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Patient management > Communication skills: children and language and cultural barriers > Flashcards

Communication skills: children and language and cultural barriers Flashcards

1
Q

What % of children suffer with disruptive and unco-operative problems?

A

20-25%

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2
Q

What is unco-operative behaviour correlated with?

A

Age - younger children

and invasive procedures

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3
Q

What are the different ways a child can show verbal distess?

A

Crying
Moaning
Complaining
Screaming

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4
Q

What are the different ways a child can show behavioural distess?

A

Flinching
Blocking
Thrashing
Turning away

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5
Q

What are other contributers to uncooperaive behaviour?

A

Early experiences - negative - classical conditioning and role models - observational learning
Pain experiences - Sensitivity/lower thresholds

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6
Q

What is behaviour management?

A

The means by which the denatl health team effectively performs dental treatment and thereby instills a positive dental attitude

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7
Q

Why are developmental milestones important

A

They represent what an average person can do around a particular age - varies from child to child

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8
Q

What important things are babies able to do at 6 months?

A 
Lift head and chest 
When held, sit back straight move head to follow movement 
Reach and grab 
Distressed by sudden noises
Understand cause and effect
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9
Q

What groups of people have language barriers?

A

Children
Elderly
Disabilities
Non-native english speakers

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10
Q

What are the language barriers in people with disabilities?

A 
Non or little language 
Confused  speech
Foreign language 
Accent/dialect 
Slang 
Deafness
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11
Q

What are the problems with communication with non-native english speakers?

A

Cant use jargon
Complex sentences
Not giving information in a clear way
Giving offence through over-familiarity

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12
Q

What is culture

A

An integrated pattern of learned beliefs and behaviours that can be shared among groups
Includes thoughts, styles of communicating, ways of interacting views of roles and relationships values, practices and customs

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13
Q

What does culture explain?

A

How we explain and value our world
And provides us with a lens through which we find meaning
We are all influenced by and belong to, multiple cultures that include, but goes beyond race and ethnicity

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14
Q

What is culture competence?

A

A matter of basic ethics
Acknowledgement of the importance of culture in people’s lives
Respect for cultural differences
Minimisation of any negative consequences of cultural differences

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15
Q

How does culture influence oral health?

A 
Beliefs about the cause of disease
How illness is experienced 
What treatments are appropriate 
How treatment should be provided 
who should provide treatment 
Can affect people's perception of tooth decay
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16
Q

What can miscommunication result in?

A 
Under/non-utilisation of care
Poor compliance
Increased OH disparities
Poor QOL
poor treatment and health outcomes
17
Q

What can be the problem with taking into account a patient’s culture?

A

need to not stereotype them
Culture is not all defining - always want to be treated as an individual
Variations exist within subgroups

18
Q

How can you stereotype the person?

A

By seeing the individual as member of their culture

19
Q

What is the ideal when it comes to culture?

A

Develop, refine and enhance their sutural competence across their professional lifetimes

20
Q

How to develop cultural competence:

A

Open attitude - open to different views and beliefs
Self-awareness of own beliefs
Other awareness of other cultures
Cultural knowledge - what influences OG
Cross-cultural skills - style switching ability to communicate

21
Q

What are the attitudes central to professionalism?

A 
Curiosity
Respect
Empathy 
Humility
Sensitivity 
Awareness
22
Q

What are the effective communication skills needed?

A

Eliciting, understanding and reponding to the patient’s persepctive
Information gathering
Explanation and planning
Building the relationship

23
Q

What are the barriers to going to the dentist for different ethnic groups?

A

Language barrier
Cost
Anxiety
Generational difference

24
Q

What are the 4 parts to the CCF?

A

Initiation
Gathering information
Building the relationship
Explanation and planning

25
Q

What needs to be done when have cutural barriers at the initiation?

A

Check the pronunciation of name and how to greet

Sensitivity to wish to have a family member there or interpreter present

26
Q

What needs to be done at the gathering information stage?

A

Explore beliefs about causation and expectations of treatment and family, marital, religious, use of complementary/alternative sources of healthcare

27
Q

What is done at building the relationship stage?

A

Aware of differences in non-verbal behaviour (touch, proximity)
Value ideas and beliefs, non-judgementally without stereotyping
Avoid making assumptions

28
Q

What is done at explanation and planning?

A

Work with an interpreter if necessary
Check patient understands information and concerns have been addressed frequently
Try to give real choices based on backgrounds and situation

29
Q

Cultural beliefs and oral health care

A

Interpretation of symptoms
Beliefs and causation
Attitudes towards illness and disease
Use of beliefs about efficacy of complemantary or alternative sources of healthcare
Gender and age expectations about roles and relationships
Role of dentist and social interations related to power and ways of showing respect
Psychosocial issues

30
Q

What questions should you ask youself when working with the elderly?

A

Are there special physical problems related to ageing in this person?
Have hearing loss or neurological problems comprised this person’s ability to communicate
Are there limitations to the clinical management and treatment of the patient
Are relative or friends assisting this person? do they need to be involved?

31
Q

What is different about the initiation when working with the elderly?

A

Develop rapport with patient and carer if present

Listen attentively during the screening

32
Q

what is different about the gathering information when working with elderly?

A

Ask clarifying questions, summerise and check fequently
Pick up verbal and non-verbal cues
Clear language
Explore beliefs about causation, impact on life, expectations of treatment and family/community networks/support

33
Q

What is different about building relationship and provide structure when elderly?

A

Aware of differences in non-verbal behaviour (touch proximity)
Demonstrate sensitivity, empathy and patience
Avoid making assumptoins
Summarise and signpost frequently

34
Q

What is different about explanation and planning when elderly?

A

Chunk and check throughout
Check patient understands info and concerns have been addressed frequently
Use diagrams and written information
Try to give real choices based on background and situation

Patient management (12 decks)

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