The Context of Communication in Emergency Departments

Slade, Diana; Manidis, Marie; McGregor, Jeannette; Scheeres, Hermine; Chandler, Eloise; Stein‐Parbury, Jane; Dunston, Roger; Herke, Maria; Matthiessen, Christian M.I.M.

doi:10.1007/978-3-662-46021-4_2

Cited by 4 publications

(13 citation statements)

References 14 publications

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“…Doing so, the debriefer utilized various linguistic features and communication strategies to facilitate the debriefing session. In line with previous research, these strategies included the use of open-ended questions, silent pauses, direct discourse, and informative feedback (Eggins & Slade, 2013; Slade et al, 2015). Nevertheless, to improve this type of communication, it is recommended that debriefers in this setting employ other debriefing techniques.…”

Section: Discussionmentioning

confidence: 89%

“…However, it would have been better to supplement it with positive feedback such as “ good,”“great”, “correct answer” , etc. to reassure the participant and encourage further self-reflection or reasoning (Slade et al, 2015). In line 100, the debriefer explained to the students that the patient’s condition needed to be stabilized before being connected to the ventilator.…”

Section: Resultsmentioning

confidence: 99%

“…Additionally, as revealed in the analysis, the heavy reliance on the use of questions can make the interaction dominated by the debriefer creating an asymmetrical relationship between the debriefer and the students. To encourage students’ full involvement and instructive self-assessment and reflection, debriefers in this setting are encouraged to balance the use of questions to avoid restraining students from engaging and producing extended turns, thereby positioning themselves in a passive role (Slade et al, 2015). Students need to be encouraged to take an active role, question their clinical decisions, and reflect on their performance as such experiences contribute to their future clinical judgment and reasoning (Boet et al, 2011; Decker & Dreifuerst, 2007; Dreifuerst, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…This qualitative study employed discourse analysis approach to explore the dynamics of student-debriefer interaction in a debriefing session. It aimed to identify the structure of the debriefing and describe the linguistic features and communication practices used during the debriefing, and their impact on the dynamics of this type of interaction (Eggins & Slade, 2013; Slade et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…Accordingly, due to the lack of analyses of authentic debriefings as many of the current investigations are descriptive (Cant & Cooper, 2011), as any other type of educational discourse, evaluating actual debriefing episodes is essential for discussing and improving this type of practice (Eggins & Slade, 2013; Grant & Jenkins, 2014). Thus, to understand how this type of interaction unfolds, this study utilizes discourse analysis (Eggins & Slade, 2013; Slade et al, 2015; Tannen et al, 2015) to examine the discourse of debriefing sessions in an educational setting.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Discourse of Debriefing Interactions: Areas for Improvement

Mohammad

2023

SAGE Open

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Debriefing has been widely used as part of simulation-based education (SBE) to promote reflective thinking and prepare students for real clinical practice. This study examined a real debriefing transcript to identify its structure and gain insight into communication strategies used by the participants. The sample included an extended debriefing session in which a debriefer and undergraduate students, who participated in a critical care nursing simulation, engaged in a self-reflection phase. Adopting discourse analysis approaches, the analysis revealed how this interaction unfolds. The analysis also unveiled an asymmetric relationship during the debriefing that positioned the debriefer in a position of power and interactional dominance, and placed students in a passive role. Interactional features such as the use of open-ended questions, silent pauses, and informative feedback were identified as effective communication strategies to support the interaction; however, to achieve efficient self-debriefing, debriefers in this setting are encouraged to balance the use of questions to avoid restraining students from engaging and producing extended turns. Moreover, debriefers need to establish a safe environment that optimizes students’ involvement in self-reflection. This study recommends the use of other debriefing techniques to minimize the dominance of the debriefer during the interaction.

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Section: Discussionmentioning

confidence: 89%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Discourse of Debriefing Interactions: Areas for Improvement

Mohammad

2023

SAGE Open

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Communication in the Electronic Age: an Analysis of Face-to-Face Physician-Nurse Communication in the Emergency Department

Benda

Hettinger

Bisantz

et al. 2017

J Healthc Inform Res

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We describe the patterns and content of nurse to physician verbal conversations in three emergency departments (EDs) with electronic health records. Emergency medicine physicians and nurses were observed for 2 h periods. Researchers used paper notes to document the characteristics (e.g., partners involved, location of communication, who initiated communication) and content of nurse to physician conversations. J Healthc Inform Res (2017)

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Laughter in hospital emergency departments

Macqueen,

Collins,

Brookes

et al. 2024

Discourse Studies

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For patients, hospital emergency departments (EDs) are unfamiliar, institutional contexts involving high-stakes communication in heightened emotional circumstances. This study examines laughter, as one expression of emotion, in an existing 649,631-word corpus of naturally occurring clinician-patient interactions recorded in five Australian hospitals. A mixed methods approach revealed (1) the spread, frequency and producers of laughter, and (2) the functions of laughter in unfolding interactional contexts. First, a corpus analysis showed that laughter in the ED was most frequently produced by nurses and patients, but relatively infrequently by doctors. Secondly, two case studies comprising all the interactions of two patients for the whole duration of their ED visits were analysed in detail to explore the individuals’ contrasting patterns of laughter. The analysis revealed how laughter can be a cue to the affective dynamics of patient-clinician interactions about serious matters, for example, signalling difficult topics and managing anxiety in the ED context. Laughter, and any related humour, can indicate the achievement of mutuality, which is considered a cornerstone of genuine shared decision-making and patient participation in their own care. Therefore, the findings suggest that a sensitive responsiveness to patient-initiated laughter, and any associated humour, may promote patient-centred relationships in clinical interactions.

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The Context of Communication in Emergency Departments

Cited by 4 publications

References 14 publications

Exploring the Discourse of Debriefing Interactions: Areas for Improvement

Exploring the Discourse of Debriefing Interactions: Areas for Improvement

Communication in the Electronic Age: an Analysis of Face-to-Face Physician-Nurse Communication in the Emergency Department

Laughter in hospital emergency departments

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