Explain three factors to consider when communicating with diverse patient groups - Be empathetic - Respect people's individuality - Examine your own value system and connect with diverse groups in some way.
Summarize three methods you can use to overcome barriers to communication. - Learn to remain clam in emergencies. - Use therapeutic listening skills - Be patient and sensitive
Summarize five positive nonverbal behaviors that the medical assistant can use to enhance the patient's experience in the healthcare setting. - Lean towards patient when gathering info. - Use eye contact after. Be sensitive - Do not invade personal spaces
- Observe patient body language so you can respond. - If your writing info make sure you continue to look at patients often.
Discuss five communication barriers that can result in misunderstanding of the medical assistant's message. - Using medical terminology- you should adjust your vocabulary to the patient. - Talking too much- not letting the patient speak. - Language barrier - non-English speaking patients - Stereotyping- preconceived assumptions - Physical impairment - vision, hearing
Explain how the following patient communication barriers might interfere with therapeutic communication in the healthcare setting:
Physical impairment Vision or hearing problems will interfere with communication. Make sure you are facing patient for lip readers or speak slowly and louder for hard of hearing.
Language You may not understand the language and the patient may not speak English, so you may need a family member to translate your message so it can be understood by the patient.
Describe the meaning of stereotyping people and how it can affect therapeutic communication. Stereotyping people is having a presumption of a certain group of people and what they are like. It is a prejudice that can that can give you the wrong idea of how the patient will act or be and make wrong decisions.
You should treat people as individuals.
What is a communication channel. List four examples of possible channels that can be used when sending a message to a receiver. A medium through which a message is transmitted to its intended audience, such as print media, spoken word or broadcast (electronic) media.
- Spoken word - Written word - Emails - Body langauge
Active listening techniques are crucial to therapeutic communications. Describe the three components of active listening and give and example of each:
List important guidelines for patient education. - Promote recovery and health through knowledge - Encourage patient participating in teaching process - Include family member or other with patient approval in education. - Encourage health lifestyles. - Promote safe use of medication or treatment - Encourage health lifestyles. - Give info about community resources
Explain patient factors that influence learning - Perception of disease versus actual state of disease - Patient's needs for info - Patient's age and development level - Patient's mental and emotional state - Influence of multicultural and diversity factors - The patients learning style - Effect of physical disabilities
Summarize eight approaches to language barriers. - Observe body language - Determine if they can read or understand English. - Use gesture, tone of voice, and eye contact - Use picture models to show material - Use simple words to show the material. - Have an interpreter present - Use material in the patient's language - Use a teaching plan wit small steps
List 10 barriers to patient learning. - Individual learning style - Age and developmental level - Use of defense mechanisms - Language - Motivation to learn - Physical limitations or disabilities - Emotional or mental state. - Cultural or ethic background - Pain - Time limitation
Identify five guidelines for ordering educational materials - Use sixth grade reading level material for easy understanding - Info should be clear and well organized - Use accurate info - Handout should be professional - Use large print for visual impairment
What does the role of medical assistant educator include? - Reinforcing the provider instructions and information - Encouraging patients to take an active role in their health - Using teaching movements effiectively - Keeping information relevant to the patient - Establishing and maintaining patient rapport
Communicating clearing - Remaining aware of learning factors - Being flexible with teaching plan
Conduct a patient assessment. - Consider pertinent patient factors. - Identify barriers to learning. - Prioritize patient information. - Determine immediate and long-term needs. - Decide on appropriate teaching materials and methods. - Complete visual learning
Prepare the teaching area and assemble necessary equipment and materials. - Use supplies and equipment the patient will use at home. - Provide positive feedback for correct display of skills. Complete Large front
Repeatedly ask for patient feedback to confirm understanding. - Eliminate barriers to learning. - Address immediate learning needs. - Use restatement, reflection, and clarification to gather patient feedback and promote understanding. Complete patient feedback
Summarize the material learned or the skill mastered at the end of each teaching interaction. Complete summarize each task at the end of a visit
Outline a plan for the next meeting. Complete plan next meeting
Evaluate the teaching plan. - Was there enough time to complete the lesson? - Was the patient physically and psychologically ready for the information? Were the goals for the session reached? Complete evaluate year plan was goal reached
Document the teaching intervention. - Material covered - Patient response or level of skill performance - Plans for next session - Community referrals Complete document what you did plan for next session any community referrals.
The Health Belief Model
Principles: Definition: Perceived Susceptibility What are my chances to get disease Patient Education: Supply information on risk level; individual risk based on patient's health habits and family history.
Principles: Definition: Perceived Severity Patient opinion on the seriousness of the condition and its health risks Patient Education: Outline the potential complications of the disease
Principles: Definition: Perceived benefits Patients belief in value of altering lifestyle and complying with treatment Patient Education: Emphasize the positive results that can be achieved if patient is compliant with healthcare recommendations.
Principles: Definition: Preceived barriers Patient's opinion of the financial and psychological costs of compliance Patient Education: Identify barriers and work to reduce them through patient education, family outreach and the use of community resources.
Principles: Definition: Cue to action Methods developed to activate patient compliance Patient Education: Provide one-on-one education interventions; detailed handouts; family involvement in education efforts; follow-up at subsequent office visits; referral to community resources
Principles: Definition: Self-efficacy Patient has the confidence to take action toward a healthier state Patient Education: Provide Ongoing education support
Discuss Dr. Elisabeth Kubler Ross's stages of grief and include in your explanation a suggestion for therapeutic interaction with a patient in each stage:
First Stage Denial and isolation - They want to deny they have it. Give education with handout and explain disease and treatment.
Second Stage They are angry. Use therapeutic communication, discuss feeling techniques.
Third Stage Bargaining - need to delay -come to solution with other staff member
Fourth Stage Depression - Family and patient support group or counseling
Fifth Stage Acceptance- Renew education support ready to move ahead.
Explain how the medical assistant can perform patient education for the following patient with special needs. Coach the patient appropriately considering his or her diverse cultural factors, developmental life stage, and potential communication barriers:
Antionio DeMendez, a 68-year old patient, has profound hearing loss in his left ear. He needs to be taught how to take his blood pressure medication accurately. Use visual mediums, DVDs, handouts and demonstration.
Christina Wu, a 48 year old patient, is legally blind. She is a new patient who is visiting the office for the first time and needs to complete a health history form. The physician recommends that she follow a low-sodium diet. Use sound recordings, interactions, and braille info. Record voice messages for her.
Julio Gonzales is 17 years old and has limited English skills. He is scheduled for diagnostic testing at the hospital and must be taught how to prepare for the studies. Have an interpreter to help him understand, use videos and materials in his language.
For the following scenario, are the medical assistant's actions acceptable practice according to Health Insurance Portability and Accountability Act (HIPPA) guidelines?
The mother of a 19-year old patient, Sue Collins, calls the office. Even though the mother is not listed as Sue's personal health information (PHI), Taylor answers her question about Sue's illness. No, this is not acceptable.
The patient requests that only her husband receive information about her health status. Taylor receives a call from the patients adult daughter, who insists on learning her mothers diagnosis. Taylor feels bad for the daughter and answers her questions. No, this is not acceptable.
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