I E Education & communication (lots of subjective/situational Qs) Flashcards
communication points to consider –>
1) assume differences until similarities are proven
2) emphasize description rather than interpretation or evaluation; get complete description rather than judge
3) avoid stereotyping
ineffective communication can result in?
incorrect diagnoses and noncompliance with treatment
what is the personal zone (#)? when is that “utilized?”***
18” to 4 feet; when giving instructions or working closely
intimate zone
<18”; very close friends or business handshakes
social zone
4-12 feet; most business interaction
public zone
> 12 feet; very formal interaction
a sign of respect is?
good posture
when working with clients with limited English skills, what should you do?***
- use common terms, avoid slang, acronyms, and short hand
- confirm to rules of grammar and use short, simple sentences
if an interpreter is being used, who should you speak to?***
DIRECTLY to the client! (even if they don’t speak English and someone is translating)
needs assessment for middle and upper income adults
goal-oriented; consider activities they can’t relate to as a waste of time
needs assessment for lower income adults
interests focus on costs and traditional food habits; oriented toward present and towards solving current problems
needs assessment for very poor adults***
SHORT TERM PLANNERS- HOW TO EAT NOW
needs assessment for adolescents***
relate to their interests; consider PEER PRESSURE and attitudes towards authority
needs assessment for elderly***
- DECREASED ATTENTION SPAN (<30 minutes)
- AUDIENCE PARTICIPATION
- CAREFULLY CONTROL Qs to STAY ON TOPIC
goals and objectives should be based on?***
assessment of client knowledge
development of educational plans/design
(basically evaluate what’s out there…match to objectives, lesson plan, evaluate)
1) evaluate information available and match to objectives
2) organize into logical sequence
3) develop lesson plan
4) evaluate what you have developed
what is a lesson plan?
written summary of info about a unit of instruction; includes objectives, content, sequence, activities, time allotted, references
posters, slides, movies assist in what types of instruction?
oral!
what are computers or programmed instruction materials good for?***
SUBSTITUTE for instructors in CERTAIN ASPECTS of the learning process: purely COGNITIVE or FACTUAL material
3 domains of learning**
1) cognitive
2) affective
3) psychomotor
domain of learning: cognitive***
acquisition of KNOWLEDGE or subject matter
domain of learning: affective***
acquisition of ATTITUDES & VALUES, SUBJECTIVE
domain of learning: psychomotor***
acquisition of MUSCULAR SKILLS (exercises, food preparation)
objectives and difficulty of learning***
lower level objectives must be mastered before more complex learning can take place
what question must you ask in relation to objectives and learning?***
is the level of learning APPROPRIATE based on the group’s prior learning and present ability?
what is positive reinforcement?***
REPETITION of a GIVEN BEHAVIOR; should be specific and immediate, (ex: meaningful attention or praise)
what is avoidance learning?***
learn to escape from unpleasant consequences; AVOID future criticism by improving future performance (“I don’t want to get ___ again, so I will do ___ differently”)
what is extinction?**
ABSENCE OF REINFORCEMENT following undesired behavior (IGNORE)- if extinction is continued, reduces undesired behavior and behavior will eventually disappear
key to helping transition to new behaviors
motivation + support
what type of learning provided the greatest retention?***
ACTIVE WAY- DO what you’re teaching!
when you establish rapport, what do you encourage the client to do?***
express fears and concerns about changes
how should you discuss problems?
descriptively (NOT evaluatively = judgmental)
what is clarification?***
pose a Q after an ambiguous client message; USED TO MAKE PREVIOUS MESSAGE EXPLICIT
what is active or reflective listening?***
PARAPHRASE or REPEAT BACK what was just said
clarification vs. active/reflective listening***
- clarification: pose a Q after client speaks, make previous message explicit
- active listening: paraphrase or repeat back
what is feedback?
info client gives back to you; lets you know what he knows and what he understands about what you’re saying
what is empathizing?***
PUT YOURSELF IN THEIR SHOES
psychological vs. physical environment
- psychological = openness, encourage questions, informal, supportive
- physical = comfortable temperature, lighting, chairs; maintain eye contact, little outside noise
written communication characteristics***
more FORMAL AND AUTHORITATIVE (vs. oral), even when email or text
how is written communication interpreted?***
more ACCURATELY; used to keep records
reading level of materials for general population***
8th grade
reading level of materials for lower literacy population***
6th grade
what is the SMOG index?***
gives GRADE LEVEL & finds average number of POLYSYLLABIC WORDS
benefits of oral communication?
more personal, encourages 2-way communication
most critical barrier to oral communication?***
POOR LISTENING SKILLS
what is nutritional informatics?**
USE OF TECHNOLOGY IN SPREADING INFORMATION; intersection between nutrition + information + technology
what is a leader’s job for a group?***
make sure that EVERYONE PARTICIPATES –> see I p.24 for list of specifics
what is synergy?***
the GROUP’S PRODUCT/DECISION is SUPERIOR to what the most resourceful individual could have produced by WORKING ALONE (GROUP > INDIVIDUAL)
when should evaluation be conducted?***
at the BEGINNING of EACH STEP of the educational process: 1) assessment 2) planning 3) implementation 4) evaluation
steps of the educational process?***
1) assessment
2) planning
3) implementation
4) evaluation
formative evaluation***
made DURING the course of the evaluation
summative evaluation***
designed at the planning stage but CONDUCTED AT THE END
formative vs. summative evaluation***
- formative = DURING i.e. pre-test, can form class teaching around what the participants know
- summative = AT THE END, “did we achieve what we planned?” –> i.e. post-test
formative evaluation answers what question?**
“how should we do it?” - can alter education presentation/methods
formative evaluation- example***
focus group, pre-test
summative evaluation answers what question?***
did we achieve what we planned?
example of a summative evaluation***
post-test
formal evaluation: 2 types***
1) objective test
2) performance test
formal evaluation: objective test is not good for what settings?
clinic or community
formal evaluation: performance test***
client asked to COMPLETE A TASK based on learning objectives
what is an informal evaluation?
unstructured observation of food selection and behaviors
questions to ask for evaluation of effectiveness of educational plans –>
1) did it alter pt knowledge, behavior, attitude?
2) what is rate of lapse or relapse?
3) timeliness, appropriateness, accuracy? within budget?
4) meet specific targeted needs? quality of presentation?
5) were processes and outcomes documented?
6) what was the degree of growth?
interviewing requires what types of skills?***
strong listening and verbal communication
when does preparation occur?**
BEFORE MEETING the client!
what is entailed within the preparation step?
- collect background information- age, weight, height, diet hx
- establish objectives for collecting information during the interview
what is the FIRST STEP of interviewing FACE-TO-FACE?**
BUILD RAPPORT
what types of questions should you use?
open-ended, non-judgmental
open-ended Qs
- broad, gives freedom in responding
- gives chance to listen and observe
- takes more time but less threatening
closed Qs
- more restrictive & limits answers
- gives you control
- less time
primary vs. secondary Qs
- primary = introduces new topics
- secondary = obtain more info, F/U
neutral vs. leading Qs
- neutral = preferred, no bias
- leading = reveals your bias
funnel sequence Qs
begin with broad open questions and proceed to more restrictive ones
closing step in interviewing**
SUMMARIZE for client to CHECK ACCURACY; tell client what will be done with info
types of non-verbal communication***
- kinesics
- paralinguistics
- proxemics
what are kinesics?***
physical communication: eye contact, arms unfolded or folded, clenched fists or crossing legs
what do these things mean:
- direct eye contact
- lowering eyes
- arms folded across chest
- clenched fists
- crossing and uncrossing legs
- direct eye contact = attentiveness
- lowering eyes = preoccupation
- arms folded across chest = dislike, avoidance
- clenched fists = anxiety, anger
- crossing and uncrossing legs = anxiety
what is paralinguistics?***
how the client’s message is delivered/SPEECH
what do these things mean:
- hesitations, stuttering
- whispering
- hesitations, stuttering = sensitivity, anxiety
- whispering = difficulty in disclosing
what are proxemics?***
personal space
what do these things mean:
- moves away
- moves closer
- sits behind or next to an object
- moves away = discomfort
- moves closer = seeking more interaction
- sits behind or next to an object = seeks protection
what should you do about non-verbal behavior?***
CONFRONT the BEHAVIOR –> ex: bunched up client with a frown- let him know you’re on his side and ask why he is there
steps with non-verbal communication if person seems closed off***
1) CONNECT FIRST, establish rapport
2) LET HIM TALK
responses: evaluation***
JUDGMENT, offering of advice, NOT PROBLEM-SOLVING (ex: if you eat too much ice cream, I suggest you stop buying it)
responses: hostile**
uncontrolled anger, may ANTAGONIZE OR HUMILIATE CLIENT (ex: Maybe you are not losing weight because you aren’t trying hard enough)
responses: reassuring**
MAY MAKE IT DIFFICULT TO SOLVE CLIENT’S PROBLEM OR DISCUSS FURTHER, PREVENTED FROM WORKING THROUGH FEELINGS (ex: Don’t worry about it! It takes time = BAD response)
responses: probing***
ATTEMPT TO CLARIFY OR GAIN MORE INFO (ex: Can you tell me more about that?)
responses: understanding**
recreate person’s message in your own frame of reference - “You seem to be saying that….”
responses: hostile vs. reassuring vs. probing
- hostile = antagonize, humiliate client
- reassuring = “Don’t worry about…” is bad; hard to solve problems or work w/ feelings
- probing = attempt to gain more info
the method of instruction is based on what?
- size of group
- educational and motivational aspects of group’s members
small group discussion educational session is best for what?
clinical setting; 3-5 people with similar needs
what does a small group discussion entail?**
lecture + some interaction
what type of educational session is best for a large group?***
lecture
what is a lecture?**
ONE WAY flow of info, presents a LARGE AMOUNT OF INFO in a SHORT time period
what is motivational interviewing?***
helps CLIENTS RECOGNIZE and RESOLVE their OWN PROBLEMS
what is the goal of MI?***
INCREASE MOTIVATION so clients can express RATIONALE for CHANGES THAT NEED TO BE MADE
when do people make behavioral changes?**
WHEN THEY ARE READY TO CHANGE
MI foundation skills***
OARS: open-ended Qs affirmations reflective listening summaries
MI: open-ended Qs
informational gathering to move conversation along
MI: affirmations
instill hope, statements of appreciations of strengths (ex: Deciding to take the stairs instead of the elevator shows how determined you are)
MI: reflective listening
repeat what was said or paraphrase
MI: summaries
enhances understanding - “So what I hear you are saying is…”
what does the stages of change model of counseling determine?***
client’s CURRENT STAGE (make you more able to adapt intervention)
what do you need to do with employee training and orientation?**
- DOCUMENT
- orientation checklist w/ date & content
