Interviewing Patient with Special Needs
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This document provides guidance for interacting with patients with various special needs or circumstances. It recommends maintaining eye contact and minimizing distractions for hearing impaired patients. For visually impaired patients, it suggests using touch, cues, and describing locations. When interviewing speech impaired or low comprehension patients, it advises using simple questions, written formats, and pictures. Interpreters should be used for non-English speakers and the patient, not interpreter, should be directly questioned. It also gives tips for interacting with patients who are crying, anxious, angry, hostile, sexually aggressive, intoxicated, seriously ill, or older adults.
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alla about hospital pharmacy go deep study patient councel
1. Counseling is the process of giving and receiving information in a way that is meaningful, memorable and usable, changes behavior and facilitates a successful rehabilitative outcome.
2. Studies show that only about 50% of information provided by healthcare providers is retained, and 40-80% can be forgotten immediately. Verbal information should be supplemented with written and/or visual information.
3. Effective counseling involves providing advice as concrete instructions, using easy to understand language, presenting a limited amount of information, and supplementing verbal information with written, graphical, and pictorial materials.
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This document discusses communication in nursing, including:
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3) Challenges nurses face in developing communication skills and communicating with specific patient populations like those with hearing impairments, the elderly, children, and other cultures.
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The document outlines the SPIKES model for effectively communicating bad news to patients. It consists of 6 steps: 1) Setting up the interview, 2) Assessing the patient's perception, 3) Obtaining the patient's invitation to know more, 4) Giving knowledge and information to the patient in small chunks, 5) Addressing the patient's emotions with empathy, and 6) Creating a strategy and summary. Each step provides guidelines for doctors to have difficult conversations while maintaining patient autonomy, managing emotions, clarifying understanding, and planning follow up care. The document also lists unacceptable communication behaviors like abusive language or disrespect that should be avoided.
Working with Adults with Auditory Processing Disorder
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psychology.pptx
This document discusses several approaches to breaking bad news to patients in a compassionate manner. It outlines the ABCDE and SPIKES protocols which involve preparing in advance, building a therapeutic environment, clearly communicating the news, dealing with reactions, encouraging emotions, setting up privacy, assessing understanding, inviting discussion, providing knowledge, addressing emotions, and creating a strategy and summary. The document emphasizes breaking news directly but gently, using plain language, allowing silence, validating emotions, and providing follow up support to empower patients during difficult conversations.
Listening skills
This document discusses listening skills and effective listening. It describes the six components of listening as hearing, attending, interpreting, evaluating, remembering, and responding. Listening is our primary communication activity but is the skill taught the least. There are different styles of listening that are appropriate depending on the situation, such as empathetic listening or selective listening. The document also provides tips for being an effective listener, such as finding areas of interest, resisting distractions, and using slower speech as an opportunity to think ahead.
Communicating Bad News
The document outlines six steps for communicating difficult news to patients:
1. Create an environment conducive to effective communication and ensure the right people are present.
2. Establish what the patient already knows about their health condition.
3. Determine how much information the patient wants to know, as people handle information differently.
4. Deliver the information in a sensitive but straightforward manner.
5. Be prepared to respond to strong emotions that are an expected response to receiving difficult information.
6. Reassure the patient and family that support will continue and questions can be answered going forward.
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Interviewing Patient with Special Needs
- 2. 1. Hearing-Impaired Patient Remain within the sight of the patient. Ensure that the hearing aid is in working order and turned on. Background noise should be at minimum.
- 3. Even with intermediary, face the patient and direct all communication to the patient. Use facial expression and body movements Give additional time Use written form for gathering data
- 4. 2. Visually Impaired Patient Always look directly at the patient. Cues, voice intonation, volume and inflection are important. Use TOUCH. Advise the patient when entering or leaving the room.
- 5. Orient the patient to the immediate environment Use clock hours to indicate position of items Offer assistance
- 6. 3. Speech Impaired- Aphasic Ask simple questions Allow additional time for patient responses. Use written interview format, letter board, yes/no cards
- 7. 4. Non- English Speaking Patient Requires assistance interpreter. Give direct interview questions to the patient not to the interpreter. Pay attention to nonverbal cues. Signs are important.
- 8. 5. Patient with low level understanding Requires time and patience Interview also the family and care giver Request permission from patient to speak to someone else. Allow patient to ask assistance Observe the interaction
- 9. 6.Crying Patient Gently ask what’s the cause of emotional response Show empathy and allow to cry Convey message of thoughtfulness Finish the interview
- 10. 7. Anxious and angry patient Allow to express emotions Give permission to bring out their feelings Convey the patient’s sentiment to their attention Recognize and acknowledge the emotion
- 11. 8. Hostile Patient Review documentation. Be cautious. Do not reciprocate with the anger and hostility. Limit setting and refocusing. Position yourself near an accessible exit.
- 12. Do not turn your back on the patient Never allow the patient to walk behind you or come between you and the exit Watch for signs of increasing tension in the patient Leave the door of the room open to some degree
- 13. 9. Sexually- Aggressive Patient Alert a colleague or security Trust your instinct Define appropriate boundaries Share personal reactions Refocusing the patient Set limits
- 14. 10. Under the influence of drugs/alcohol Alert security personnel and station nearby Place yourself at a distance Remain calm Provide care
- 15. 11. Seriously ill Patient Collect the pertinent data first Interview the family member or significant other Allow the patient to be present and participate the interview Show respect
- 16. 12. Older Adult Patient Require additional time for patient response Schedule more than one interview Interview an older patient’s family member or care giver Assess the quality of interaction