While a number of books address the concept of therapeutic communication, i.e. communication between health professionals and their patients, few extend this focus to include communication between health professionals, fewer still address the critical relationship between communication and patient safety. Critical Conversations in Patient Safety bridges that gap.
Chapter 1: The relationship between communication and patient safety
Chapter 2: Key attributes of patient-safe communication
Chapter 3: Why do patients complain about how health professionals communicate?
Chapter 4: An historical and cultural overview of health professionals’ evolving team dynamics
Chapter 5: Interpersonal communication for interprofessional collaboration
Chapter 6: Clinical handover
Chapter 7: Open disclosure
Chapter 8: Discharge planning and continuity of care
Chapter 9: Communicating to promote medication safety
Chapter 10: Key attributes of therapeutic communication
Chapter 11: Communicating with older people
Chapter 12: Communicating with children and families
Chapter 13: Communicating with people with a mental health problem
Chapter 14: Communicating with people who have communication impairment
Chapter 15: Communicating with Aboriginal and Torres Strait Islander peoples
Chapter 16: Communicating with people from culturally and linguistically diverse backgrounds
Chapter 17: Communicating with people about their spiritual needs
Chapter 18: Communicating with people who are angry or aggressive
Chapter 19: Communicating about end-of-life care and decisions
Chapter 20: When whistle-blowing seems like the only option
Chapter 21: Creating safe healthcare organisations
Tracy Levett-Jones, PhD, RN, MEd & Work, BN, DipAppSc( Nursing), is the Director of the Research Centre for Health Professional Education at the University of Newcastle and the Deputy Head of School (Teaching and Learning) in the School of Nursing and Midwifery at the University of Newcastle. Her research interests include: clinical reasoning, clinical education, belongingness, interprofessional communication, simulation and patient safety. Tracy’s doctoral research explored the clinical placement experiences of students in Australia and the United Kingdom. She has a broad clinical background and prior to her academic career worked as a nurse educator, nurse manager and clinician. Tracy has authored three books on clinical education, twelve book chapters and more than 50 peer reviewed journal publications. She has been awarded eight teaching and learning awards including the 2010 Pearson/Australian Nurse Teacher Society, Nurse Educator of the Year Award and an Australian Learning and Teaching Council Award for Teaching Excellence.