Student # 810 121 269

Curtis, K. & Tzannes, A. & Rudge T. (2011). How to talk to doctors a guide for effective
communication. International Nursing Review, 58(1), 13-20.
810 121 269
Date Submitted: February 26TH, 2014
NURS 260: Theory
Humber College ITAL

Curtis, K. & Tzannes, A. & Rudge T. (2011). How to talk to doctors a guide for effective
communication. International Nursing Review, 58(1), 13-20.

Student # 810 121 269

The article I chose to write my discussion on is How to Talk to Doctors a guide for
effective communication by Curtis, K. & Tzannes, A & Rudge T. (2011). The article highlights
the deficiencies in communication between nurses and physicians and provides the reader with
guidelines on successful communication methods to implement in nursing practice. Curtis et al.
(2011), states that poor communication between healthcare professionals has a direct impact on
job satisfaction, ability to collaborate with colleagues, and overall patient care. The article
provided me with valuable insight on practical ways to handle conflict that, in my opinion, are
critical and perhaps overlooked in the healthcare environment. I have identified three
implications in the article as education, knowledge and understanding, and cooperation. These
three components are the foundation of nursing practice and the article utilizes them to prepare
the nurse to improve communication with physicians. They are interconnected as a team that
provides a base for the achievement of goals and outcomes. With the correct education about
communication one receives, accurate knowledge can be applied to nursing practice and
integrated to collaborate with healthcare professionals with the end result of excellent client
centered care.
Education
An essential pillar of nursing practice and communication today is education which is
vital in the world of health care. Improving nursing education will directly enhance the
knowledge nurses gain and apply in their future practice. Curtis et al. (2011), suggests that
proper training on effective communication techniques should be embedded in institutions and
curriculum today. The quality of education one receives directly relates to their capabilities in
nursing practice; therefore implementing proven communication methods in education will
improve quality of practice. Although todays generation of health professionals are taught
thriving communication methods, it may not coincide with physicians that have years of

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experience regarding their own communication style. Curtis et al. (2011), states that education
recently has shifted to a focus on psychological problems which conflicts with the perspectives
of older generations of health professionals. This illuminates a concerning point that issues with
communication between older and newer generations of health professionals are disregarded and
if this is the case, nurses and physicians must have open dialogue on what is productive in their
work environment. According to Brinkert (2010), research indicates that nursing education
should implement conflict resolution strategies. Job satisfaction is unified with the quality and
competence of communication between nurses and physicians so communication needs to be as
efficient as possible. One suggestion to improve this is to hold workshops for physicians and
nurses within medical institutions so that they obtain information on contemporary
communication techniques. A standardized approach to communication which can be utilized
within each level of healthcare will advance client centered care.
Knowledge and Understanding
With this in mind, errors in communication can be minimized and to a greater extent
diminished in the healthcare setting by use of sufficient knowledge and experience. Curtis et al.
(2011), suggests that communication can be effectively exchanged between nurses and doctors
with appropriate knowledge about successful communication methods. This aspect can include
techniques and skills taught in nursing practice and school but it is ultimately education that
provides the basis of what knowledge a healthcare professional possesses. Curtis et al. (2011),
states that ISBAR is a proven method to improve the communication between nurses and
physicians. ISBAR is a constructive approach to communicate with physicians because it
warrants that the nurse provide every detail that is associated with its structure. By utilizing
techniques such as ISBAR, communication is delivered with less risk of time and costs
consumed. According to Brinkert (2010), nurses that encompass the skills to manage conflict are

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significant to healthcare professionals, patients and families. This implies that the nurses which
are taught to manage conflict are proven to be dynamic in their practice because they improve
various aspects of nursing such as reduced costs and better client outcomes. According to The
College of Nurses of Ontario document on Conflict Prevention and Management (2009), a
healthy work environment must be able to manage and reduce conflict. With the use of these
skills and techniques, improved employee moral eventually leads to increased job satisfaction
which is crucial in the healthcare field.
Cooperation
Following acquiring an understanding of communication skills and techniques, the ability
to effectively converse with physicians about ideas and goals are essential in preventing
unwanted conflict from occurring. According to Curtis et al. (2011), health practitioners may
perceive their responsibilities differently, leading to conflict and ultimately degrading client
centered care. Ineffective collaboration impinges the care that is delivered to patients which
implies that both the nurse and the physician must have an equal opportunity to express their
opinions, suggestions, and concerns. According to The College of Nurses of Ontario document
on Conflict Prevention and Management (2009), disagreement that remains silent will continue
to occur. A suitable method to express concerns is implementing an appropriate level of
assertiveness. Curtis et al. (2011), states that graded assertiveness is being able to articulate and
escalate opinions and suggestions to others in a series of steps, while allowing the other to
express their opinion equally. Graded assertiveness is an excellent organized path to promote
productive communication which can be implemented by all levels of healthcare. Nevertheless,
conflict within collaboration can inversely improve client centered care by deliberating ideas and
strategies. According to The College of Nurses of Ontario document on Disagreeing with the
Plan of Care (2009), debriefing will permit nurses to reflect on their experiences and develop

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conflict management strategies with the healthcare team. Critical thinking within nursing
practice and preserving an open mind to diverse possibilities and conclusions is imperative to
collaboration. By engaging in debriefing, it provides everyone involved in conversation with
various viewpoints to consider. It broadens perspective in their practice and assists them with
future problems they may encounter.
Conclusion
In summarizing, utilizing and integrating education, knowledge and understanding, and
cooperation to improve communication between nurses and physicians will prove valuable in
nursing practice. As mentioned previously, educating nurses and physicians with skills to achieve
effective communication such as ISBAR and graded assertiveness will warrant that
unconstructive conflict is reduced to a minimum and constructive conflict emphasized. The
article has provided me with important techniques that I will use in nursing practice and integrate
what knowledge I have applied and collaborate with health professionals including physicians to
achieve goals and expectations. Providing my colleagues with education about communication
skills is an important part of collaboration. As healthcare providers, we must continuously
improve the state of client centered care. This can only be achieved as a team that can converse
and share logical ideas on events that occur on a consistent basis.
References
Brinkert, R. (2010). A literature review of conflict communication causes, costs, benefits and
interventions in nursing. Journal of Nursing Management, 18, 145-156.
Retrieved February 10, 2014, from CIHNAL database.
College of Nurses of Ontario. (2009). Practice Guideline: Conflict Prevention and Management.
[PDF File]. 1-16. Retrieved from
http://www.cno.org/en/learn-about-standards-guidelines/standards-and-guidelines/
College of Nurses of Ontario. (2009). Practice Guideline: Disagreeing with the Plan of Care
[PDF File]. 1-2. Retrieved from
http://www.cno.org/en/learn-about-standards-guidelines/standards-and-guidelines/

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Curtis, K., Tzannes, A., & Rudge, T. (2011). How to talk to doctors a guide for effective
communication. International Nursing Review, 58(1), 13-20.
Retrieved February 7, 2014, from CIHNAL database.