Communication Study Notes PDF
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These notes cover different communication styles, including Relator, Socializer, Thinker, and Director. Definitions of medical terms are also defined such as prefixes, roots, combining forms, and suffixes. This document also talks about shared decision making and the importance of communication in the clinical setting.
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OUTCOME 1 (10% of questions) CONCEPT 1 4 Different Types of Communicators: 1. Relator - indirect/slow paced, open relationship a. Warm/friendly b. Shares feelings...
OUTCOME 1 (10% of questions) CONCEPT 1 4 Different Types of Communicators: 1. Relator - indirect/slow paced, open relationship a. Warm/friendly b. Shares feelings c. Good listener d. Cooperative 2. Socializer - direct/fast paced, open relationship a. Emphasis on relationships b. Enthusiastic and persuasive c. Not afraid to take risks 3. Thinker - indirect/slow paced, reserved relationship a. Cautious b. Task-oriented c. Follows directions, works well independently 4. Director - direct/fast paced, reserved relationship a. Emphasis on results b. Little concern for relationships c. Does not share feelings d. Seen as dominating e. Decisive Medical Terms Prefix - first part of word Root - main part of word, often referring to body part - Combining form - a combining vowel put after a root (“o” often used) Suffix - last part of word - Combining vowel - used when suffix starts with consonant Ex 1: blepharoconjunctivitis - blephar - root meaning eyelid - o - combining form - conjunctiv - root meaning conjunctiva - itis - suffix meaning inflammation Ex 2: subconjunctival - sub - prefix meaning under or below - conjunctiv - root meaning conjunctiva - al - suffix meaning pertaining to CONCEPT 2 Shared decision making: - decisions shared by health professionals and patients, collaborative - assisting patients in making informed decision Barriers: - lack of time - patient’s willingness to engage - patient reliance on health professional to make all decisions Communicating with patients: don’t give too much info at once use visual images - brochures, diagrams, illustrations use layman’s terms OUTCOME 2 (25% of questions) CONCEPT 1 Ophthalmologists (MD)- medical doctors, specializein: Cornea and external disease Glaucoma Neuro-ophthalmology Pediatric Vitreoretinal diseases Ophthalmic pathology Ophthalmic plastic surgery Informal sub-specialties: Ocular oncology Ocular immunity and uveitis ertified Ophthalmic Assistant C ertified Ophthalmic C ertified Ophthalmic Medical C (COA) Technician (COT) Technologist (COMT) - proficiency in history taking - clinical optics - advanced clinical optics - basic skills - refractometry - advanced refractometry - lensometry - contact lenses - microbiology - patient services - visual fields - advanced visual fields - instrument maintenance - photography - advanced photography - basic tonometry - intermediate tonometry - advanced tonometry - general medical knowledge - ocular pharmacology - advanced pharmacology - basic ocular motility - advanced ocular motility - advanced general medical knowledge - special instruments and techniques - advanced colour vision ptometrists (OD)- refract, diagnose/treat some eyeconditions, diseases and vision O problems - those with authority to prescribe drugs can do so to manage diseases and disorders of the eye and visual system - usually topically applied eye drops or ointments and oral meds for corneal/lid infections only Opticians- eye care professionals who provide lensesto correct vision defects ISBAR - IDENTITY SITUATION BACKGROUND ASSESSMENT RECOMMENDATION - technique used in long term facilities and hospitals T riage - classifying patients to determine priority of need and proper placement Red light - emergency, immediate attention required - any sudden/transient loss of vision (can be partial/total vision loss) - most critical is central retinal artery occlusion Conditions that present same symptoms: - massive retinal detachment - central retinal vein occlusion - total vitreous hemorrhage - temporal arteritis (giant cell arteritis) - inflamed blood vessels - m igraine headache - visual symptoms of flashing lights, web-like appearance, other visual disturbances that last more than 20 min. Yellow light - urgent, needs same-day treatment - infections - swollen eyelids - red, painful eye - diplopia or ptosis (drooping of upper lid) - unequal pupil size - trauma to eye i.e. sports injuries - recent surgical patients Green light - non-urgent, can be seen in days to a week - when px indicates symptom began weeks ago - px in need of refraction (unless lost glasses, can’t drive without) - headaches (if accompanied by other symptoms may be more urgent) - halos (if combined with severe pain + nausea/vomiting = red light) CONCEPT 3 Technology Use in the Clinic - - videos and photos of patients are treated as personal health info, need consent before sharing to other healthcare professionals - to avoid privacy breach: 1. inform px when and who will be sending info 2. attach confidential info in PDF format 3. attach message and keep as documentation in px chart 4. use encryption (only effective if same software on sending and receiving devices) 5. consent form to avoid liability CONCEPT 4 2 Types Decision Making - Autocratic and Collaborative Autocratic: based on authority, exclusive, no input of multiple perspectives Collaborative Decision Making: requires professionals to work together intellectually in joint effort, inclusive - advantages: access to more info and ability to process is greater - disadvantages: time consuming, and lack of agreement or poor listening/comm. skills - more people involved, more chance for discord = 4 people is optimal OUTCOME 3 (20% of questions) CONCEPT 1 Patient-centered care: care that is respectful and responsive to individual needs, preferences, values, culture, family situations, social circumstances, lifestyles - responsibility to patients for self-care and monitoring - educating about their ocular conditions/diseases and asking who they’d like to be referred to Empathy: ability to experience feeling of another person, acknowledging emotions hannels: the route a message travels and the medium used C Face to face communication: includes visual images (brochures, photos, charts, eye-models, etc.), verbal and non-verbal comm. Receiver Model of Communication (4 Basic Elements) 1. Sender - person sends info 2. Receiver - person receives info sent 3. Message - content of info sent 4. Feedback - response from receiver 1. S ender encodes thoughts into messages using one or more channels 2. Receiver decodes (interprets) other person’s meanings 3. Feedback - both persons arrive at an understanding so there’s no misinterpretation Various Types of Communication: Verbal Oral Written Non-verbal: physical and visual S tyles of Communication: Passive: avoid confrontation, people-pleaser, shy, great listeners Aggressive: bold and direct, px may become overwhelmed or shut down and leave Passive-aggressive: use sarcasm and facial expressions contradictory to inner feelings, may appear passive but act out of anger indirectly Assertive: speak calmly/clearly, honest/direct, sensitive to comm. approach w. px Communication Interference/Noise: - physical: sight, sound, environmental obstacles - psychological: internal thoughts, emotional reactions and feelings - semantic: distractions caused by emotional reaction to language CONCEPT 2 Stereotypes: assumption made that has ending point/conclusion Generalizations: starting point and statement about commonalities within a group, acknowledges need more info to determine if applies to specific px Perception checking: reviewing/assessing opinions of px without bias, aware of defects in own logic Maintaining personal space - 3 ft is sufficient space to help px feel comfortable CONCEPT 4 Prejudice - negative view of a person solely based on their being a member of a group Racism - specific form of prejudice, particularly against member of a specific ethnic group OUTCOME 4 (25% of questions) CONCEPT 1 Critical thinking: reasonable reflective thinking focused on deciding what to believe/do Paul-Elder Critical Thinking Framework Intellectual Standards Clarity - meaning can be understood Accuracy - info is true with no errors Precision - precisely required degree of detail Relevance - applicable to issue Depth - comparative difficulty of issues that need to be addressed Breadth - various perspectives affected Logic - info that makes sense without flaws Significance - central fact of issue at hand Fairness - acceptable judgment free from self interest Elements of Thought All reasoning: 1. has a purpose 2. is attempt to figure something out/solve a problem 3. is based on assumptions 4. is based on data, info, and evidence 5. is expressed through and shaped by concepts and ideas 6. is done from some POV 7. contains interpretations from which we draw conclusions and give meaning to data 8. leads somewhere or has implications and consequences Intellectual Traits Humility Courage Empathy Autonomy Integrity Perseverance Confidence in Reason Fair-mindedness CONCEPT 2 - Bloom’s Cognitive Taxonomy Affective Thinking - resulting from feelings 1. Receiving experiences - mindful, willing to hear 2. Responding to experiences a. active involvement while learning b. motivated to question and listen to new ideas 3. Value of experiences a. sympathetic to individual and cultural diversity b. acknowledges areas that need improvement c. shows initiative to solve a problem 4. Prioritizing of experiences a. accepts responsibility for own conduct b. accepts ethical and professional standards c. uses time efficiently d. recognizes need for reliable conduct 5. Contemplate values a. willing to work independently yet collaborates with team b. objective problem solver c. willing to change opinions and behaviours when presented with new evidence d. values people as they are Cognitive Thinking - resulting from reasoning 1. Knowledge - remembering data 2. Comprehend - knows meanings, deduce instructions, explain problem in own words 3. Apply - use theoretical learning in practical situations 4. Analyze a. take learned concepts and simply them to increase understanding b. classify evidence to form deduction/conclusions 5. Evaluate - take learned parts and compile them to develop new meaning 6. Create - make decisions about importance of concepts, find most effective solution Psychomotor Thinking - physically doing 1. Imitation - early learning stages, observing and patterning after a trainer 2. Manipulation - secondary learning stage, practices and follows instructions 3. Precision - skill reached, few errors apparent while becoming proficient 4. Articulation - higher level of precision, allows for modification of movements to improve personal coordination 5. Naturalization - automatic response, experimentation leads to new motor skills and actions without thinking ONCEPT 3 C Before trying to solve a problem, you need to identify the triggering event. Problem Solving Approach 1. Define problem - assess to ensure correct problem is being addressed - focus on finding root of issue, not temporary fix 2. Analyze problem - who, what, why, how - view from different POVs - once analysis is complete, review from beginning to ensure initial understanding of what the problem is still true 3. Review solutions - create viable solutions - make list of possibilities, avoid anticipating solution at this time 4. Assess solutions - review proposed solutions, identify pros and cons - include potential causes and consequences of each possible solution 5. Choose most viable solution(s) - rank proposed solutions 6. Implement solution(s) - identify resources needed to implement plan - list steps to be taken, identify time frame/deadline - execute solution! 7. Evaluate success of plan - is it or is it not working and why? - can it be revised and how? 8. Redefine problem if plan not completely successful - often solving one issue will lead to another - problem solving: process of defining and redefining problems and solutions CONCEPT 4 Structure for Decision Making 1. Analyze problem(s) and identify reason for decision - why should it be resolved? - identify the people involved - decision will need to be made from selection of choices 2. Set time frame for decision making process - is there a deadline and what happens if missed? - will more or less time make for a better decision? - how important is decision? 3. Bring together information - ensure adequate data used - avoid unrelated/unimportant information - spend enough time to gather necessary info based on timeline set - for groups, use different team members to research separate parts of data 4. Determine who is responsible for making decision - clarify in detail who decision maker(s) will be - document steps on how decision is to be made - document info used and who is participating in decision - important to show decision was sensible based on known info at the time 5. Evaluate risks - risk vs reward, potential consequences 6. Determine what is important - what are the principles taken into account? - create list of values and rank them - document consensus of principles that carry most influence 7. Evaluate benefits and drawbacks of each course of action - create balance sheet listing pros and cons for each decision and rank them 8. Reaching a decision - intuition often used in cases where only one person makes decision, unrealistic for groups/organizations - whenever possible allow for more time before finalizing decision 9. Implement decision - convert decision to plan of action - keep record of decision - be prepared to revise 10. Evaluate results - what was the actual outcome? - is there anything learned to improve future decisions? 3 Common Decision Making Traps Anchoring - putting emphasis on first info received, not open to other ideas Status quo Confirming evidence - if you find new info/people continually validates existing bias, have respected colleague argue against POV OUTCOME 5 (20% of questions) CONCEPT 1 Individual conflict - within a person, apparent when individual unable to make reasonable choices Interpersonal conflict - between 2 people, resulting from cultural, gender, diff. work methods, diff. personality styles, poor comm. Intraprofessional conflict - between 2 or more professionals from same healthcare profession Interprofessional conflict - between member of different healthcare professions - can be due to perceived differences in status, diff. team goals, lack of comm. Constructive (Functional) vs Destructive (Dysfunctional) Conflict Constructive: benefits exceed costs, produces mutually beneficial and shared decisions, individuals come together for greater benefit of group Deconstructive: costs exceed benefits, arises from narrowly defined/rigid goals Conflict must be perceived in order to exist. Conflict Thought Traditional View - argues that conflict is a dysfunctional outcome resulting from failures in communication and needs to be avoided Human Relations View - argues that conflict is inevitable and part of human nature Interactionist View (Current) - encourages conflict on belief that it creates self critical and creative groups, cooperative groups can become static 3 TYPES OF CONFLICT Relationship (Affective)- personal, often involvesego, gender, cultural and personality differences and is exclusive to other POVs, may have harmful long-term effects and people tend to withdraw 1. Conflict of interest - individual’s personal objectives do not align with group, can argue for personal goals 2. Conflict of values - can create conflicting perceptions of authority which can affect roles, obligations, discipline and can be due to culture, age, personality - members may prioritize improving own plans/professions instead of meeting team objectives (can create resentment when others dedicate more time to patient care) 3. Conflict of personality - working style, character, and preferences can differ due to background and psychological condition T ask (Cognitive)- resulting from different views or ideas, is objective as can be both beneficial or destructive, balanced task conflict avoids relationship conflict 1. Resource rivalry - competition for who gets benefits/sale or recognition 2. Different objectives and expectations - work management led astray if team has dissimilar beliefs about: a. level of effort b. work performance standards and competence c. punctuality Process Conflict (often classified with task)- arisesnot from task but method and allocation of tasks 1. Uncertain definition of responsibility - unspecified work responsibilities among members of team, overlapping 2. Conflicting expertise - older members expect younger members to follow their lead, younger members want to implement new ideas/tech. CONCEPT 2 Regulation by Professional Colleges - “regulate our respective professions in public interest” The public must be protected from unskilled, incompetent and unsuitable healthcare workers The regulatory body must have procedures in place to promote the best possible care The public must have the option of choosing the healthcare professional of their choice It is important for healthcare professions to work together to ensure the proficient use of services for the benefit of the public Competencies Necessary for patient-centered care and interprofessional collaboration: 1. Role Clarification 2. Team Functioning 3. Collaborative Leadership 4. Interprofessional conflict resolution CONCEPT 3 Conflict process comprised of 4 stages: Stage 1: Potential Opposition- presence of conditionsthat create opportunities for conflict to arise, necessary for conflict to be born ommunication - semantic difficulties, misunderstandings, noise in comm. channels, too C much/too little can found conflict, method of comm. can influence Structure - size: larger the group and more specialized its activities, greater likelihood - jurisdictional clarity: ambiguity increases intergroup fighting for control of resources and territory - member goal compatibility - leadership styles - reward systems: conflict occurs when one gains at another’s expense - degree of dependence between groups Personal Variables - individual value differences like prejudice, disagreements over one’s contribution to group and deserved reward, or personal preferences Stage 2: Cognition and Personalization- potentialfor opposition actualized, initial conditions only lead to conflict if at least one party perceives/is affected Stage 3: Behaviour- member intentionally engagesin actions that frustrate attainment of others’ goals or hinders furthering of others’ interests, can be direct/indirect - conflict-handling behaviours initiated, techniques used to resolve are often used when conflict becomes observable vs being a preventative measure onflict Handling Orientations C Assertiveness:degree to which an individual/group attempts to satisfy own concerns Cooperativeness:degree to which an individual/group attempts to satisfy others’ concerns ompetition (assertive & uncooperative)- C personal goals, damage relationships Collaboration (assertive & cooperative)- partiesdesire to satisfy both concerns Avoidance (unassertive & uncooperative)- recognizeconflict exists, withdraws Accommodation (unassertive & cooperative)- appeasesothers, self sacrificing Compromise (mix of both)- sacrifices to gain, negotiates,win and lose some S tage 4: Outcomes- depending on conflict behaviourand handling, may result in functional/dysfunctional outcomes - extreme level of conflict rarely functional: conflict needs to be low-moderate to encourage creativity and innovation of group - type of group activity also determines functionality IN-WIN CONFLICT RESOLUTION MODEL W Step 1: Identify your problem and unmet needs - recognize it’syourproblem causing conflict - state problem in “I” statements, not “you” - “you” can elicit defensive response Step 2: Make an appointment to discuss conflict - approach person with request to talk, if yes set up appt, if no find out when Step 3: Meet and describe your needs a. state how behaviour makes you feel b. your interpretation of the behaviour (ensure separate from description) c. your description of the behaviour d. explanation of consequences of behaviour and intention statement Step 4: Listen and consider other person’s POV - ensure your message was properly understood - do not suggest solution until finished speaking Step 5: Negotiate solution - come up with as many possible solutions (quantity > quality) - concentrate on what suits own needs and let other person focus on theirs - choose what suits both needs best and agree on follow up meeting Step 6: Follow up on solution - what worked/didn’t? incorporate changes or rethink whole problem - allows for periodic discussion, adjustment, review so both parties can have input and satisfy needs
