Exercise #2
Core Communication Skills
Authors: Prof. Karmen Erjavec and Sabina Krsnik, MBA
15–20 minutes
Description
Strengthen your verbal, non-verbal, and active listening skills for multicultural healthcare communication.
Methodological Guide
Objectives
Strengthen the ability to use active listening techniques in intercultural healthcare contexts. Demonstrate empathy, paraphrasing, and clarification during communication with patients. Develop awareness of cultural and religious influences on communication and decision-making. Improve verbal and non-verbal communication strategies that build trust and understanding. Reflect on how communication style affects patient cooperation and satisfaction.
Expected Outcomes
After completing this exercise, students will be able to: Demonstrate active listening and empathy in intercultural healthcare communication. Apply paraphrasing, summarising, and clarifying to ensure mutual understanding. Recognise and adapt to communication barriers caused by cultural or religious differences.
Exercise Procedure
Introductory Knowledge Check (5–7 minutes): The exercise begins with an interactive True/False quiz on core communication skills, designed to engage students and activate prior knowledge. The quiz includes three short sections on verbal communication, non-verbal communication, and active listening. Students select True or False for each statement and receive immediate feedback to reinforce understanding. Individual part (2–4 minutes): Students imagine a patient scenario and write short dialogues showing empathy and respect. Discussion (5–10 minutes): Pairs or small groups share their dialogues, discussing what communication techniques were used. Summary (5 minutes): Teacher highlights effective examples and connects them to theory.
Mode of Implementation
Individual and pair work. Stage 1: True/False quiz on core communication skills. Stage 2: Individual reflection on the situation. Stage 3: Write or act out a short dialogue (4–5 sentences). Stage 4: Optional sharing or peer feedback in small groups.
Role of the Teacher
Introduce the concept of active listening and provide brief examples. Observe group interactions and provide corrective feedback. Encourage reflection on emotional tone and respectfulness in dialogue.
Theoretical Basis
This exercise builds on Sections 9.1 (Introduction), 9.3 (Effective and Assertive Communication), and 9.4 (Commitment to Dialogue and Collaboration) of the handbook. These sections emphasise empathy, active listening, and mutual respect as essential components of humanistic and intercultural healthcare communication. Rooted in social constructivism, the exercise encourages students to co-create understanding through dialogue and shared reflection. Following the experiential learning approach, it engages learners in realistic healthcare scenarios where emotions, values, and cultural contexts influence communication outcomes. By developing active listening and empathy, students enhance their ability to build trust, adapt to diverse patient needs, and promote respectful, patient-centred care.
Practical Application
Students practice how to handle culturally sensitive communication scenarios in healthcare settings. The activity simulates real-life challenges, such as when a patient refuses a procedure due to cultural or religious beliefs. Through written dialogue, students explore how nurses can apply empathy and reflective listening to foster understanding and cooperation.
Knowledge Transfer
By engaging in reflective dialogue creation, students learn how to translate theoretical communication principles into clinical practice. They develop adaptive communication strategies applicable to interactions with diverse patients, families, and healthcare teams, improving overall intercultural competence.
Reinforcement & Reflection
Which listening techniques helped reduce tension or misunderstanding? How did empathy or paraphrasing change the dynamic of the conversation? How can I apply these skills in future patient interactions?
Required Resources
Pen and paper or computer. Optional: breakout rooms (for online settings).
Assessment / Evaluation
Interactive quiz: Immediate formative feedback on students' understanding of verbal, non-verbal, and active listening principles. Self-assessment: Reflection on own communication approach and listening skills. Peer feedback: Constructive comments on clarity and empathy in responses. Teacher observation: Quality of dialogues, use of techniques, and engagement.
Practical Tips
Provide example phrases for paraphrasing or empathy (e.g., "I understand this feels difficult for you"). Encourage realistic and emotionally sensitive scenarios. Manage time by limiting dialogues to 4–5 lines per student or pair.
Discussion Topics
Why is active listening particularly important in multicultural healthcare? How can cultural or religious beliefs influence communication preferences? What distinguishes empathy from agreement in a clinical context?
Stage 2 — Active listening dialogue
Imagine the situation described below. Write what the nurse could say or do to demonstrate active listening — for example, by asking open questions, paraphrasing what the patient said, or showing empathy. Aim for 4–5 sentences that reflect the patient's feelings and invite dialogue.
- Your dialogue
Stage 2 — Active listening dialogue
Imagine the situation described below. Write what the nurse could say or do to demonstrate active listening — for example, by asking open questions, paraphrasing what the patient said, or showing empathy. Aim for 4–5 sentences that reflect the patient's feelings and invite dialogue.
- Your dialogue
Further Resources
Brownell, J. (2012). Listening: Attitudes, principles, and skills. Campinha-Bacote, J. (2002). The process of cultural competence in the delivery of healthcare services. Gudykunst, W. B. (2004). Bridging differences: Effective intergroup communication. Hall, E. T. (1976). Beyond Culture. Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2017). Communication between cultures. Silverman, J., Kurtz, S., & Draper, J. (2013). Skills for communicating with patients.
Additional Remarks
This exercise transitions students from awareness (Exercise 1) to skill-building, providing a foundation for empathy-based communication in later modules on cultural sensitivity and interdisciplinary teamwork.