Chapter 11 Patient Interactions Flashcards
people oriented and hands on
1.important to understand emotions 2.communicate effectively
radiologic technology
why are you here, why field chosen
personal understanding
ability to evaluate, perceive and control emotions
- patients come to be imaged with all states of emotions
- communicate using care and empathy
- get patient to cooperate
- interactive skills can determine and affect patients opinion of medical imaging dept
emotional intelligence
have our own needs to satisfy our career ambitions
personal needs
people strive from a basic level of physiological needs toward a level of self actualization. Each level must be satisfied before proceeding to next level
Maslows hierarchy of needs (theory of psychology)
- physiological (food, shelter, clothes)
- safety (employment, health)
- belongingness and love (friendships, family)
- esteem (self confidence, respect for self and others)
- need to know and understand (cognitive needs, academic, thinking, why’s)
- aesthetics (beauty, emotional need of artist)
- self actualization (fulfillment with life, goals)
order of maslows hierarchy of needs
belonging and love (#3)
level that radiologic technologist students come in at
environment unfamiliar
little control over whats happening to them
dont know their exact state or health
fear of what was found
patients are in altered state of mind (patient needs)
important to know which level they come in at
level patients are at
dignity
self respect
acknowledge how they are feeling..empathy
need to satisfy each level to move on to higher needs
power rad tech has over a patient (patient satisfaction)
admitted to hospital for diagnostic studies or treatment. occupy bed for longer than 24 hours
inpatient
have been up and down maslows hierarchy of needs
may have previous experience in hospitals
must gain their confidence
they are always watching and listening
patient and inpatients being admitted
patient has to come to hospital or center for diagnostic testing or treatment…no overnight stay
outpatient
you don't know what they have faced that day expect schedule to be on time expect updates if running behind ok to apologize treat all patients equally
patients and outpatients
because they wait they have time to critique
if they get rude anxiety may play role
cant tell them what you see…doc only
be courteous
interacting with family of patients
radiologist will read…doc will call
stat exam…keep patient there
interacting with family of patients
read and call
hold and call or stat exam
verbal (humor, organizational vocabulary, speech and grammar)
non verbal (paralanguage, body language)
touch
effective communication methods
music of language…signals sent by tone, speech, rate, stress, volume
paralanguage
frowns=disapproval
dont look directly into eyes=rejection,avoidance
clenched fist/teeth=angry
tight, rigid posture=pain,defensive
leaning forward when listening=best way,interested
body language
emotional (trying to be empathetic)
emphasis (highlight or direction)
palpation (landmarks touched)
touch
professional appearance personal hygiene physical presence visual contact listening skills
methods of communication
rough handling, hurry, being pushy
calm, persuasive, firm, expression of feelings
aggressiveness vs assertiveness
seriously ill (determine coherent level, work fast, explain) visually impaired (explain, touch) speech and hearing impaired (write things down) non english speaking (interpreter) mentally impaired (use strong voice) substance abuse (firm directions, restraint)
types of patients
demonstrate with hands, point
pantomine
same procedure as xray room
verify patient name
explain to family
surgical exams
get to their level
explain in waiting room, hold child
security
never leave alone
pediatrics
hold in familiar position tight blanket soothing voice anxiety from parent separation vivid memories
birth to 1 infants
live in the here and now
familiar words are often more effective…bones, pics
1 to 3 toddlers
dont understand reason or cause and effect
understand big, little or first but not waiting
form opinion they are sick because they are bad
must see or hear to understand
will not let you hold them unless win trust
3 to 5 pre school
begin to think logically
fear of injury, disease, death and punishment
can help child rationalize
5 to 10 school age children
early adolescence–body awareness
middle adolescence–peer groups important
late adolescence–mature
10-25 adolescence
new roles and responsibilities may neglect on one area to handle another
25 to 45 young adult
found their place in life
when sick their place in life is threatened
45 to 65 middle aged
treat as middle aged and mature person
65 and older mature adult
study of aging and disease of older adults
treat as mature adults
geriatrics
young-old, age 65-74
old-old, age 75-84
oldest-old, age 85 and older
healthy and active
transitional
frail and infirm
primary aging—inevitable aging (everyone experiences)
secondary aging–aging from disease, abuse, disuse (individual can control this)
aging process groups
nervous system (psychomotor slows) respiratory system (decrease cough reflex) musculoskeletal system (falls) cardiovascular system (avoid orthostatic hypotension, avoid chilling) integumentary system (loss of skin elasticity) gastrointestinal system (delay bowel)
physical changes with aging
may have DNR
be aware of current practices for patient
unexpected death may occur
interacting with terminally ill
closed awareness (dont know condition)
suspicious (watch for clues)
mutual (all know but avoid)
open (all know and talk about it)
terminally ill
denial and isolation anger bargaining prepatory acceptance
stages of death elisabeth kubler-ross
can sign DNR, hospice, ventilation
patient has opinion about healthcare
patient autonomy
medical chart
advanced healthcare directives
living will
health care proxy (power of attorney)
legal documents
