Language Sensitivity, the RESPECT Model, and Continuing Education

Aycock, Dawn M. PhD, RN, ANP-BC
Sims, Traci T. DNS, RN, CNS/PMH-BC
Florman, Terri MSN, RN
Casseus, Karis T. MSN, RN
Gordon, Paula M. MS, RN
Spratling, Regena G. PhD, RN, CPNP

Dr. Aycock is Associate Professor, Dr. Spratling is Assistant Professor, Dr. Sims, Ms. Casseus, and Ms. Gordon are Clinical Assistant Professors, and Ms. Florman is Clinical Faculty and Laboratory Coordinator, Byrdine F. Lewis College of Nursing and Health Professions, Georgia State University, Atlanta, Georgia.

The authors have disclosed no potential conflicts of interest, financial or otherwise.

Address correspondence to Dawn M. Aycock, PhD, RN, ANP-BC, Associate Professor, Byrdine F. Lewis College of Nursing and Health Professions, Georgia State University, P.O. Box 4019, Atlanta, GA 30302; e-mail: [email protected].

Received January 23, 2017

Accepted August 23, 2017

Journal of Continuing Education in Nursing 48(11):p 517-524, November 01, 2017. | DOI: 10.3928/00220124-20171017-10

Some words and phrases used by health care providers may be perceived as insensitive by patients, which could negatively affect patient outcomes and satisfaction. However, a distinct concept that can be used to describe and synthesize these words and phrases does not exist. The purpose of this article is to propose the concept of language sensitivity, defined as the use of respectful, supportive, and caring words with consideration for a patient's situation and diagnosis. Examples of how language sensitivity may be lacking in nurse–patient interactions are described, and solutions are provided using the RESPECT (Rapport, Environment/Equipment, Safety, Privacy, Encouragement, Caring/Compassion, and Tact) model. RESPECT can be used as a framework to inform and remind nurses about the importance of sensitivity when communicating with patients. Various approaches can be used by nurse educators to promote language sensitivity in health care. Case studies and a lesson plan are included.

J Contin Educ Nurs. 2017;48(11):517–524.