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Файл:Ординатура / Хирургия / Библиотека им академика М.И. Перельмана / Книга_3777_Библиотеки_им_академика_М_И_Перельмана
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CHAPTER 11 Communication Skills for the Phlebotomist
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3. Answer multiple calls promptly; do not wait until you have
nished with the rst caller. Acknowledge the additional calls.
Example: “Thank you for your patience. Would you please hold
for just a moment?” If you suspect the rst call may be lengthy,
explain to the additional callers that you will be happy to return
their call, and give them an idea of when you will do so.
4. Always acknowledge a ringing phone. A patient you are working
with will hear the phone and prefer that you answer it to stop
the ringing. Apologize to the patient who is with you and excuse
yourself. Ask the caller to hold, or offer to return the call. Return
as soon as possible to your original patient.
5. Transfer calls without making the caller angry. Make sure the
caller has to state his request only to the rst person who answers the telephone. If the patient has to repeat his request,
he may become angry. Tell the caller that you are sorry but you
need to transfer him to a person better able to help him. Give
the caller the correct extension number for future reference;
patients always appreciate being informed. When you transfer
the call, give the pertinent information to the person answering
the telephone.
6. Take complete telephone messages. Include the name of caller
(ask for the correct spelling), the message, the date and time of
day, and your name or initials.
7. Keep paper and a pen close to the telephone. Do not make the
caller wait for you to nd supplies.
8. Use the caller’s name whenever possible. This may be the most
effective way to establish rapport over the telephone.
9. Convey a professional manner. Do not chew gum or eat while
answering the telephone. Keep the background noise to a
minimum.
10. Use good communication techniques, such as a pleasant tone of
voice, appropriate words, and clear enunciation.
193
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
SUMMARY
If you are not communicating well with a patient, even the best venipuncture technique possible may not result in a positive experience for your
patient. Good communication skills are as important as excellent blooddrawing skills.
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PART 3 Professional Success in Phlebotomy
Phlebotomists must learn to use good speaking and listening skills.
Choosing appropriate words, articulating properly, and projecting positive
nonverbal messages are important skills for the phlebotomist. Listening
carefully to the patient can make the difference between a bad experience
and a positive one. Speaking and listening well on the telephone are very
important as well.
REVIEW ACTIVITIES
1. The difference between speaking and communicating is:
_____________________________________________________
____________________________________________________.
2. Give an example of a poorly articulated sentence and how it
should be articulated properly
_____________________________________________________
____________________________________________________.
3. List ve types of nonverbal communication.
a.
b.
c.
d.
e.
.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
4. Re
ective listening is different from simple listening in that
_____________________________________________________
____________________________________________________.
5. The steps taken by a person taking a telephone message should
always include:
a.
b.
c.
d.
6. Describe the steps involved in handling multiple telephone calls.
a.
b.
c.
CHAPTER 11 Communication Skills for the Phlebotomist
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DISCUSSION QUESTIONS
1. You answer the telephone. The caller is obviously irate about
something. He speaks rapidly and has a heavy accent that you
have dif culty understanding. You think that possibly he wants
information about a bill. How would you handle his call?
2. You have a coworker who accuses you of “not listening.” Your
supervisor talks with you about errors you have made in taking
verbal instructions. What can you do to improve the situation?
195
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
12
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“Con ict is natural; neither
positive nor negative, it
just is.”
—Thomas F. Crum
Conflict Management Skills
After studying this unit, it is the responsibility of the learner to be able to:
1. Discuss the concept that con ict is natural and is not a win-or-lose
situation.
2. Describe the ve con ict management styles.
3. Determine and describe the learner’s own con ict management style.
4. List the steps in con ict reduction.
5. List the steps in problem solving.
6. Apply con ict management skills to daily con ict situations.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
accommodator one who aids, assists
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avoider one who shuns, bypasses, evades
collaborator one who assists, acts as a partner
compromiser one who adapts, adjusts,
negotiates
con ict clash, confrontation, difference, opposi-
tion, unrest
controller one who rules, manages
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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C
PART 3 Professional Success in Phlebotomy
on ict is part of our daily lives. As phlebotomists, we will expe-
rience con ict with coworkers, patients, supervisors, and physicians. Con ict can result in unhappiness in our jobs, destructive
behavior, and, ultimately, very poor customer service. However,
this does not have to be the case. If handled properly, con ict can
result in growth and increased effectiveness. Because as phlebotomists we must interact with so many people in stressful situations, it is essential that we learn to handle con ict effectively. It is
unlikely that we can eliminate con ict, but we can learn to manage it skillfully.
Con ict management is a process. When we become involved
in a con ict, we must diagnose it and begin to take appropriate
action to control the emotionality of the situation and enable the
involved parties to understand and control their differences. We
must understand that resolving a conflict is usually not about
deciding who is right. It is about acknowledging and appreciating
differences.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CONFLICT STYLES
We each have our own characteristic approach to handling con ict. While
we experience many types of con ict—with a nurse upset about how long
it took to have a glucose sample collected, a coworker unwilling to help
with the workload, or a client refusing to have a blood specimen drawn,
for example—we tend to respond in a consistent way. Our style is dependent on our past experiences and training. For instance, some people
will try to avoid con ict at all costs. Others may be so concerned about
“winning” that they must try to achieve their goals even at the risk of
damaging or destroying their relationship with the other party. Joyce and
William Wilmot describe the different approaches we take to con ict in
their book, Interpersonal Con ict. They identify the following styles.
Collaborator
The collaborator’s approach to con ict is to manage it by maintaining
interpersonal relationships and ensuring that both parties to the con ict
achieve their personal goals. The collaborator acts not only on behalf of
his own interests, but also on behalf of the opposing party’s interests. On
CHAPTER 12 Con ict Management Skills
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199
recognizing that a con ict exists, the collaborator uses appropriate con ict
management methods to solve the problem. This brings about a positive
outcome for both parties. The underlying causes of the con ict are identi ed, and, through understanding, a solution is worked out. A problemsolving approach is used.
Compromiser
The compromiser assumes that all parties involved in the con ict cannot
have completely positive outcomes. Compromisers bargain with respect
to both the goals and the relationships of the involved parties, with persuasion and manipulation being the dominant approaches. The objective
is to nd some compromise that is mutually acceptable and that partially
satis es all parties involved.
Accommodator
The accommodator’s approach to con ict involves maintaining the inter-
personal relationship at all costs. The accommodator has little or no concern for identifying and understanding the source of the con ict. Giving
in, appeasing, and avoiding con ict are viewed as ways of protecting the
relationship. The con ict is smoothed over in an attempt to make everything “OK.” The accommodator’s role is that of peacemaker.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Controller
The controller tries to overpower the opposing party in an authoritarian
manner, whatever the cost to the relationship involved. Con ict is viewed
as a win-or-lose proposition. Finger pointing is more important than identifying the source of the con ict. A culprit must be identi ed and punished. This is a power-oriented mode; the controller uses whatever power
is appropriate and available to achieve the desired resolution.
Avoider
The avoider’s approach is to view con ict as something to be ignored or
avoided. Controversy or disagreement is viewed as unhealthy. A central
theme in this style is hopelessness, which results in a high degree of frustration for all parties involved. Personal goals are usually not met, nor is
the interpersonal relationship maintained in this style of con ict. Avoiding
con ict might take the form of diplomatically diverting an issue, postponing dealing with an issue until a better time, or simply withdrawing from
a threatening situation. Avoiders “absorb” until they become so unhappy
that they react inappropriately to a situation.
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PART 3 Professional Success in Phlebotomy
CONFLICT MANAGEMENT
A common situation involving con ict is the distribution of a department’s
workload. Phlebotomists often complain that they “do more” than their
coworkers, and that they have to do “harder sticks.” When the morning’s
assignments are distributed, for instance, how might the collaborators,
compromisers, accommodators, controllers, or avoiders in your department handle the workload?
The following survey asks questions about situations that you are likely
to encounter in your personal and professional life. After reading about each
situation and the ve possible responses, circle the letter for the response
that would be most typical for you. Use other work-related con icts you have
experienced as your frame of reference, and keep those situations in mind
when responding to the survey. (There are no right or wrong responses.)
1. On experiencing strong feelings in a disagreement with a
coworker concerning who will obtain blood samples from an
unpleasant and combative client, you
a. enjoy the emotional release and sense of exhilaration and
accomplishment.
b. enjoy the strategizing involved and the challenge of the con ict.
c. think seriously about how others are feeling.
nd it frightening, because you do not accept that differences
d.
can be discussed without hurting. You begrudgingly collect
the specimens.
e. become convinced that there is nothing you can do to resolve
the issue.
2. What do you believe are the best results that can come out of con ict?
a. Con
b. Con ict results in canceling out extremes of thinking so that a
c. Con ict clears the air and enhances commitment and results.
d. Con ict demonstrates the absurdity of self-centeredness and
e. Con
3. When you become angry with a coworker, you
a. verbally attack and “get it off your chest.
b. try to smooth things over with a good story.
c. express your anger in a respectful manner and invite your
ict helps people face the fact that one answer is better
than others.
strong middle ground can be reached.
draws people closer together in their commitment to each other.
ict lessens complacency and assigns blame where it belongs.
”
coworker to respond.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CHAPTER 12 Con ict Management Skills
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d. try to compensate for your anger by acting in a way opposite
to what you are feeling.
e. remove yourself from the situation.
4. When you nd yourself disagreeing with other members of a
group on an important issue, you
a. defend your position.
b. appeal to the logic of the group in the hope of convincing at
least a majority that you are right.
c. explore points of agreement and disagreement and the feel-
ings of the group’s members, and then search for alternatives
that take everyone’s views into account.
d. go along with the rest of the group.
e. do not participate in the discussion and do not feel bound by
any decision reached.
5. When you see the con
ict emerging in a group, you
a. push for any quick decision, to ensure that the task is com-
pleted or a resolution is reached.
b. avoid outright confrontation by moving the discussion toward a
middle ground, without identifying the real nature of the con ict.
c. share with the group your impression of what is going on, so
that the nature of the impending con
ict can be discussed.
d. forestall or divert the con ict before it emerges by distracting
the involved parties with humor.
e. stay out of the con ict.
201
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Scoring the Survey
This survey is not intended as an absolute method for determining your
style of con ict management. Rather, it is a means of helping you to expand
your awareness of how you typically respond to con ict. It is not unusual
to respond to con icts with a combination of styles, depending on the circumstances of each situation. You may determine your predominant style
by totaling the number of responses under each answer category. The
most frequently circled letter re ects your con ict management style:
a. controller
b. compromiser
c. collaborator
d. accommodator
e. avoider
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PART 3 Professional Success in Phlebotomy
PROBLEM SOLVING
Managing conflict to achieve a positive resolution requires conflict
reduction and problem solving. In con ict reduction, the emotionality of the situation is reduced. The actual problem-solving work comes
next. To arrive at a positive resolution, the following things must be
done:
•
The problem must be seen as external to the involved parties. It
must be a “we” problem rather than a “me” problem; no nger
pointing is allowed.
The parties must describe the problem in terms of their similar •
needs and interests.
The emphasis must be on goals or bene ts that can be achieved
•
with a solution that is not predetermined by one or both parties.
•
The con
The emphasis must be placed on long-term effects, not just the •
immediate disagreement.
ict must be focused on facts and issues, not personalities.
Steps to Con ict Reduction
1. Listen to the other party’s position. Develop rapport by sincerely
trying to understand that position. Summarize for the other
party what you have heard.
2. Clearly state your position, and explain why you feel the way
you do.
3. Ask the other person or persons to explain why they feel as they do.
4. Summarize and come to an agreement on what your differences
really are.
5. Move on to problem solving.
Steps to Problem Solving
1. De ne the problem in a nonthreatening way. Do not place
blame.
2. Identify all possible solutions. Do not evaluate.
3. Evaluate options that are satisfactory to both parties.
4. Decide on an acceptable solution.
5. Decide how to implement the solution.
6. Develop a process for evaluating the success of the solution.
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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