05-02a: Communication Flashcards Preview

05 - Tests and Measurements > 05-02a: Communication > Flashcards

Flashcards in 05-02a: Communication Deck (28):

General communication guidelines with patient

- Verbal commands used to focus pt's attention on desired attention
- Simple, laymen's terms
- Speak clearly and vary tone
- Describe sequence of events that will occur prior to initiating treatment


Purpose of questions

- Establish rapport
- Provide feedback
- Assess understanding


Open- Ended questions

- Requires more than a yes/no answer
- Draw out reticent patient
- Encourages disclosure


Close-ended questions

- Allows PTA to control flow of information
- Used to narrow or clarify


Effective pt education

- Establish rapport
- Clear, succinct communication
- Assess pt readiness and motivation to learn
- Pt learning style
- Identify potential barriers to progress
- Design individualized HEP, educational program and/or treatment based on medical condition and personal goals
- Focus time on important concepts
- Use repetition
- Frequent feedback
- Assess effectiveness of pt education
- Modify pt education based on assessment


Empathy - Sympathy

- Empathy - Feeling with the person, you've been where they are, know what they're going through
- Sympathy - Feel for the person, but don't necessarily relate to what they're going through
- Resist pity
- Do not offer reassurances


Ways to establish rapport

- Be attentive to body language
- Express genuine interest
- Listen actively
- Speak in even, moderate tones
- Respect concerns, questions, ideas
- Be honest about what you can or cannot do


"I" Statements

- Beginning sentence with "you" places barrier between PTA and pt; can set tone for blame and hostility; accusatory, increases friction, stress
- Beginning sentence with "I" diffuses emotional interchange; does not imply blame


Referencing standards/rules

- Good alternative to argument or attempt at being right
- Helpful when objective confrontation of behavior is needed


Characteristics of active listening

- Empathetic
- Non-judgmental
- Does not interpret
- Encourages appropriate disclosure


Reflecting emotion - acknowledging

PTA verbalizes labels of emotions so pt feels heard and validated


Reflecting emotion - restating

Error checking device; Assists with handling misunderstanding and intense emotions


"We" Statements

- Using "we" and "us" helps set up expectations
- Reinforces that PTA will use skills to assist the pt in recovering


Limit setting

Set appropriate limits - clear and non-aggressive language


Communication - Infants/Children

- Interactive
- Structured play for short duration
- Frequent breaks
- Positive reinforcement


Communication - Adolescents

- Advocate for adolescents
- Establish trust
- Treat them as adults (may not want parent present)
- Clear, concise instructions
- Frequent positive reinforcement


Communication - Adults

- Involve patient in determining outcomes
- Focus on pt daily routine and goals
- Emphasize importance to increase pt compliance
- Be aware of pt support system
- Identify barriers to progress


Communication - Elderly

- Introduce new info gradually
- Assess for hearing/vision impairments
- Group activities may benefit


Communication - Terminally Ill

- Encourage family and caregiver participation
- Promote pt independent decision making
- Incorporate pt goals
- Alter interventions and education based on current mental/physical status


Communication - Cognitively Impaired

- Focus on education of caregiver
- Incorporate pt when possible
- Be clear, concise, summarize, demonstrate, use pictures
- Teach compensatory skills for memory deficits


Communication - Illiteracy

- Assess literacy level
- Basic wording and short sentences
- Demonstration, repetition, pictures


Kinesthetic Learning

- Learn by doing
- Hands on
- Touching to enhance learning experience


Visual Learning

- Use of diagrams, maps, pictures


Auditory Learning

- Prefers hearing to reading
- May read out loud


Intuitive Learning

- Abstract thinking and speaking
- Deals well with theory
- Sees the big picture
- Imaginary solutions


Concrete Learning

- Prefers details, specifics, set patterns
- Does not deal well with theoretical info
- Sees things as black/white
- Less imaginative solutions


Active Learner

- Participate in discussions
- Asks questions, draws conclusions
- Exhibits initiative
- Thinks for self
- Confident in ability to learn


Passive Learner

- Lets the learning experience "happen"
- Little initiative, relies on direction
- Lacks confidence in ability to learn