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Health and Social Care Unit 1 P5, P6, M3, D2
- Institution
- PEARSON (PEARSON)
BTEC Level 3 Health and Social Care Unit 1, contains P5, P6, M3, D2. Distinction achieved.
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Unit 1: Developing Effective CommunicationTask 4
One to one communication is when one person speaks or writes to one person. It
can occur when two individuals meet with or message one another to have a
conversation. For example, a doctor and a patient would have a one to one
conversation when the doctor is giving a diagnosis. Below is a conversation between
myself and a member of staff in my placement.
It was a Thursday morning in January, as I walked into the nursery, I said hello to all
the members of staff. I placed my bag in the staff cupboard and came back out to
meet with everyone that was there. Emma approached me and said, “Morning
Rhiannon”. To which I replied, “Morning Emma, which room would you like me to go
in today?” “Well I think the baby room will need you more than any of the others. Isn’t
that your favourite room anyway?” Emma asked. “Yes, it is. Okay I’ll go there now” I
said. “Thank you!” Emma said happily.
During this conversation I spoke slowly and clearly to ensure that I was understood.
No technical jargon was used so that ensured that myself and Emma understood
totally what each other were saying, so I believe we did this well. If one of us were
using technical jargon, then it would have been difficult for the other person to
understand what we were saying. As it was early in the morning my posture and
body language were not giving off a positive message. For example, I had my arms
folded which could have made Emma think that I was being aggressive. Also, the
fact that I was tired so I would have been leaning back may have given Emma the
impression that I was bored and did not want to interact with her. Due to the short
conversation neither of us showed any hand gestures which may have suggested we
were bored. There was no need to show any awareness of cultural differences due
to Emma being of the same culture as myself. However, if she was of a different
culture, she may have found different things I was doing offensive. I actively listened
to what I was being told and I believe that she did the same. If we were not actively
listening, I could have misheard what she was saying and could have stayed in one
of the other rooms in the nursery, rather than the one that needed my help.
It was a Thursday morning in January, as I walked into the nursery, I said hello to all
the members of staff. I placed my bag in the staff cupboard and came back out to
meet with everyone that was there. One member of staff, Emma, has a hearing aid
and is of Chinese heritage. Emma approached me and said, “Morning Rhiannon”. To
which I replied, “Morning Emma, which room would you like me to go in today?”
“Well I think the baby room will need you more than any of the others. Isn’t that your
favourite room anyway?” Emma asked. There were children shouting and running
past us as we were talking. “Yes, it is. Okay I’ll go there now” I said. “Thank you!”
Emma said happily.
Within this scenario I would need to ensure that I am speaking loud and clear. This is
due to the fact that Emma has a hearing aid an that she is of Chinese heritage and
may not understand my accent. In order to ensure her understanding I would have to
maintain eye contact while talking to her and possibly use more hand gestures when
I am speaking. This is so if her hearing aid doesn’t quite pick up on what I am trying
to say then she is more likely to understand me. I would have to ensure that her
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