2 Case Study Questions
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11637_CH03_PP.pptxChapter 3 Health Communication
Learning Outcomes
As a result of completing this chapter and its associated activities, the student will be able to:
Define each of the key terms for the chapter.
Distinguish between patient-centered and non-patient-centered communication strategies in the context of specific health care situations.
Describe the purpose of each phase in the process of care.
Learning Outcomes
Develop a patient-centered dialogue to assess a patient’s:
health literacy
readiness to change
self-efficacy
cognitive understanding of self-management procedures.
within the context of a specific health care situation.
5. Discuss the importance of gaining trust in a patient encounter and the strategies for gaining.
6. Discuss the importance of culturally competent care and how it is achieved.
Learning Outcomes
Select patient education materials that are appropriate to a given health care situation.
Evaluate the quality of patient education materials.
Develop cognitive, affective, and psychomotor patient learning objectives for a specific health care education situation.
Design a patient, population, or student education material that meets the criteria presented in Table 3-5 and follows the National Health Education Standards.
Describe the communities and subcommunities intended to be impacted by a given population health initiative.
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Learning Outcomes
Identify the communities and subcommunities within a specific geographic region or socio-cultural group.
Utilize evidence in written communication to gain support for a given perspective.
Demonstrate application of the key principles of interprofessional communication during patient care and community-centered activities.
Read an article associated with a public health intervention and apply the concepts from this chapter.
An Overview to Health Communication
What is health communication?
According to the Healthy People 2020 initiative, what are the benefits of health communication with
Patients and communities?
Practitioners from other health care disciplines?
Effective health communication is based on the interaction of
Source
Message
Receiver
Health Communication During the Process of Care
The Institute of Medicine identified patient-centered and population-centered approach to communication as a key factor in providing quality care.
Traditional communication and approach to care
Provider is expert and makes decisions about care
Patient is a passive listener and complies with the practitioner’s recommendations
Patient and community-centered communication and approach to care
Patient/Community and provider build a relationship and care is negotiated between both parties
Patient/Community plays an active role in making informed decisions about care
Health Communication: Assessment Phase
Purpose of communication during assessment phase
Explore patient’s chief complaint
Collect data on health status
Review of health history
Interview patient
Examine the related body parts
Evaluate patient’s health literacy level
Evaluate patient’s readiness to change and self-efficacy
Communication strategies
Use open-ended questions
Ask health literacy questions or use assessment tool
Use Readiness ruler or Self-efficacy ruler
Action to Change Health Behavior
Health Belief Model
I believe I am susceptible to skin cancer.
I believe skin cancer is a serious problem that can affect my quality of life.
I believe that by applying sun screen, wearing a hat and sunglasses, I will be able to prevent skin cancer.
I believe that taking the time to engage in prevention strategies outweigh the negative impact of skin cancer.
Stages of Change Models
Transtheoretical Model
Precaution Adoption Process Model
Health Communication: Planning Phase
Purpose of communication during the planning phase
Present assessment findings during case presentation
Present treatment plan
Gain informed consent for care
Communication strategies
Use plain language NOT professional jargon
Encourage patient to ask questions and allow adequate time for patient-provider interaction
Negotiate care and resolve differences
Communicate respect patient’s decisions
Health Communication: Implementation Phase
Purpose of communication during the implementation phase
Explain treatment and intervention procedures
Educate patient on self-management procedures
Help patient develop strategies to improve adherence
Communication strategies
Use plain language targeted at the patient’s health literacy level
Be mindful of culturally competent communication
Use an interpreter for communication with non-English speaking patients
Honest communication to gain patient’s trust
Employ active listening strategies
Teach-back method
Health Communication: Evaluation Phase
Purpose of communication during the implementation phase
Evaluate the outcomes (objective and subjective) of the treatment or intervention
Evaluate the patient’s perspective on self-management procedures
Communication strategies
Focus on positive outcomes
Engage the patient to set future goals
Patient Education Materials
| Criteria for Selecting or Developing Materials | Yes/No |
| Content is specific to a target population | |
| Information is relevant to the patient | |
| Literacy level is appropriate for the patient’s level | |
| Plain language is used | |
| Information presented is accurate and current | |
| Format is conducive to reading or listening | |
| Illustrations, pictures, and diagrams are provided to support information presented | |
| Material is accessible to the patient |
Please note: The instructor can select one patient education material and have it available for students. This activity can be completed as a small group activity. Another strategy to use with this activity, if students have access to the Internet, is to have them search MedlinePlus and use one of the patient education materials or interactive tutorials. If the institution has access to a point-of-care product, you can have students access patient education materials; otherwise, students can freely access these materials on MDConsult or Up-To-Date. Another variation of this activity is to have students access patient education materials on association or organization web sites. Using this strategy can help the students become familiar with materials available on their professional association’s web site.
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E-Health Brainstorming
What e-methods can be used to communicate for patient care and community support?
Why use e-methods to communicate for patient care and community support?
What are the barriers to e-health communication for patients and communities?
How can we as health providers overcome these barriers for patients and communities?
Types of e-health tools for patients can be accessed on this web site: http://www.healthit.gov/patients-families/types-e-health-tools
Examples of widgets can be accessed on Hhealthfinder.gov: http://www.healthfinder.gov/widgets/
Types of e-health tools can be accessed on this web site: http://www.healthit.gov/patients-families/e-health-communities
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NIH 5E instructional Model
For what level of learners is this educational program designed?
What are the learners going to learn by completing the educational program? (Find the goals and objectives of the educational program)
Read about the 5 E design that represents the five phases of learning. For Engage, Explore Explain, and Elaborate identify at least one active learning or inquiry learning strategy.
The last E for Evaluate is the last phase in the educational program. What evaluation mechanisms are used to determine the extent of learning?
If the instructor has access to the Internet and the students do not, one of the NIH educational programs can be accessed from the following web site and shown on a screen for all students to view: http://science.education.nih.gov/home2.nsf/Educational+Resources/Grade+Levels/
A few examples of NIH Educational Programs
Open Wide and Trek Inside
Looking Good, Feeling Good: From the Inside Out
Understanding Alcohol
Emerging and Re-emerging Infectious Diseases
Chemicals, the Environment, and You: Explorations in Science and Human Health
Cell Biology and Cancer
Sleep, Sleep Disorders, and Biological Rhythms
How Your Brain Understands What Your Ears Hear
Select the NIH educational program and access the Teacher’s Guide. When you see the list of content of the Teacher’s Guide, click on “Implementing the Module” and an overview of the entire curriculum will be visible. Return to the list of content in the Teacher’s Guide and click on “Lesson Plans” to view the activities for each of the 5 E components.
If students have access to the Internet, you can use this activity as a small group activity with 5 students. Provide each group with a different NIH educational program and have each group member report about one E in the module.
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Communication to Raise Public Awareness
Public awareness about health topics can be raised during National Health Observances (NHOs). These observances are special days, weeks, or months that target community members with health messages.
The NHOs calendar can be accessed on the Healthfinder.gov web site located at www.healthfinder.gov/nho/
Each month a toolkit is provided for one of featured awareness campaigns
Access the featured toolkit and review the health communication sources and messages for the featured campaign
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Public Service Announcements (PSAs)
PSAs are short health messages for TV and radio designed to raise the public's awareness of health topics. Actors and actresses are frequently asked to record these messages to enhance the impact on the public. Listen to two PSAs and determine the purpose of each of them.
Listen to the 1 minute PSA recorded by actor Michael Douglas for the Oral Cancer Foundation located at http :// www.youtube.com/watch?v=L_3S_93_jGE
Actress Jean Smart recorded a 30 second PSA on diabetes located at
http:// www.youtube.com/watch?v=3kkDJTPRz1Y
Please note: One group activity is to have students design a 30 or 60 second PSA to raise the public’s awareness about a local health problem or a topic of their choice.
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