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At least 55 records · Page 3Linked to original sources
PubMed2002

Advanced communication skills: conflict management and persuasion.

OBJECTIVE: There is an increasing need in the medical school curriculum to adequately prepare students for professionalism in the workplace. This senior seminar is a four-week course designed to develop fluency in handling conflict and negotiation as well as understanding the elements of persuasive communication. Students used the Meyers-Brigg Personality Inventory as a paradigm for understanding different communication styles. DESCRIPTION: The class was piloted in October and November 2001 and consisted of four modules. In module one, each student was given the Meyers-Brigg Personality Inventory to take. Discussions and exercises provided insight into the student's own communication style as well as styles the individual student might find more problematic. The second module consisted of four sessions focusing on conflict management and negotiating skills. Students were given strategies for dealing with conflict as well as specific approaches for communicating with "difficult" patients. In the subsequent sessions, students had a chance to further incorporate these strategies by (1) discussing in a small-group setting a conflict situation that they had either witnessed or experienced in order to systematically evaluate how to incorporate conflict-management approaches into their particular communication style. (2) Role-playing four conflict situations students' were likely to encounter in their professional lives. Role-plays were videotaped and individual feedback was given immediately after the role-play by the observing students, the patient-actor, and the evaluator, who had been trained to give specific feedback on the conflict strategies. (3) Watching specific videotaped role-plays as a class allowed students to see and give feedback on particularly effective strategies that their colleagues used. The third module was devoted to giving bad news and ways that different people prefer to receive bad news, using the MBTI personality types as examples. The final module outlined the principles used in persuasion. Each student had the opportunity to make a five-to-ten-minute persuasive speech, the topic to be applicable to the student's specialty, which was reviewed by his peers. Feedback was tailored specifically to the different principles of persuasion. DISCUSSION: The curriculum was judged to be effective in changing confidence and attitudes as evidenced by pre- and post-course evaluations that students filled out during the last session of the class. Six things contributed to its success: (1) the class was offered as a fourth-year seminar; students could see its relevance and therefore were motivated to learn. (2) Activities were designed to build on learning in ways that graduated from passive to active. In such a way the theoretical was made practical. (3) Feedback was immediate and congruent. For example, the evaluators and patient-actors were all trained in the conflict management principles taught. (4) Feedback done by peer review allowed students to internalize strategies. (5) Concrete steps were given for behavioral change. (6) Small-group sessions invited camaraderie and allowed for individualized attention. Future activities include integrating this curriculum into residency teaching; the course is a continuation of a first-year course on interviewing skills taken by every student.

Conflict, Psychological↗
PubMed2004

The role of empathy in responses to persuasive risk communication: overcoming resistance to HIV prevention messages.

This article offers a theoretical analysis of the role of empathy as a key mediator of the suasive effects of health messages, and it discusses the testing of an empirical tool for studying the state of empathy in responses to persuasive messages. It is argued that felt empathy evokes cognitive and emotional processing conducive to important health-promoting responses. This assertion was tested by operationalizing empathy as a response state via a new measure, the Empathy Response Scale (ERS). Two pilot tests and one major study, all set in the challenging area of HIV/AIDS prevention, provided preliminary data supporting the theoretical analysis and the ERS as a measure of the state of empathy. The article concludes with discussions of directions for future tests of the empathy theory and scale, as well as applications of the current framework for developing persuasive messages.

Adolescent↗
PubMedDate not supplied

Development of case statements in academic administration: a proactive method for achieving outcomes.

The complex nature of higher education presents academic administrators with unique challenges to communicate vision and strategic direction to a variety of internal and external audiences. The administrator must be prepared to engage in persuasive communication to describe the needs and desired outcomes of the academic unit. This article focuses on the use of the case statement as a communication tool for the nursing academic administrator. The case statement is a form of persuasive communication where a situation or need is presented in the context of the mission, vision, and strategic direction of a group or organization. The aim of the case statement is to enlist support in meeting the identified need. Fundamental assumptions about communicating case statements are described, as well as guidelines for how the academic administrator can prepare themselves for using the case statement method.

Attitude of Health Personnel↗
PubMed1990

Interpersonal influence as active coping: effects of task difficulty on cardiovascular reactivity.

This study examined the effects of attempting social influence on cardiovascular reactivity. Subjects were randomly assigned to a noncontingent reward condition or one of three conditions in which receipt of a monetary reward was contingent on their ability to influence another individual through a persuasive communication. In the contingent conditions, the task was presented as either easy, difficult, or very difficult. Measures of systolic blood pressure, diastolic blood pressure, and heart rate were recorded while subjects prepared and delivered the persuasive communication (contingent conditions) or reviewed and read aloud the same statement without an incentive to influence. The contingent conditions produced significantly higher levels of systolic and diastolic blood pressure and heart rate reactivity during preparation and speaking. Further, reactivity was higher in the difficult condition than in the easy and very difficult conditions. The findings are discussed in terms of an interpersonal equivalent of traditional active coping tasks.

Adaptation, Psychological↗
PubMed2000

Promoting health or promoting pleasure? A contingency approach to the effect of informational and emotional appeals on food liking and consumption.

Here, we suggest that the relative effectiveness of informational and emotional appeals in persuasive communications may depend on the dominant basis of attitude towards the focal item (affective or cognitive), and on the precise response being targeted (i.e. influencing affect-based food liking or cognitive-based consumption). Ninety-five participants (milk drinking adults) participated in an experiment in which they were presented with a persuasive communication promoting milk consumption. A mixed design combined as between-participants factors attitude bases (two: affective/cognitive) and persuasive appeals (two: informational/emotional) with, as a within-participants measure, types of effect (two: liking and consumption change intent). We also measured immediate feelings and thoughts responses to the communication. As expected, cognition-based attitudes were not sensitive to a match between persuasive appeals and types of effect. For affect-based attitudes, results confirmed the predicted superiority of a match between the affective and cognitive bases of the targeted responses and that of the persuasive appeal. Food liking was particularly sensitive to an emotional appeal while an informational appeal tended to be more influential on food consumption. The underlying mechanism of these effects and their implication for the practice of health promotion and food marketing are discussed.

Adult↗