Health-Care Continuing Education - NLP for Nurses

101-1 EMOTIONAL STATE AND BEHAVIORAL MANAGEMENT

Target Audience: RN, LPN
Contact Hours: 10
Total Clock Hours: 12

By end of section, learner will:

1. Enhance nursing assessment skills, demonstrated by: Increased understanding of mind/body as an interactive system demonstrated by the ability to calibrate a partner as "patient", determining patient’s emotional states of like or dislike using only visual or non-auditory cues.

2. Increase understanding of patient representational systems demonstrated by assessing a partner as "patient" and determining patient’s primary representational systems(s) -visual, auditory, kinesthetic, olfactory, gustatory.

3. Learn and understand methods of anchoring – demonstrated by using some visual anchors, auditory anchors, kinesthetic and gustatory anchors demonstrated by observing and documenting how specific anchors change observable emotional state in a partner as "patient".

4. Understanding and be able to practically demonstrate the possible applications to employee communication situations and possibilities for improving nurse to supervisor, nurse to nurse and nurse to physician communication using demonstrated techniques.

Subject Matter:

Brief history of NLP and Virginia Satir, Richard Bandler, Milton Erikson models.
- Mind/body connection
- Calibration of emotional state
Introduction to:
- NLP communication model
- Formula for success
- Anchoring
- Breaking states
Representational Systems Application – Using all systems in excellent practitioner communication.
- How we process information
- Cues for the five senses
- Eye accessing cues
Experience – Filters – Internal Representation

Anchors
A specific stimulus that evokes a specific response.
- Visual – examples: heart, cross, gestures.
- Auditory – "our song"
- Anchoring positive feelings to increase patient's resourcefulness.
- Application - assisting patients or employees to change to more resourceful states.

Application – giving various forms of patient education or instruction i.e. for a procedure, for discharge instructions – using representational systems and anchoring techniques, and monitoring response in partner as "patient". Giving an employee or physician a request for improvement or change, using various techniques. Determining which techniques get the most resourceful responses.

Teaching Methods:

- Lecture, class handout. .75 hr
- Video of Bandler and others-skills demonstration. .25 hr
- Demonstrations for class prior to exercises. .5 hr
- Learner practice of skills by using partners. .75 hr
- Instructor observation and feedback to learners during exercises, and sum up. .25 hr

Evaluation Methods:

- Instructor observation
- Learner comments and feedback regarding usefulness to their practice.
- Written evaluation:
o Content
o Presentation
o Faculty
o Suggestions for future



101-2 NEURO-LINGUISTIC COMMUNICATIONS

Target Audience: RN, LPN
Contact Hours: 10
Total Clock Hours: 12

By end of section, learner will:

1. Enhance communication skills which can be used in practice as competent, non-verbal communication, demonstrated by:

• Accurately mirroring partner as "patient" in posture, gestures, facial expression, speech, tone, key words, breathing and belief.

2. Enhance communication skills which can be used in practice as competent, non-verbal communication, demonstrated by:

• Pacing a partner as "patient" to reduce anxiety. Reduce first by matching, then pacing (leading) partner to slow breathing, slowing speech, gradually calming partner as "patient". (Partner to simulate anxious patient in ED, or pre-procedure.)

3. Increase positive options for medical and nursing management, demonstrated by:

• Practice addressing a partner as a medical resident (who fails to wash their hands), practice in individual "conference" with "resident".

• Practice giving an employee a poor evaluation or a nursing assistant a write up/misconduct.

4. Increase ability to analyze and see results of communication – demonstrated by reviewing above communication with analysis and improvement to show:

• Flexible focus on feedback (not failure) when discussing observed failure to wash hands.

• Flexible focus on solutions (not problems).

Subject Matter:

Communication
• Meaning of communication is response you get - not necessarily what you intended.
• Humans have maps of reality based on their experiences.
• Experience – Filters – Internal Representation
• Mirroring others
Establish Rapport
Rapport is based on commonality, understanding, and trust.
• Mirroring
• Pacing
Application:
Communication skills to convey:
• Approachability (open)
• Credibility (getting patient or colleague to accept information as important)

NLP – Focus on solutions and outcomes – not on problems.
• Failure vs. feedback
• Opportunity vs. limitation
• How or why (why encourages excuses and rationalization.)

Observing and analyzing:
• Cues for the five senses.
• Eye accessing cues.
Application: Noting the response to communication, and how we and patient or colleague process information and make sense of it. Observing the physical reaction to positive solution focused feedback vs. problem focused.

Teaching Methods: - Lecture, class handout. .75 hr
- Video of Bandler and others-skills demonstration. .25 hr
- Demonstrations for class prior to exercises. .5 hr
- Learner practice of skills by using partners. .75 hr
- Instructor observation and feedback to learners during exercises, and sum up. .25 hr

Evaluation Methods:

- Instructor observation
- Learner comments and feedback regarding usefulness to their practice.
- Written evaluation:
o Content
o Presentation
o Faculty
o Suggestions for future



102-1 WELL FORMED OUTCOME, ACHIEVING GOALS

Target Audience: RN, LPN
Contact Hours: 10
Total Clock Hours: 12

By end of section, learner will:

1. Understand components of a well formed outcome, demonstrated by choosing a patient care outcome or employee management outcome and role playing with partner as "patient" or employee, defining a well formed outcome for a chosen issue. i.e. abortion vs. pregnancy, going back to school, taking a pay cut.

2. Identify and understand submodalities and be able to document process for determining present state, desired state, and the resources needed to reach desired state, demonstrated by:

• Role play with partner as "patient" – assisting patient to determine how to reach a desired state.
Example:

• Present State: Fear of discharge post abdominal surgery.

• Desired State: Confidence in ability to handle discharge.

3. Fix steps in memory and increase understanding by practice. Learner will repeat the 1st exercise several times with different scenarios, using increased skills in role playing, using steps of well formed outcome and submodalities with partner.

4. Choosing to define a present state and desired future state for self as future desire:

• In area of career

• In the area of desired business or personal communications skills

• In other life areas, as desired i.e. home, relationships, health.

Subject Matter:

Well Formed Outcomes.
Well formed outcomes should be stated as:
• Positive
• Context specific
• Sensorialy verifiable
• Achievable
• Ecological (no undesired effect on family, friends, etc.)
• Worthwhile
Application: Assisting patient to identify and reach his/her real goals (may not be clear to patient).

Submodalities:
Fine details of representational system – use in information gathering:
Present state → Desired state
• Internal – what do you feel inside?
• Internal – what are you thinking, seeing, and hearing inside you?
• External – how do you look, what do you say?
• What does your body do?
• What does this give you?
• What will you lose?
• Resources to get from present to desired state?
• How will you know you are at desired state?
Application: Accurate patient assessment and communication.
Use in understanding and assisting patient to identify and reach his/her real goals.
• Death/long illness
• Risk of surgery/waiting
• Family wishes/self
Application: Use in clearly identifying personal career goals, (what you really want, may not be what you think you want – prior to exercise.)
Developing a well formed outcome including all submodalities in present state and desired future state – when goal is reached.

Teaching Methods:

- Lecture, class handout. .75 hr
- Video of Bandler and others-skills demonstration. .25 hr
- Demonstrations for class prior to exercises. .5 hr
- Learner practice of skills by using partners. .75 hr
- Instructor observation and feedback to learners during exercises, and sum up. .25 hr

Evaluation Methods:

- Instructor observation
- Learner comments and feedback regarding usefulness to their practice.
- Written evaluation:
o Content
o Presentation
o Faculty
o Suggestions for future



102-2 SUBCONSIOUS COMMUNICATION

Target Audience: RN, ARNP, LPN, CAN
Contact Hours: 10
Total Clock Hours: 12

By end of class section, learner will...

1. Comprehend and apply concept of strategies to a practice issue, i.e. decision whether to change positions or hospital affiliation, etc.

Concept of Motivation strategy for objective, demonstrated by eliciting the steps of partner for basic strategy for decision making.
• Think of a time when you easily decided (were motivated, etc.)
• How did you begin (visual, auditory, etc.)
• What next? (steps in strategy)
• How did you know when you were successful?
Documenting strategy and understanding of process.
Discuss how successful strategy used regarding decisions on motivation could be applied to other areas where partner has difficulty with deciding.

2. By end of section learner will understand NLP concept of modeling, demonstrated by discussion with a partner about a person with a model of behavior that is admirable.
• How can learners model the thoughts and behaviors of the model to get the desired outcome for themselves?
• Examples:
-Regular exercise
-Mingling easily at a party
-Taking medications as ordered

Subject Matter:

Strategies
• Strategies are sequential representation of experience leading to specific outcome.
• Strategy components are visual, auditory, kinesthetic, olfactory, and gustatory.
Discussion and examples of:
• Swish patterns
• Designing strategies
• Installing strategies
• Learning strategies
• Motivation strategies
• Love strategies
• Natural slender eating strategies

Teaching Methods:

- Lecture, class handout. .75 hr
- Video of Bandler and others-skills demonstration. .25 hr
- Demonstrations for class prior to exercises. .5 hr
- Learner practice of skills by using partners. .75 hr
- Instructor observation and feedback to learners during exercises, and sum up. .25 hr

Evaluation Methods:

- Instructor observation
- Learner comments and feedback regarding usefulness to their practice.
- Written evaluation:
o Content
o Presentation
o Faculty
o Suggestions for future