Final Exam Flashcards

Question

CPS is the electronic version of 4 core pharmacy textbooks

Answer 1

1. Compendium of pharmaceuticals and specialties (CPS) 2. Compendium of therapeutic choices (CTC) 3. Compendium of therapeutics for minor ailments (CTMA) 4. Compendium of products for minor ailments (CPMA)

Answer 2

Document which lists the specifics of a drug or drug class (indications, warnings, adverse effects, interactions, dosing, composition • Drug information is provided by drug manufacturers and the Canadian Pharmacists Association (CPhA)

Answer 3

Audience sensitive language Organization Non verbal Active listening Empathy Questioning Assertiveness

Answer 4

o Includes language that is patient friendly and appropriate/respectful o Person first language, inclusive language o Avoid terms that are derogatory (substance abuse, junky, homosexual)

Answer 5

Represents 55% of communication based on albert Mehrabian's model o 90% of message is conveyed through nonverbal cues o Eye contact is a sign of confidence and sincerity in our culture but can be bad in other cultures o Kinesis (body movements have different meanings in different cultures) o Facial expressions (child's face says it all) o Appearance o Proxemics (personal space) o Haptics (touching, hand shake) different in different culture

Answer 6

o More than half our time is spent listening o Strong link between productivity and listening ability o Willingness to listen could mean the difference between adherence and non-adherence o Active listening cycle • Attending • Understanding • Evaluating • Responding (empathetically) • Remembering o Listening is difficult because we have judgement, time constraints, cognitive dissonance, anxiety, listener's need for control

Answer 7

o Reflective responses, repeat a part of what the person said o Assume speaker's frame of reference and don't proceed until the speaker agrees you have captured his/her perspective

Answer 8

o o Closed vs open ended questions o Closed questions produce a one word answer and often start with are, do, did, who, when, where, which, will, is • Used when we are testing understanding, advancing closure • Yes or no answer • Requires memory or specific knowledge • Answerer can be robotic and may feel interrogates o Open questions produce lengthier and more time-efficient responses and often start with how, why, in what way • Used when we are developing the conversation, developing understanding • Demand an opinion • Thinking is required • Answerer is engaged o Probing questions are needed when more detail is needed, to build on responses • Use these when nonverbal communication does not match verbal communication, you suspect patient may need support, patient gives a vague response o Start with closed questions then open questions then probing questions the closed questions

Answer 9

Clearly communicate what you need o Express feelings, needs and opinions o People avoid being assertive, find line between being aggressive and passive • Assertive is being honest, appropriate expression of feelings and needs while respecting the feelings, opinion and needs of others o Passive people are often isolated from groups, value others above themselves, avoid confrontation, defer to lose-win solutions o Aggressive people are controlling in groups, value themselves above others, pursue win-lose solutions, view confrontation as being honest o Assertive people participate in groups in respectful way, value themselves while respecting others, prize honesty without confrontation, seek out win-win solutions

Answer 10

Top left side of the page Headings First few words in a sentence or list

Answer 11

Requires specificity in information and precision in language

Answer 12

The ability to access, understand, evaluate and communicate information as a way to promote, maintain and improve health in a variety of settings across the life course We have very poor health literacy in Canada (90% of seniors cannot understand) 49% of Canadians 16-65 score below level 3 in literacy proficiency (below minimum level) Recommended to create health information on a grade 8-10 level o Most health-related materials were written at levels greater than the reading skills of a high-school graduate

Answer 13

The ability to access, understand, evaluate and communicate information as a way to promote, maintain and improve health in a variety of settings across the life course We have very poor health literacy in Canada (90% of seniors cannot understand) 49% of Canadians 16-65 score below level 3 in literacy proficiency (below minimum level) Recommended to create health information on a grade 8-10 level o Most health-related materials were written at levels greater than the reading skills of a high-school graduate

Answer 14

Adults with low literacy feel stigmatized so they do not ask for an explanation when they do not understand, ask the pharmacist to read the label to them, ask for help completing a form, feel comfortable with providers, so needs are left unmet At-risk patients Give patients a nutrition fact sheet and they have to answer questions

Answer 15

Use patient friendly terms Target information appropriately Assume reader will skim and scan Use pictures, diagrams, videos, support messages Speak slowly Ask patients to teach-back or show me method

Answer 16

Direct clear and concise (to the point) Personal and not bureaucratic (writer does not high behind officious language) Action-oriented (uses active, rather than passive voice) Using plain language is not dumbing down information

Answer 17

o Medical abbreviations and acronyms o Overly specific anatomical descriptions o Basic descriptions with inadequate context o Words commonly understood by healthcare professionals but not by patients o Case descriptions to substitute for personal nouns

Answer 18

Keep it concise Respect white space Use charts to quickly show similarities and difference Consider using illustration Headings guide the reader, make the information less intimidating, helps organize the content Make information shorter and in bullet point form for readers who skim and scan information, have a heading with the bullet points Watch for spelling Do NOT orphan your pronouns, pronouns requires antecedent which defines the person/thing for which the pronoun substitutes

Answer 19

use pictures, diagrams, videos, to support messages • Illustrations support narratives, reduce narratives, emphasize key points, break up text and simplify data • Be cautious about visual aids as some patients may take the information too literally Visual aids are not just for patients, can be useful for professionals Ex target's prescription vials • Most important info at the top and goes in descending order or importance • Colour-coded bands distinguish users in a single household • Easy to follow instructions

Answer 20

• Important info (patient's name, pill name, drug strength, instructions) appear at the top • Less important information (pharmacy name, phone number, prescriber name, refill information) should appear at the bottom • Language should be clear and simple, concise and familiar • Info in the patient's preferred language • Alphabetic characters should not be used (write 2 and not two) • Instructions convey number of dosage units to be taken and when (take 1 tab in morning and 1 tab at night and not take 1 tab twice daily) • Auxiliary info should be evidence based and minimized • Purpose for medication if mentioned on prescription • Large font size, high contrast print • Formatting should be consistent

Answer 21

• Standard of practice, continuity of care, demonstrate decision-making • Record history, audit trail, avoid mistakes, identify best practice

Answer 22

Patients o Instructions o Promotional materials o Newsletters • Other RPhs o Consultation letter o Shift hand-off • Other HCPs o Briefing note o Letter to recommend o Patient encounter

Answer 23

1. Factual 2. Complete 3. Current 4. Organized

Answer 24

S - subjective (what the patient tells you, ex symptoms) O - objectives (measurements acquired through the 5 senses, results from diagnostic testing) A - assessment (description of drug-related problems prioritized according to importance and therapeutic alternatives) P - plan (detailed action plan for the patient and health care team, use strong verbs)

Answer 25

Visual (65%) o Learn by seeing or reading o Think in pictures o Sensitive to non-verbal cues o Write info to memorize o Majority of population • Auditory (30%) o Learn by listening and speaking o Sensitive to tone and speech nuances o Read out loud or talk to themselves o Create mnemonics o Traditional lecture good for this group • Kinesthetic (5%) o Learn by touching and doing o Prefer learning skill to acquiring information o Multitask well o May study with music on or movement

Answer 26

1. Make communication directly relevant and practical 2. Out communication in context of what is already known 3. Keep communication short and on point 4. Use learners' knowledge

Answer 27

passive learners, preferring to watch/listen to experts

Answer 28

Impromptu speech • Extemporaneous speaking • Memorized or prepared speech

Answer 29

Informative is the facilitate learning, is fact-based and to teach Persuasive is to encourage action, include emotional element or problem-solving, act as motivator

Answer 30

• Who is our audience, what is their level of knowledge • Content has a specific goal or learning objective, thesis statement, main points (key arguments) • To create and effective presentation define the target audience, acquire content, structure content for audient, present content with supplementary documentation • Intro, body, conclusion

Answer 31

• Know target audience • Demonstrate how your solutions meet their needs • Establish your credibility and that of your 'product' • Create urgency to act now