing their employers. This contributes to the development of an “adaptive resilience” that is so crucial for coping with VUCA and the future of work and learning. Still, existing co-op and WIL programs can do more. We developed a Future-Ready Talent Framework that provides educators with explicit learning outcomes, gives students clear expectations, and equips organizations with a common language with which to interact with post-secondary institutions, educators, and students. Our Framework is comprised of four different skill sets: Discipline and Context Specific Skills, Develop Self, Build Relationships, and Create Solutions. Each of the four skill sets includes three distinct skills. Although it is a work in progress, our Framework can serve as the basis for improved curriculum, communication, and evaluation, and can serve as a tool for students to develop the confidence and know-how to face the future of work and learning.
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Reports on the topic "Relationship and communication skills"

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Bales, Lynn. The Concept of "Communication Skills" in the Discipline of Speech Communication. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6105.

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Aurbach, Elyse L., Katherine E. Prater, Emily T. Cloyd, and Laura Lindenfeld. Foundational Skills for Science Communication: A Preliminary Framework. Office of Academic Innovation, University of Michigan Ann Arbor, 2019. http://dx.doi.org/10.3998/2027.42/150489.

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Raj, Deepika, and Jung Ha-Brookshire. The Relationship between Supervisor's Leadership Skills and Student Learning through Internship Experiences. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1521.

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Baker, Linda. Towards Enhancing Written Communication Skills in the Army: Cognitive and Metacognitive Perspective. Fort Belvoir, VA: Defense Technical Information Center, August 1987. http://dx.doi.org/10.21236/ada197396.

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Abramson, Lisa. The relationship of patients' perceptions of physicians' communication style to patient satisfaction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6004.

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Sadachar, Amrut, Emily Dance, Jane Teel, and Susan Hubbard. Are Apparel Design and Merchandising Programs� Curriculum Building Students� Soft Skills? A Pilot Study Regarding the Presence of Communication and Leadership Skills. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8804.

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Duhamel, Katherine N. Increasing Pain Related Communication Skills to Improve Pain Management in Metastatic Breast Cancer Patients. Fort Belvoir, VA: Defense Technical Information Center, August 2002. http://dx.doi.org/10.21236/ada408989.

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DuHamel, Katherine. Increasing Pain Related Communication Skills to Improve Pain Management in Metastatic Breast Cancer Patients. Fort Belvoir, VA: Defense Technical Information Center, August 2000. http://dx.doi.org/10.21236/ada391338.

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Dahm, Pamela. Communication and socialization skills of three year olds with a history of language delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5752.

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Midford, Nicole. Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6496.

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