How to Give Clear Instructions in Health and Social Care

Giving clear instructions makes a real difference in health and social care settings. Good communication reduces confusion, prevents mistakes, and keeps everyone safe. Staff, people receiving care, and their families all benefit when instructions are easy to understand. Let’s explore what it means to give clear instructions and how to do it well.

Understand Who Needs the Instructions

Before you speak or write, think about the person you are addressing. Different people need different types of instructions. A fellow nurse may understand medical terms, but a person receiving care or their loved ones might not. Age, language skills, learning needs, or health conditions can affect how a person understands you.

Consider:

• Culture and language backgrounds – Do they use English as a first language?
• Cognitive ability – Do they have learning disabilities, dementia, or confusion?
• Sensory needs – Do they have hearing or sight loss?
• Emotional state – Are they anxious, upset or distracted?

Recognising these factors shapes how you give instructions and helps you adjust your approach.

Using Simple Language

Keep your language plain and to the point. Short sentences work better than long, complicated ones. Avoid jargon, acronyms, or terms people may not know. If medical terms are needed, explain them in simple words.

For example, instead of saying, “Administer the PRN analgesia as per the MAR,” say, “Give the pain relief medicine written on the chart when needed.”

Simple language saves time and makes sure the person understands exactly what you want them to do.

Breaking Instructions into Steps

Big instructions can overwhelm anyone, especially if they cover several actions. Breaking tasks into small, manageable steps helps.

For example, instead of asking a person to “get ready for bed,” say:

• “Go to the bathroom and wash your hands and face.”
• “Brush your teeth.”
• “Put on your pyjamas.”
• “Get into bed.”

Each step is clear, making the whole task easier.

Step-by-step instruction works well for someone with memory problems, learning difficulties, or anxiety. It removes guesswork.

Checking Understanding

After you give instructions, check the person’s understanding. Do not just ask, “Do you understand?” People may nod even if they do not.

Better ways to check understanding:

• Ask them to repeat back what they need to do, in their own words.
• Ask open questions, such as, “What will you do next?” or “Can you tell me what happens first?”
• Watch them begin the task, if possible, and step in to help if they look confused.
• Use pictures or diagrams for those who find words difficult.

This double checks that everyone is on the same page. It also builds confidence.

Giving Instructions Face-to-Face, By Phone, or in Writing

Health and social care workers may need to give instructions in person, over the phone, or in writing. Each way requires its own approach.

Face-to-Face

• Use a calm and friendly tone.
• Keep eye contact if culturally appropriate.
• Use gestures, pointing, or body language to reinforce your message.
• Stand at the same level as the person, not above them.

By Phone

• Speak slowly and clearly.
• Ask often if they are following.
• Repeat key points.
• Allow time for questions.

In Writing

• Use large, clear print.
• Break up blocks of text with bullet points.
• Use simple language and short sentences.
• Choose easy to read fonts.
• Add pictures or symbols where useful.

Written instructions work well for people who forget spoken directions, or for those learning a new routine.

Using Visual Aids and Technology

Sometimes words alone are not enough. Visual aids can help all kinds of people, such as children, people with autism, or those with poor literacy skills.

Types of visual aids:

• Picture cards for daily tasks (e.g., washing hands, taking medicine)
• Diagrams showing equipment set up or movement
• Videos demonstrating a process
• Colour coded charts or signs

Digital reminders or prompts from a mobile, tablet, or smart TV can reinforce instructions for people at home.

Benefits include:

• Reducing reliance on memory
• Providing reassurance
• Helping people learn routines

Supporting People With Communication Needs

Certain groups need extra support to receive and follow instructions. This includes people with learning disabilities, dementia, sensory loss, or mental health challenges.

Support can include:

• Speaking slowly with pauses
• Signing, gestures, or Makaton (a type of sign language)
• Writing key words down
• Choosing a quiet setting with few distractions
• Repeating instructions as needed

Adapt your approach depending on what works best. Being patient and respectful goes a long way.

Considering Emotional Impact

How instructions are given can affect how a person feels. Being clear is not only about words, but about your approach and how you make others feel.

Be calm and positive. Avoid rushing, or sounding annoyed. Give people time to ask questions or clarify points.

Pay attention to body language: standing with arms folded, sighing, or frowning can make a person feel nervous or upset. Smiling, open gestures, and eye contact (if appropriate) help build trust.

Remember—a reassuring manner builds confidence, while a rushed tone increases anxiety.

Following Policies and Procedures

Good instructions should reflect current best practice and legal or organisational rules. Sometimes you need to explain why certain actions are required.

For example, when telling a family they must use hand gel before entering a ward, explain:

• “We use hand sanitiser to help protect everyone from infection.”

Following your employer’s protocols protects both workers and people using services.

Giving Instructions as Part of a Team

Instructions in health and social care do not just flow from top to bottom. Staff give and receive instructions from one another, especially during:

• Shift handovers
• Delegation of tasks
• Emergencies

Effective teamwork depends on clear, shared instructions:

• Say when you are giving a direct order (“Press the alarm now”)
• Summarise at the end of a briefing: “So each person knows their role—Sonia will check the medicines, John will help Mrs. Smith with her breakfast, and I will do the dressings.”
• Confirm everyone’s understanding before starting

This builds confidence and helps avoid mistakes.

Recording and Transferring Instructions

Written instructions are sometimes needed for records, care plans, or when passing on new information. Good record keeping supports safe care and shows what actions were taken.

Tips for recording instructions:

• Write down exactly what needs to happen.
• Include who should do it and when.
• Avoid guessing or making assumptions.
• Store records safely, according to data protection rules.
• Hand over at shift changes clearly, using “sticky notes”, handover books, or electronic systems if available.

This practice prevents information getting lost or misunderstood.

Common Mistakes to Avoid

Even with experience, it’s easy to fall into poor habits. Some common issues when giving instructions include:

• Speaking too quickly or quietly
• Using too much jargon or slang
• Giving too much information at once
• Failing to check understanding
• Not considering the listener’s needs or emotions
• Writing messy, unclear notes

Being aware of these mistakes helps you spot and correct them.

Consistency in Communication

Conflicting instructions from different staff can cause confusion and anxiety. Wherever possible, staff must use consistent language and approaches. If routines change, explain this and give a new set of instructions.

For example:

• “From today, you’ll take your blue tablet in the morning instead of the evening. I’ll write this on your medicines list.”
• “We are now using red labels for medicines needing extra checks.”

This avoids misunderstandings and keeps everyone safe.

Training and Ongoing Development

Giving good instructions is a professional skill that improves with practice. Many employers offer training on communication, equality and diversity, or working with people with additional needs.

Regular reflective practice and feedback are helpful. Ask for advice, watch colleagues, and learn from mistakes.

Developing confidence in giving instructions improves care outcomes for everyone.

Final Thoughts

Giving clear instructions in health and social care supports better outcomes, safety, and trust for everyone involved. By using plain language, considering each person’s needs, and checking understanding, you make daily life smoother for the people you support. Good communication creates stronger teams and helps everyone stay safe. Practice these skills every day and keep learning from those you work with—your practice and confidence will only grow.