{"id":46,"date":"2021-07-27T19:13:16","date_gmt":"2021-07-27T19:13:16","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/3-2-communication\/"},"modified":"2025-02-18T18:43:01","modified_gmt":"2025-02-18T18:43:01","slug":"3-2-communication","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/3-2-communication\/","title":{"raw":"3.2 Communication","rendered":"3.2 Communication"},"content":{"raw":"Effective communication is a vital component of proper assignment, delegation, and supervision. It is also one of the Standards of Professional Performance established by the American Nurses Association (ANA).<sup>[footnote]American Nurses Association. (2021). <em>Nursing: Scope and standards of practice<\/em> (4th ed.). American Nurses Association.[\/footnote]<\/sup> Research has identified that new graduate nurses are more susceptible to stress and isolation within their job roles due to poor communication and teamwork within the interdisciplinary team.<sup>[footnote]Leonard, J.C., Whiteman, K., Stephens, K., Henry, C., Swanson-Bieaman, B. (2022). Imporving communication and collaboration skills in graduate nurses: An evidence-based approach. <em>The Online Journal of Issues in Nursing, 27<\/em>(2), 3. <a href=\"https:\/\/www.doi.org\/10.3912\/OJIN.Vol27No02Man03\" target=\"_blank\" rel=\"noopener\">https:\/\/www.doi.org\/10.3912\/OJIN.Vol27No02Man03<\/a>[\/footnote]<\/sup> Strong communication skills foster a supportive work environment and colleagial relationships that benefit both clients and nursing staff.\n\nConsider the fundamentals of good communication practices. Effective communication requires each interaction to include a sender of the message, a clear and concise message, and a receiver who can decode and interpret that message. The receiver also provides a feedback message back to the sender in response to the received message. See Figure 3.1<sup>[footnote]\u201cOsgood-Schramm-model-of-communication.jpg\u201d by Jordan Smith at eCampus Ontario is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a>. Access for free at <a href=\"https:\/\/ecampusontario.pressbooks.pub\/communicationatwork\/chapter\/1-3-the-communication-process\/\" target=\"_blank\" rel=\"noopener\">https:\/\/ecampusontario.pressbooks.pub\/communicationatwork\/chapter\/1-3-the-communication-process\/<\/a>[\/footnote]<\/sup> for an image of effective communication between a sender and receiver. This feedback message is referred to as <strong>[pb_glossary id=\"342\"]closed-loop communication[\/pb_glossary]<\/strong> in health care settings. Closed-loop communication enables the person giving the instructions to hear what they said reflected back and to confirm that their message was received correctly. It also allows the person receiving the instructions to verify and confirm the actions to be taken. If closed-loop communication is not used, the receiver may nod or say \u201cOK,\u201d and the sender may assume the message has been effectively transmitted, but this may not be the case and can lead to errors and client harm.\n<div class=\"textbox shaded \">\n\nAn example of closed-loop communication can be found in the following exchange:\n<ul>\n \t<li style=\"font-weight: 400\"><strong>RN:<\/strong> \u201cJane, can you get a set of vitals on Mr. Smith and let me know if the results are outside of normal range?\u201d<\/li>\n \t<li style=\"font-weight: 400\"><strong>Jane, CNA:<\/strong> \u201cOK, I\u2019ll get a set of vitals on Mr. Smith and let you know if they are out of range.\u201d<\/li>\n<\/ul>\n<\/div>\n\n[caption id=\"attachment_45\" align=\"aligncenter\" width=\"595\"]<img class=\"wp-image-45 \" title=\"\u201cOsgood-Schramm-model-of-communication.jpg\u201c by Jordan Smith at eCampus Ontario is licensed under CC BY 4.0. Access for free at https:\/\/ecampusontario.pressbooks.pub\/communicationatwork\/chapter\/1-3-the-communication-process\/\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication-1024x676.jpg\" alt=\"Image showing Communication Between Sender and Receiver\" width=\"595\" height=\"393\"> Figure 3.1 Effective Communication Between Sender and Receiver[\/caption]\n\nClosed-loop communication is vital for communication among health care team members to avoid misunderstandings that can cause unsafe client care. According to the <em>HIPAA Journal<\/em>, poor communication leads to a \u201creduction in the quality of care, poor client outcomes, wastage of resources, and high health care costs.\u201d<sup>[footnote]HIPAA Journal. (n.d.).<em> Effects of poor communication in healthcare.<\/em> <a href=\"https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/<\/a>[\/footnote]<\/sup> Parameters for reporting results and the results that should be expected are often left unsaid rather than spelled out in sufficient detail. It is imperative for the RN to provide clear, complete, concise instructions when delegating. A lack of clarity can lead to misunderstanding, unfinished tasks, incomplete care, and\/or medical errors.<sup>[footnote]HIPAA Journal. (n.d.).<em> Effects of poor communication in healthcare.<\/em> <a href=\"https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/<\/a>[\/footnote]<\/sup>\n\nEffective communication is at the core of proper assignment, delegation, and supervision. With effective communication at the beginning of every shift, each nursing team member should have a clear plan for their shift, what to do and why, and what and when to report to the RN or team leader. Communication should continue throughout the shift as tasks are accomplished and clients\u2019 needs change. Effective communication improves client outcomes and satisfaction scores, as well as improving team morale by enhancing the collaborative relationships of the health care team.\n\nThe RN is accountable for clear, concise, correct, and complete communication when making assignments and delegating, both initially and throughout the shift. These communication characteristics can be remembered by using the mnemonic the \"4 Cs\":\n<ul>\n \t<li style=\"font-weight: 400\"><strong>Clear:<\/strong> Information is understood by the listener. Asking the listener to restate the instructions and the plan can be helpful to determine whether the communication is clear.<\/li>\n \t<li style=\"font-weight: 400\"><strong>Concise:<\/strong> Sufficient information should be provided to accurately perform the task, but excessive or irrelevant information should be avoided because it can confuse the listener and waste precious time.<\/li>\n \t<li style=\"font-weight: 400\"><strong>Correct:<\/strong> Correct communication is not vague or confusing. Accurate information is also aligned with agency policy and the team member\u2019s scope of practice as defined by their state\u2019s Nurse Practice Act and other state regulations.<\/li>\n \t<li style=\"font-weight: 400\"><strong>Complete:<\/strong> Complete instructions leave no room for doubt. Always ask if further information or clarification is needed, especially regarding tasks that are infrequently performed or include unique instructions.<sup>[footnote]LaCharity, L. A., Kumagai, C. K., &amp; Bartz, B. (2019). <em>Prioritization, delegation and assignment<\/em> (4th ed.). Mosby, p. 6.[\/footnote]<\/sup><\/li>\n<\/ul>\nThe use of closed-loop communication is the best method to achieve clear, concise, correct, and complete information exchanged among team members. Closed-loop communication allows team members the opportunity to verify and validate the exchange of information. By repeating back information, members confirm the exchange has occurred, understanding is clear, and expectations are heard.\n\nClosed-loop communication should also be used when the RN is receiving a verbal order from a provider. For example, when the resuscitation team leader gives a verbal order of \u201cEpinephrine 1 mg\/mL IV push now,\u201d the RN confirms correct understanding of the order by repeating back, \u201cI will prepare Epinephrine 1 mg\/mL to be given IV push now.\u201d After the provider confirms the verbal order and the task is completed, the nurse confirms completion of the task by stating, \u201cEpinephrine 1 mg\/mL IV push was administered.\u201d\n\nIn addition to using closed-loop communication, a common format used by health care team members to exchange client information is ISBARR, a mnemonic for the components of <strong>I<\/strong>ntroduction, <strong>S<\/strong>ituation, <strong>B<\/strong>ackground, <strong>A<\/strong>ssessment, <strong>R<\/strong>equest\/Recommendations, and <strong>R<\/strong>epeat Back.\n<div class=\"textbox shaded\">\n<p class=\"arrow\">ISBARR and other communication strategies are discussed in more detail in the \"<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/7-5-interprofessional-communication\/\" target=\"_blank\" rel=\"noopener\">Interprofessional Communication<\/a>\" section of the \"Collaboration Within the Interprofessional Team\" chapter.<\/p>\n\n<\/div>\n&nbsp;","rendered":"<p>Effective communication is a vital component of proper assignment, delegation, and supervision. It is also one of the Standards of Professional Performance established by the American Nurses Association (ANA).<sup><a class=\"footnote\" title=\"American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association.\" id=\"return-footnote-46-1\" href=\"#footnote-46-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/sup> Research has identified that new graduate nurses are more susceptible to stress and isolation within their job roles due to poor communication and teamwork within the interdisciplinary team.<sup><a class=\"footnote\" title=\"Leonard, J.C., Whiteman, K., Stephens, K., Henry, C., Swanson-Bieaman, B. (2022). Imporving communication and collaboration skills in graduate nurses: An evidence-based approach. The Online Journal of Issues in Nursing, 27(2), 3. https:\/\/www.doi.org\/10.3912\/OJIN.Vol27No02Man03\" id=\"return-footnote-46-2\" href=\"#footnote-46-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/sup> Strong communication skills foster a supportive work environment and colleagial relationships that benefit both clients and nursing staff.<\/p>\n<p>Consider the fundamentals of good communication practices. Effective communication requires each interaction to include a sender of the message, a clear and concise message, and a receiver who can decode and interpret that message. The receiver also provides a feedback message back to the sender in response to the received message. See Figure 3.1<sup><a class=\"footnote\" title=\"\u201cOsgood-Schramm-model-of-communication.jpg\u201d by Jordan Smith at eCampus Ontario is licensed under CC BY 4.0. Access for free at https:\/\/ecampusontario.pressbooks.pub\/communicationatwork\/chapter\/1-3-the-communication-process\/\" id=\"return-footnote-46-3\" href=\"#footnote-46-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/sup> for an image of effective communication between a sender and receiver. This feedback message is referred to as <strong><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_46_342\">closed-loop communication<\/a><\/strong> in health care settings. Closed-loop communication enables the person giving the instructions to hear what they said reflected back and to confirm that their message was received correctly. It also allows the person receiving the instructions to verify and confirm the actions to be taken. If closed-loop communication is not used, the receiver may nod or say \u201cOK,\u201d and the sender may assume the message has been effectively transmitted, but this may not be the case and can lead to errors and client harm.<\/p>\n<div class=\"textbox shaded\">\n<p>An example of closed-loop communication can be found in the following exchange:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong>RN:<\/strong> \u201cJane, can you get a set of vitals on Mr. Smith and let me know if the results are outside of normal range?\u201d<\/li>\n<li style=\"font-weight: 400\"><strong>Jane, CNA:<\/strong> \u201cOK, I\u2019ll get a set of vitals on Mr. Smith and let you know if they are out of range.\u201d<\/li>\n<\/ul>\n<\/div>\n<figure id=\"attachment_45\" aria-describedby=\"caption-attachment-45\" style=\"width: 595px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-45\" title=\"\u201cOsgood-Schramm-model-of-communication.jpg\u201c by Jordan Smith at eCampus Ontario is licensed under CC BY 4.0. Access for free at https:\/\/ecampusontario.pressbooks.pub\/communicationatwork\/chapter\/1-3-the-communication-process\/\" src=\"https:\/\/pressbooks.ccconline.org\/accphysicalgeology\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication-1024x676.jpg\" alt=\"Image showing Communication Between Sender and Receiver\" width=\"595\" height=\"393\" srcset=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication-1024x676.jpg 1024w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication-300x198.jpg 300w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication-768x507.jpg 768w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication-65x43.jpg 65w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication-225x148.jpg 225w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication-350x231.jpg 350w, https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-content\/uploads\/sites\/225\/2021\/07\/Osgood-Schramm-model-of-communication.jpg 1240w\" sizes=\"auto, (max-width: 595px) 100vw, 595px\" \/><figcaption id=\"caption-attachment-45\" class=\"wp-caption-text\">Figure 3.1 Effective Communication Between Sender and Receiver<\/figcaption><\/figure>\n<p>Closed-loop communication is vital for communication among health care team members to avoid misunderstandings that can cause unsafe client care. According to the <em>HIPAA Journal<\/em>, poor communication leads to a \u201creduction in the quality of care, poor client outcomes, wastage of resources, and high health care costs.\u201d<sup><a class=\"footnote\" title=\"HIPAA Journal. (n.d.). Effects of poor communication in healthcare. https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/\" id=\"return-footnote-46-4\" href=\"#footnote-46-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/sup> Parameters for reporting results and the results that should be expected are often left unsaid rather than spelled out in sufficient detail. It is imperative for the RN to provide clear, complete, concise instructions when delegating. A lack of clarity can lead to misunderstanding, unfinished tasks, incomplete care, and\/or medical errors.<sup><a class=\"footnote\" title=\"HIPAA Journal. (n.d.). Effects of poor communication in healthcare. https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/\" id=\"return-footnote-46-5\" href=\"#footnote-46-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a><\/sup><\/p>\n<p>Effective communication is at the core of proper assignment, delegation, and supervision. With effective communication at the beginning of every shift, each nursing team member should have a clear plan for their shift, what to do and why, and what and when to report to the RN or team leader. Communication should continue throughout the shift as tasks are accomplished and clients\u2019 needs change. Effective communication improves client outcomes and satisfaction scores, as well as improving team morale by enhancing the collaborative relationships of the health care team.<\/p>\n<p>The RN is accountable for clear, concise, correct, and complete communication when making assignments and delegating, both initially and throughout the shift. These communication characteristics can be remembered by using the mnemonic the &#8220;4 Cs&#8221;:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><strong>Clear:<\/strong> Information is understood by the listener. Asking the listener to restate the instructions and the plan can be helpful to determine whether the communication is clear.<\/li>\n<li style=\"font-weight: 400\"><strong>Concise:<\/strong> Sufficient information should be provided to accurately perform the task, but excessive or irrelevant information should be avoided because it can confuse the listener and waste precious time.<\/li>\n<li style=\"font-weight: 400\"><strong>Correct:<\/strong> Correct communication is not vague or confusing. Accurate information is also aligned with agency policy and the team member\u2019s scope of practice as defined by their state\u2019s Nurse Practice Act and other state regulations.<\/li>\n<li style=\"font-weight: 400\"><strong>Complete:<\/strong> Complete instructions leave no room for doubt. Always ask if further information or clarification is needed, especially regarding tasks that are infrequently performed or include unique instructions.<sup><a class=\"footnote\" title=\"LaCharity, L. A., Kumagai, C. K., &amp; Bartz, B. (2019). Prioritization, delegation and assignment (4th ed.). Mosby, p. 6.\" id=\"return-footnote-46-6\" href=\"#footnote-46-6\" aria-label=\"Footnote 6\"><sup class=\"footnote\">[6]<\/sup><\/a><\/sup><\/li>\n<\/ul>\n<p>The use of closed-loop communication is the best method to achieve clear, concise, correct, and complete information exchanged among team members. Closed-loop communication allows team members the opportunity to verify and validate the exchange of information. By repeating back information, members confirm the exchange has occurred, understanding is clear, and expectations are heard.<\/p>\n<p>Closed-loop communication should also be used when the RN is receiving a verbal order from a provider. For example, when the resuscitation team leader gives a verbal order of \u201cEpinephrine 1 mg\/mL IV push now,\u201d the RN confirms correct understanding of the order by repeating back, \u201cI will prepare Epinephrine 1 mg\/mL to be given IV push now.\u201d After the provider confirms the verbal order and the task is completed, the nurse confirms completion of the task by stating, \u201cEpinephrine 1 mg\/mL IV push was administered.\u201d<\/p>\n<p>In addition to using closed-loop communication, a common format used by health care team members to exchange client information is ISBARR, a mnemonic for the components of <strong>I<\/strong>ntroduction, <strong>S<\/strong>ituation, <strong>B<\/strong>ackground, <strong>A<\/strong>ssessment, <strong>R<\/strong>equest\/Recommendations, and <strong>R<\/strong>epeat Back.<\/p>\n<div class=\"textbox shaded\">\n<p class=\"arrow\">ISBARR and other communication strategies are discussed in more detail in the &#8220;<a href=\"https:\/\/pressbooks.ccconline.org\/accnursing2030\/chapter\/7-5-interprofessional-communication\/\" target=\"_blank\" rel=\"noopener\">Interprofessional Communication<\/a>&#8221; section of the &#8220;Collaboration Within the Interprofessional Team&#8221; chapter.<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-46-1\">American Nurses Association. (2021). <em>Nursing: Scope and standards of practice<\/em> (4th ed.). American Nurses Association. <a href=\"#return-footnote-46-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-46-2\">Leonard, J.C., Whiteman, K., Stephens, K., Henry, C., Swanson-Bieaman, B. (2022). Imporving communication and collaboration skills in graduate nurses: An evidence-based approach. <em>The Online Journal of Issues in Nursing, 27<\/em>(2), 3. <a href=\"https:\/\/www.doi.org\/10.3912\/OJIN.Vol27No02Man03\" target=\"_blank\" rel=\"noopener\">https:\/\/www.doi.org\/10.3912\/OJIN.Vol27No02Man03<\/a> <a href=\"#return-footnote-46-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-46-3\">\u201cOsgood-Schramm-model-of-communication.jpg\u201d by Jordan Smith at eCampus Ontario is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\" target=\"_blank\" rel=\"noopener\">CC BY 4.0<\/a>. Access for free at <a href=\"https:\/\/ecampusontario.pressbooks.pub\/communicationatwork\/chapter\/1-3-the-communication-process\/\" target=\"_blank\" rel=\"noopener\">https:\/\/ecampusontario.pressbooks.pub\/communicationatwork\/chapter\/1-3-the-communication-process\/<\/a> <a href=\"#return-footnote-46-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-46-4\">HIPAA Journal. (n.d.).<em> Effects of poor communication in healthcare.<\/em> <a href=\"https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/<\/a> <a href=\"#return-footnote-46-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-46-5\">HIPAA Journal. (n.d.).<em> Effects of poor communication in healthcare.<\/em> <a href=\"https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.hipaajournal.com\/effects-of-poor-communication-in-healthcare\/<\/a> <a href=\"#return-footnote-46-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><li id=\"footnote-46-6\">LaCharity, L. A., Kumagai, C. K., &amp; Bartz, B. (2019). <em>Prioritization, delegation and assignment<\/em> (4th ed.). Mosby, p. 6. <a href=\"#return-footnote-46-6\" class=\"return-footnote\" aria-label=\"Return to footnote 6\">&crarr;<\/a><\/li><\/ol><\/div><div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_46_342\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_46_342\"><div tabindex=\"-1\"><p>A process that enables the person giving the instructions to hear what they said reflected back and to confirm that their message was, in fact, received correctly.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":32,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-46","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":42,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters\/46","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/users\/32"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters\/46\/revisions"}],"predecessor-version":[{"id":545,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters\/46\/revisions\/545"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/parts\/42"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapters\/46\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/media?parent=46"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/pressbooks\/v2\/chapter-type?post=46"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/contributor?post=46"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accnursing2030\/wp-json\/wp\/v2\/license?post=46"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}