05-02a: Communication Flashcards
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
