Unit of competency Outline
Date retreived
22/07/2026 9:47 PM AWST
22/07/2026 9:47 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Apply effective communication skills in nursing practice
Apply effective communication skills in nursing practice
Unit of competency
National Code
HLTEN502B
HLTEN502B
State Code
D8207
D8207
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
24/08/2012
Field of Education
060301 - General Nursing
Original Release Date
24/08/2012
Nominal Hours
30
Description
DescriptorThis competency unit describes the skills and knowledge required for effective communication in complex communication situations and its application to nursing practice; the function and purpose of small groups; meeting procedures; and the dynamics of group work and evaluation as a tool for continuous improvement
Notes
Elements and Performance Criteria
1. Use effective communication skills in complex situations
- 1.1 Apply principles of effective communication, with an understanding of communication processes and factors that facilitate and inhibit communication
- 1.2 Maximise opportunities for staff to involve clients, family and carers in their care and treatment
- 1.3 Take into account the roles and responsibilities of various health care personnel involved in communicating in complicated situations
- 1.4 Complete all documentation detailing complicated and difficult situations complying with legal requirements
- 1.5 Apply a respectful and confidential manner throughout all communications
- 1.6 Provide a therapeutic environment in all interactions with clients through a caring, sensitive, confident and reassuring manner
- 1.7 Demonstrate politeness, respect and empathy in all interactions with clients, family and carers
- 1.8 Use health terminology correctly in written and verbal communication with clients, family, carers and colleagues, using accurate spelling and pronunciation
2. Deliver complex information effectively
- 2.1 Deliver complex information in a manner that is clearly understood by clients, carers, colleagues and others
- 2.2 Allow time for complex information to be comprehended taking into account people's differing levels of understanding
- 2.3 Actively encourage clients, family and carers to share their information
- 2.4 Confirm the understanding of information by clients, carers, colleagues and others
- 2.5 Communicate effectively in an emergency situation in line with the health organisation policy and procedure and in consultation/collaboration with registered nurse
- 2.6 Address stressful situations using effective communication skills or refer to the most appropriate health care team member for resolution
- 2.7 Deliver complex information to clients/carers in a manner that enhances understanding and prevents 'information overload'
3. Identify and address actual and potential constraints to communication
- 3.1 Identify actual and potential constraints to effective communication in the workplace
- 3.2 Identify and apply communication strategies and techniques appropriate to a range of varying complicated situations
- 3.3 Identify early signs of potential complicated or difficult situations
- 3.4 Implement strategies to address complicated or difficult communication situations in line with relevant policies and procedures and within scope of role
- 3.5 Clarify roles of other health professionals involved in complicated communication situations
- 3.6 Clarify and address the issues and needs of people taking into account differing cultures, religious practices, language, physical disability and emotional state
4. Evaluate effectiveness of communication in complicated situations
- 4.1 Document and report outcomes of communication strategies to address complicated situations
- 4.2 Refer to appropriate health personnel when situation is outside own role and responsibility
- 4.3 Assist in assessing the effectiveness of communication strategies in complicated situations
- 4.4 Ensure debriefing sessions are available for self and staff following difficult situations
5. Use information technology
- 5.1 Use computers and related information technology to support nursing practice
- 5.2 Comply with organisation protocols for electronic communication with clients, family and carers
- 5.3 Use information technology, including the internet to access data appropriate to own role and organisation requirements
- 5.4 Use basic computing and word processing skills to access, develop and manipulate information in line with own role and organisation requirements
6. Lead small group discussions
- 6.1 Monitor and respond appropriately to changing group dynamics
- 6.2 Clarify the purpose of group meetings and manage discussion in line to achieve identified objectives
- 6.3 Implement appropriate meeting procedures and roles of members to support effective contribution to discussion
7. Give and receive feedback for performance improvement
- 7.1 Use feedback as a tool to achieve performance improvement
- 7.2 Use appropriate language and a respectful manner to achieve performance improvement through feedback
- 7.3 Apply strategies to deliver constructive outcomes from giving and receiving feedback
- 7.4 Assess own performance as a basis for assessing the performance of others and providing feedback
- 7.5 Undertake mentoring within scope of practice of Enrolled/Division 2 nurse
8. Use the principles and processes of open disclosure effectively
- 8.1 Apply organisation principles and processes of open disclosure in consultation/collaboration with registered nurse
- 8.2 Follow organisation processes for notifying adverse events to clients, family or carers
- 8.3 Outline potential impact of adverse events on clients, family and carers
- 8.4 Communicate effectively with clients after an adverse event in consultation/collaboration with registered nurse
- 8.5 Address own role and responsibilities in relation to open disclosure in line with organisation policies and procedures
- 8.6 Apply principles and practices of risk management and quality improvement in regard to open disclosure in consultation/collaboration with registered nurse
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance
Common terms associated with communication may include
Active listening
Argument
Body language
Brainstorming
Counselling
Debate
Discussion
Electronic aids
Empathy
Facial expression
Interview
Intimate space
Non-verbal communication - space, gesture, expression, posture, dress, voice tone, gaze
Public space
Reflective listening
Self disclosure
Social space
Symbols and pictures
Sympathy
Touch
Trust
Verbal communication
Written communication
Effective communication may include the use of:
Non-verbal communication
Establishing rapport
Empathy and sympathy
Honesty and openness
Active and reflective listening
Conflict resolution
Therapeutic touch
Use of personnel with special communication skills eg. use of interpreters
Communication process must include:
Information
Encoder / sender
Decoder / receiver
Channel
Message
Feedback
Factors affecting communication may include:
Age
Bereavement and grief
Cognitive impairment
Culture
Discrimination
Educational background
Emotional state
Environment (e.g. noise)
Gender
Illness
Language
Non-verbal communication
Pain and discomfort
Perceptions
Personal bias
Physical constraints to hearing, sight and speech
Socialisation
Stereotyping
Stress
Urgency of situation
Values and beliefs
Complicated or difficult situations may include:
Post suicide attempts
Drug and alcohol affected people
Disabilities
Hearing impaired
Personal threat
Aggression
Anger
Emergency and crisis situations
Trauma
Death
Grief and loss
Open disclosure includes:
The provision of an open, consistent approach to communicating with clients following an adverse event
Expressing regret for what has happened, keeping the client informed and providing feedback on investigations
Includes steps taken to prevent an event from happening
Provides information that enables systems of care to be changed or to improve client safety
(Open Disclosure - a handbook for health care professionals to assist with the implementation of the open disclosure standard, Safety and Quality Council. 2005)
Oral communication may include:
Responding to questions and delivering health care environment information
Interpretation of complicated situations
Questioning, clarifying and confirming information
Explaining information , procedures and descriptions
Constraints to effective communication may include:
Environment difficulties
Family and/or friends involvement
Language difficulties
Hearing and/or speech impairments
Religious, social, spiritual or cultural factors
Emotional state
An adverse event means:
An incident in which unintended harm resulted to a person receiving care
(Open Disclosure - a handbook for health care professionals to assist with the implementation of the open disclosure standard, Safety and Quality Council. 2005)
Stressful situations may be:
Staff centred
Client centred
Terms associated with group dynamics may include:
Leadership styles
Teams
Group behaviours
Cooperation
Diversity
Conflict
Consensus
Internal conflict
Interpersonal conflict
Aggression
Assertion
Passivity
Time management
Trust
Forming
Brain storming
Performing
Mourning/reforming
Characteristics of effective partnerships include:
Confidentiality
Trust
Self reflection
Social conversation
Creating a therapeutic environment
Encouraging autonomy and independence
Performance improvement may include:
Use of health care environment and professional standards
Effective and constructive feedback
Evaluation of all performances
Use of constructive comments
Accountability for own actions and evaluation
Performance appraisal against role statement and/or environment contract
Professional development based on personal and professional identified needs
Remediation as identified by self and/or others
Self assessment strategies may include:
Setting goals
Journal writing
Reflective learning principles
Professional development activities
Performance appraisal
Evaluating own performance
Health terminology may include (but should not be limited to):
Anatomy and physiology terms
Medical conditions
Medical investigations and procedures
Abbreviations for medical and pharmacological terms
Names of equipment and instruments
Medico-legal terminology
Conflict resolution strategies may include:
Win/win
Win/lose
Lose/lose
Compromising
Confronting
Withdrawing
Forcing
Peace maker
Three-part statement
Broken record
Meeting procedures may include:
Types of meetings (formal, semi-formal, informal)
Handover
Agenda formation
Purpose of the meeting
Attendees
Duration of meeting
Day, date, time and venue
Key roles (chairperson, note-taker)
Summarising and evaluating processes
Terms associated with meetings may include:
Agenda
Minutes
Apologies
Business arising
General business
Propose
Second
Motion
Parliamentary procedure
Consensus
Compromise
Concession
Interview
Performance improvement
Common terms associated with performance improvement may include:
Standards
Benchmark
Feedback
Evaluation
Constructive criticism
Accountability
Performance appraisal
Performance management
Professional development
Strategic plan
Remediation
Evaluation of own performance
Self disclosure
Reflective learning principles
Professional development activities
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance
Common terms associated with communication may include
Active listening
Argument
Body language
Brainstorming
Counselling
Debate
Discussion
Electronic aids
Empathy
Facial expression
Interview
Intimate space
Non-verbal communication - space, gesture, expression, posture, dress, voice tone, gaze
Public space
Reflective listening
Self disclosure
Social space
Symbols and pictures
Sympathy
Touch
Trust
Verbal communication
Written communication
Effective communication may include the use of:
Non-verbal communication
Establishing rapport
Empathy and sympathy
Honesty and openness
Active and reflective listening
Conflict resolution
Therapeutic touch
Use of personnel with special communication skills eg. use of interpreters
Communication process must include:
Information
Encoder / sender
Decoder / receiver
Channel
Message
Feedback
Factors affecting communication may include:
Age
Bereavement and grief
Cognitive impairment
Culture
Discrimination
Educational background
Emotional state
Environment (e.g. noise)
Gender
Illness
Language
Non-verbal communication
Pain and discomfort
Perceptions
Personal bias
Physical constraints to hearing, sight and speech
Socialisation
Stereotyping
Stress
Urgency of situation
Values and beliefs
Complicated or difficult situations may include:
Post suicide attempts
Drug and alcohol affected people
Disabilities
Hearing impaired
Personal threat
Aggression
Anger
Emergency and crisis situations
Trauma
Death
Grief and loss
Open disclosure includes:
The provision of an open, consistent approach to communicating with clients following an adverse event
Expressing regret for what has happened, keeping the client informed and providing feedback on investigations
Includes steps taken to prevent an event from happening
Provides information that enables systems of care to be changed or to improve client safety
(Open Disclosure - a handbook for health care professionals to assist with the implementation of the open disclosure standard, Safety and Quality Council. 2005)
Oral communication may include:
Responding to questions and delivering health care environment information
Interpretation of complicated situations
Questioning, clarifying and confirming information
Explaining information , procedures and descriptions
Constraints to effective communication may include:
Environment difficulties
Family and/or friends involvement
Language difficulties
Hearing and/or speech impairments
Religious, social, spiritual or cultural factors
Emotional state
An adverse event means:
An incident in which unintended harm resulted to a person receiving care
(Open Disclosure - a handbook for health care professionals to assist with the implementation of the open disclosure standard, Safety and Quality Council. 2005)
Stressful situations may be:
Staff centred
Client centred
Terms associated with group dynamics may include:
Leadership styles
Teams
Group behaviours
Cooperation
Diversity
Conflict
Consensus
Internal conflict
Interpersonal conflict
Aggression
Assertion
Passivity
Time management
Trust
Forming
Brain storming
Performing
Mourning/reforming
Characteristics of effective partnerships include:
Confidentiality
Trust
Self reflection
Social conversation
Creating a therapeutic environment
Encouraging autonomy and independence
Performance improvement may include:
Use of health care environment and professional standards
Effective and constructive feedback
Evaluation of all performances
Use of constructive comments
Accountability for own actions and evaluation
Performance appraisal against role statement and/or environment contract
Professional development based on personal and professional identified needs
Remediation as identified by self and/or others
Self assessment strategies may include:
Setting goals
Journal writing
Reflective learning principles
Professional development activities
Performance appraisal
Evaluating own performance
Health terminology may include (but should not be limited to):
Anatomy and physiology terms
Medical conditions
Medical investigations and procedures
Abbreviations for medical and pharmacological terms
Names of equipment and instruments
Medico-legal terminology
Conflict resolution strategies may include:
Win/win
Win/lose
Lose/lose
Compromising
Confronting
Withdrawing
Forcing
Peace maker
Three-part statement
Broken record
Meeting procedures may include:
Types of meetings (formal, semi-formal, informal)
Handover
Agenda formation
Purpose of the meeting
Attendees
Duration of meeting
Day, date, time and venue
Key roles (chairperson, note-taker)
Summarising and evaluating processes
Terms associated with meetings may include:
Agenda
Minutes
Apologies
Business arising
General business
Propose
Second
Motion
Parliamentary procedure
Consensus
Compromise
Concession
Interview
Performance improvement
Common terms associated with performance improvement may include:
Standards
Benchmark
Feedback
Evaluation
Constructive criticism
Accountability
Performance appraisal
Performance management
Professional development
Strategic plan
Remediation
Evaluation of own performance
Self disclosure
Reflective learning principles
Professional development activities
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this competency unit:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of performance in a work context is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a registered nurse
Context of and specific resources for assessment:
Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible, prior to assessment in the workplace
Method of assessment
Observation in work place or simulated situations
Written assignments/projects
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Questioning verbal and written
Role play/simulation
Access and equity considerations:
All workers in the health industry should be aware of access and equity issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities
Related unit:
This competency unit incorporates the content of:
HLTEN402B Communicate effectively in a nursing role
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this competency unit:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of performance in a work context is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of workplace situations and should occur on more than one occasion and be assessed by a registered nurse
Context of and specific resources for assessment:
Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible, prior to assessment in the workplace
Method of assessment
Observation in work place or simulated situations
Written assignments/projects
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Questioning verbal and written
Role play/simulation
Access and equity considerations:
All workers in the health industry should be aware of access and equity issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities
Related unit:
This competency unit incorporates the content of:
HLTEN402B Communicate effectively in a nursing role
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C9213 | HLTEN502A | Apply effective communication skills in nursing practice | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWA15 | HLTENN002 | Apply communication skills in nursing practice | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D096 | HLT51607 | Diploma of Nursing (Enrolled/Division 2 nursing) | Qualification |
| J108 | HLT51612 | Diploma of Nursing (Enrolled-Division 2 nursing) | Qualification |