Communication Ethics in Health and Social Care Assignment Sample

• Type Assignment
• Downloads543
• Pages11
• Words2834

Introduction - Communication Ethics in Health and Social Care Assignment Sample

Context- Establishing an effective therapeutic relationship is the cornerstone of successful healthcare practice. It is a basis of patient-centred care, which allows trust, empathy, and cooperation between practitioners and clients. Active listening, proper nonverbal communication, and ethical sensitivity are the major characteristics of such relationships that must be understood to develop professional competence. Besides, watching live or fictional interactions can help the learners to close the gap between theory and practice (Bain et al., 2002).

Purpose - This case study aims at enriching the learner in the subject of communication and ethics within a therapeutic setting. It seeks to discover the key aspects of person-to-person interactions and ethical dilemmas as they occur in practice. Through the interaction with a video-based scenario, the case study aims at training the analytical mind of the student, as well as improving their emotional intelligence and promoting reflective practice, which is VITAL in training to be a safe and effective healthcare professional.

Approach- This report uses the 5R framework of reflection introduced by Bain et al. (2002): Report, Respond, Relate, Reasoning, and Reconstructing. This reflective structured tool allows a complete critical review of the observed scenario. Also, the report incorporates the appropriate communication theories and moral models, including the person-centred approach by Carl Rogers and the principles of biomedical ethics by Beauchamp and Childress, to critically evaluate and enhance therapeutic relationships. In this integrated strategy, the report aids in professional development and future-informed practice.

Juggling lectures, part-time work, and deadlines? Let our Assignment Help For Students take the pressure off with professionally written, thoroughly researched assignments at affordable prices.

Analysis

REPORT

The chosen video case study represents a virtual communication between a medical worker and a patient in a clinical environment. At first glance, the video reveals the failure in the basic communication principles, which interferes with building a therapeutic relationship. The healthcare professional shows a task-focused, detached attitude, and does not provide the minimum verbal and non-verbal positive feedback like eye contact, active listening, or an empathic tone of voice. The professional cuts the patient discredits the concerns of the patient and offers little explanation or encouragement (Kok Wah, 2025). Among the communication breakdowns in the video is the failure of the nurse to affirm the feelings of the patient. When the patient voices concerns regarding a forthcoming procedure, the professional replies in a dismissive, Exploring Emotional Support and Inquiry This goes against the concepts of empathetic communication outlined by Carl Rogers, whose person-centred approach lies in unconditional positive regard, empathy, and congruence. In ethical aspects, the video depicts troubling conditions, especially in the area of informed consent and patient autonomy. The medical worker fails to give sufficient information about what will be done and fails to assess the patient in her comprehension. This violation goes against the four-principle framework established by Kok Wah (2025), specifically the principles of autonomy and beneficence. Not engaging the patient in decision-making lowers their agency in addition to resulting in a power imbalance that is unfavourable to building trust. Moreover, the body language of the professional (closed posture, no facial involvement, and rushed tone) demonstrates frustration and lack of involvement. This non-verbal message adds to the discomfort and the confusion of the patient. The inattentive behaviour of the nurse is also demonstrated by the way she ignores the emotional signs of the patient. When the patient, timidly says that he is afraid, the nurse does not stop to listen to him or to involve him but turns the subject to the administrative side. This dismissal of emotional material impoverishes the therapeutic container and corrodes trust. Also, no attempt at individualization of care is present; the nurse uses a standard, impersonalized script without taking into consideration the individual situation of the patient. The fact that she is not interested in hearing the opinion of the patient indicates a paternalistic approach in which the authority supersedes the collaboration. These patterns support communication obstacles, and may probably result in ethical judgment or clinical negligence. The inability to ensure a safe and respectful communicative environment not only damages the interaction process but also results in the humiliation of the patient (Hanft-Robert et al., 2025).

Communication Ethics in Health and Social Care Assignment Sample

Liked This Sample? Hire Me Now

Michael Brown 7 Years | MSc in Public Health

RESPOND

My reaction to the video as an individual is concerned and thoughtful. It was painful to observe the interaction happening because it violated most of the principles that I believe represent high-quality and humane care. I could identify myself with the patient who had to deal with vulnerability disinterest and the lack of communication. I also felt frustrated about the attitude of the healthcare provider considering that there was a great chance of building a rapport which was ignored. The video has an emotional undertone that compelled me to raise some important questions. As an example, what is the likely frequency of this sort of communication error in an actual practice environment especially when professionals are stressed or time-constrained? What can institutions do to encourage cultures in which empathetic engagement does not get traded off against efficiency? Furthermore, it caused me to consider my possible areas of blindness: under pressure or through habituation, might I non-verbally convey a disempowering message to patients without intending to do so? This thought promoted a further understanding of the significance of self-awareness in medicine. Emotional intelligence which has been postulated by Goleman (1995) is also an important factor in controlling their reactions and keeping their professional conduct responsive to the needs of the patients. The video also made me think about the emotional work required in therapeutic positions. I was disappointed with the actions of the nurse; however, I also tried to think of the reasons that could have contributed to her disengagement: burnout, lack of support, or institutional desensitization (Moureau et al., 2025). An important question then arises, what can be done by institutions to further equip and help the professional carry empathy into the long term? I was also motivated to assess my resilience plans and be aware of the indicators of emotional exhaustion. The video helped to realize that empathy should not be a permanent or inherent feature but should be supported by reflective practice, mindfulness, and peer support. This ineffective interaction made me even convinced that it is important to train not only the level of technical knowledge but also emotional competence and moral sensitivity.

RELATE

The case study is closely related to my early clinical encounters, in which I have been able to observe healthy and unhealthy therapeutic relationships. I remember one clinical placement when one of the senior nurses stopped to sit by the bed of a distressed elderly patient, held their hand, and employed the minimum yet highly reassuring language. The sedative effect on the patient was fast and prolonged. On the contrary, I have also witnessed hurried consultations where; patients came out confused or disturbed because of bad explanations or perceived coldness (Context for Care, 2011). The video also brings out several important elements that mediate communication in therapeutic situations:

• Power relations: The nurse took the lead in the discussion which made the patient reluctant to take part in the discussion which has also been noted by Mishler (1984) who differentiates between the voice of medicine and the voice of the lifeworld and emphasizes that patients have frequent difficulties in making their experiential issues heard (Senft, 2025).
• Cultural competence: Although it is not explicit in this video, I am sensitive to the fact that a lack of proper communication may be compounded by a cultural misunderstanding. Koech and Kurgatt (2025) state that ethical and effective communication in healthcare requires acknowledgment of cultural variables in healthcare.
• Environmental and institutional stress: Time constraints and systematic workload may also affect the behaviour of the nurse, indicating that their conduct may be defined by external factors to some extent. It is also consistent with the concept of moral distress first proposed by Jameton (1984) in which the professionals are supposed to be working against their values because of institutional limitations (Oxford Brookes University, 2023).

I also had a memory of a peer-led simulation activity when I acted as a patient. I found the variation in how I felt when treated with kindness and formality to be enormous. This self-revelation underlines the importance of experiential learning in the study of therapeutic dynamics. Communication is a relational experience, a matter of tone, intention, and respect as much as a set of skills. In that regard, the model of interpersonal skills proposed by Nabirye et al. (2025), particularly focused on the notions of congruence, empathy, and respect, can be brought directly to the point. The wider team dynamic and the culture of an institution can also facilitate or impede person-centred communication, since it involves the whole team and not just the individual.

REASONING

A number of theoretical and ethical constructs that are key in the provision of patient-centred care form the background of the scenario described. In view of communication theory, the communication behaviour of the nurse illustrates the effects of a transmission model of communication wherein information is sent in one direction only. In comparison, the transactional model outlined by Barnlund (2008) explains communication as a dynamic process that is reciprocal. The inability of the nurse to adjust to the feedback and emotional expression of the patient indicates that a less effective communication model is being applied. Another applicable theory is the Interpersonal Relations Theory by Fisher (2025), which perceived the nurse-patient relationship as a form of development that goes through the stages of orientation, identification, exploitation, and resolution. The orientation phase in the video is a complete failure: the nurse does not introduce herself correctly and does not attempt to learn the context and concerns of the patient. As a result, a relational process fails to move, and there is no therapeutic interactivity. On an ethical level, the interaction infringes upon two principles of Beauchamp and Childress, autonomy and beneficence. The patient will not be able to provide informed consent and assume control of their treatment without clear, understandable explanations. Moreover, the cold attitude of the nurse refers to the contradiction of non-maleficence, because psychological damage (anxiety, confusion) could be caused by such careless communication. The other concept that can be applied is the Johari Window Lyreskog et al. (2025) which emphasizes self-awareness and mutual disclosure as being important in establishing trust. In the video, the nurse does not seem to realize the impression her words are making on the patient--what she cannot see is exactly what is causing the patient pain (Hinde, 1972). Moreover, the moral failure witnessed can also be understood about the ethics of responsibility as proposed by Levinas, which emphasizes the importance of responding to the "Other." The helplessness of the situation makes a moral claim on the caregiver that he or she be present fully and be responsive. Neglecting this ethical requirement not only destroys the instant rapport, but the ethical conduct of practice. The ethical critique is also enriched by the theory of communicative action formulated by Habermas in 1984. He places particular importance on mutual understanding and non-coercive dialogue as the key to ethical communication. The authoritative approach of the nurse does not take into consideration the subjective experience of the patient, denying the conditions of true dialogue and mutual understanding. In addition, the Theory of Human Caring developed by Watson (1979) embraces holism, relatedness, and transpersonal interaction based on the concepts of kindness and presence. This philosophy is strikingly contrasting to the mechanical and impersonal mood of the communication in the video (Moss, 2020).

RECONSTRUCTING

Based on the video and theoretical literature, I can now form a better idea of how exactly I may redesign my future professional practice. First, I am aware of the paramount essence of active listening and the purposeful application of silence, nods, and other minimal encouragers as a way of showing attention. Motivational interviewing techniques including open-ended questions and reflective listening (Miller & Rollnick, 2002) offer guided means to address patient concerns, in addition to encouraging collaboration. I also plan to apply cultural humility to all interactions by accepting that patients present themselves with distinct life events, cultural heritage, and value sets that affect their perceptions of illness and care. This demands a turn towards cultural humility (being mindful of what I do not know and interacting respectfully) as opposed to cultural competence (knowing about the other). Ethically, I will be more mindful of the principles of autonomy and informed consent, whereby I will not simply provide information to patients but do so in an easily understandable and sensitive manner. This could be in the form of a check for understanding, what the patient thinks, or an analogy in the explanation of procedures. The case has also sensitive me to be keen on my non-verbal communication. Such non-verbal activities as smiling, proper eye contact, and an open position can greatly affect the perceived safety and being heard by the patient. I would learn to deliberately practice these skills during placements and obtain feedback from mentors and patients (Smith et al., 2025). In addition, I am aware that the demands of institutions may interfere with the quality of care. Going forward, I will incorporate more formal reflection into my practice, particularly following a difficult patient encounter. I will employ reflective journals and feedback loops in my learning strategy. I also want to learn more about trauma-informed communication, as I believe it is crucial to realize how previous experience can shape the response of a patient to otherwise ordinary interactions.

Systemic problems might be beyond my control at all times, but I can embrace patient-centeredness and partner with others to emphasize ethical conduct. Based on the notion of ethical resilience (Rushton, 2018), I will resort to support, engage in reflections, and be value-oriented and committed to the pressure. Lastly, I will keep applying well-structured reflection tools such as the 5R framework and the Gibbs reflective cycle of 1988 in order to keep track of my practice, notice areas needing improvement, and guarantee further professional growth (Letagan and Van Zyl, 2017).

Conclusion

In this report, the critical analysis of the dynamics of communication and ethics in a therapeutic relationship has been addressed based on the 5R framework of Bain et al. (2002). In the chosen video case study, the analysis of which was thoroughly conducted, it appeared that therapeutic engagement is profoundly affected by the quality of interpersonal communication and professional presence as well as ethical awareness. The lack of empathy, active listening, and patient-centered care demonstrated by the healthcare professional indicated the failure of communication and several ethical principles, namely autonomy, beneficence, and respect.

Reflectively, as a viewer of the interaction, it raised both emotional and professional questions in me, which were based on how such behaviours are formed, and how I can prevent repeating them. Describing the situation in terms of my experience, I was able to define the communication elements, which shape the therapeutic space greatly including tone, non-verbal messages, and emotional sensitivity. The reasoning stage provided an opportunity to incorporate major theoretical frameworks, such as the person-centred theory by Rogers, interpersonal relations by Peplau, and biomedical ethics by Beauchamp and Childress which further supported the relational care essentiality.

References

• Bain, J., Ballantyne, R., Mills, C. & Lester, N.C. (2002) Reflecting on practice: Student teachers’ perspectives. Available at: https://www.researchgate.net/publication/43505901_Reflecting_on_Practice_Student_Teachers%27_Perspectives (Accessed: 11 January 2024).
• Context for Care (2011) Poor communication [YouTube video]. Available at: https://www.youtube.com/watch?v=W1RY_720_LQ (Accessed: 11 January 2024).
• Fisher, A.G. (2025) ‘10 years of Frontiers in Cell and Developmental Biology: Reflections on communication and ethics’, Frontiers in Cell and Developmental Biology. Available at: https://www.frontiersin.org/articles/10.3389/fcell.2025.1625942/full (Accessed: 13 June 2025).
• Hanft-Robert, S., Iannone, E., Breitsprecher, C. et al. (2025) ‘Development and evaluation of a training for interpreters working in community settings’, Frontiers in Education. Available at: https://www.frontiersin.org/articles/10.3389/feduc.2025.1494454/full (Accessed: 13 June 2025).
• Hinde, R.A. (1972) Non-verbal communication. Cambridge: Cambridge University Press. Available at: https://books.google.com (Accessed: 11 January 2024).
• Koech, L. & Kurgatt, W. (2025) ‘Exploring nurses’ experiences and coping strategies in end-of-life care settings’, Theseus.fi. Available at: https://www.theseus.fi/handle/10024/894439 (Accessed: 13 June 2025).
• Kok Wah, J.N. (2025) ‘Healthier decisions: the impact of consumer innovativeness on linking perceived benefits with protective health behaviors through digital marketing in the healthcare sector’, International Journal of Pharmaceutical and Healthcare Marketing. Available at: https://www.emerald.com/insight/content/doi/10.1108/ijphm-07-2024-0073/full/html (Accessed: 13 June 2025).
• Letagan, L.O.K. & Van Zyl, G.J. (2017) Healthcare ethics for healthcare practitioners. Bloemfontein: UJ Press.
• Lyreskog, D., McKeown, A., Menon, S., Hohnen-Ford, W. (2025) ‘Ethical challenges in green social prescribing’, OSF Preprints. Available at: https://osf.io/ehbq5_v2/ (Accessed: 13 June 2025).
• Moss, B. (2020) Communication skills in nursing, health and social care. 5th edn. London: Sage Publications. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=cat09086a&AN=gbs.oai.folio.org.fs00001090.41aff737.198a.4b58.8934.e0b7cb172e6d&site=eds-live (Accessed: 11 January 2024).
• Moureau, L., Verhofstadt, M., Van Hoe, C. et al. (2025) ‘Mapping ethical issues in end-of-life care for persons with persistent mental illness’, BMC Medical Ethics, 26, 123–139. Available at: https://link.springer.com/article/10.1186/s12910-025-01234-0 (Accessed: 13 June 2025).
• Nabirye, R.C., Wandabwa, J.N. & Twijukye, N. (2025) ‘Experiences of parents whose infants were admitted to neonatal care units’, PLOS Global Public Health. Available at: https://journals.plos.org/globalpublichealth/article?id=10.1371/journal.pgph.0004741 (Accessed: 13 June 2025).
• Oxford Brookes University (2023) Critical thinking. Available at: https://www.brookes.ac.uk/library (Accessed: 11 January 2024).
• Senft, T.M. (2025) ‘Who cares how information feels? A call for digital influence literacy’, Asian Bioethics Review, 17(1), pp. 33–45. Available at: https://link.springer.com/article/10.1007/s41649-024-00350-0 (Accessed: 13 June 2025).
• Smith, M., Bhutta, M.F. & Malone, T. (2025) ‘Sustainable procurement in the NHS: barriers and enablers to staff behavioural change’, British Journal of Healthcare Management, 31(3), pp. 187–195. Available at: https://www.magonlinelibrary.com/doi/abs/10.12968/bjhc.2024.0087 (Accessed: 13 June 2025).