Unit 1 Lesson 3: Patient Communication PDF

Unit 1 Prepare to Respond to a Medical Emergency Lesson 3 Patient Communication Lesson Goal At the end of this lesson, you will be able to communicate effectively with patients who have special considerations as you provide emergency first aid. When responding to a crisis or medical emerge...

Unit 1 Prepare to Respond to a Medical Emergency Lesson 3 Patient Communication Lesson Goal At the end of this lesson, you will be able to communicate effectively with patients who have special considerations as you provide emergency first aid. When responding to a crisis or medical emergency, effective communication helps you get needed information and provides reassurance to patients, their families, and bystanders. By responding in a calm, caring, and polite way, you convey a sense of confidence and assurance to those around you. When interacting with an emotional patient, family member, or bystander, redirect the conversation to divert their attention. Recognize the person’s worries or focus their attention on the immediate situation or a meaningful task. At the same time, do not let yourself get distracted during these interactions and remember to stay focused on treating the patient. Patients With Special Considerations ✅ HL213.1. Describe how to communicate with patients who have special considerations You may need to help or render first-aid care to patients who have functional needs or require special considerations. To provide effective emergency first aid to these patients, be aware of their functional needs and disabilities. Take appropriate steps to ensure that communication with patients with disabilities is as effective as communication with patients without disabilities. Patients Who Are Blind or Have Limited Vision When initially surveying the scene, be alert to signs indicating that the patient is blind or has limited vision. Clues include eyeglasses, a collapsible white cane with a red tip, or a guide dog. If you are unsure, ask the patient if they have limited vision. Although people learn to compensate for limited vision by using other senses, an accident or emergency can cause disorientation. Speak to the patient and provide information about the surroundings. Clearly describe what you will do before you provide care. A patient with a guide dog may be more concerned about the dog than their own situation. If possible, keep the patient and the dog together. Let the patient direct the dog or tell you how to manage the dog. Remember that most guide dogs are protective. Taking charge of or handling the guide dog without the patient’s direction can confuse the dog. Chapter 2 First Aid for Criminal Justice Officers / 45 Patients Who Are Deaf or Hard of Hearing At the scene of emergency, it may not always be obvious at first when a patient is deaf, hard of hearing, or suffering from temporary hearing loss. Sometimes the patient may indicate to you that they are deaf or specify that they have a hard time hearing. People who are deaf or hard of hearing use a variety of ways to communicate, and your method of communication may vary depending on the abilities and preferences of the person. Keep in mind that the patient has the right to choose their preferred method of communication. When providing care to patients who are deaf or hard of hearing, attempt to get the patient’s atten- tion before communicating (e.g. a gentle tap on the shoulder or hand wave). Identify yourself and show your identification. Face the patient directly when you are communicating. Speak slowly and clearly if you are relying on speech. Make sure you are understood by the patient if you are using writing (be aware that sign language grammar may be different from written English). Continue to keep the patient informed using whatever method you can reasonably accommodate and that works best for the patient, whether that means relying on physical gestures, writing, speech, an interpreter, or some combination. Let the patient know that help is on the way. Patients With Developmental Disabilities “Developmental disabilities” is a broad term used to describe a group of conditions that affect physi- cal or mental functioning that arise early in life. There are many types of developmental disabilities, such as autism spectrum disorder and Down syndrome, and no one is exactly alike. Remember that you may easily confuse or cause fear in a patient with developmental disabilities. General recom- mendations for communicating include talking to the patient in a normal tone of voice, talking to the them directly, using concrete and specific language, speaking in short sentences, and using simple words. Repeat or rephrase your statements until the patient understands. Patients With Dementia Dementia is “a general term for a decline in mental ability severe enough to interfere with daily life,” according to the Alzheimer’s Association. Dementia is not a specific illness; it refers to a wide range of symptoms. During a crisis, patients with dementia might experience greater fear, confusion, or frustration than they would otherwise. As a result, they could have trouble following directions and staying focused. Always introduce yourself and assure the patient that you are going to help them. Speak clearly and slowly to help them understand you. When needed, repeat instructions or questions in the same order. Moving patients with dementia to a quieter area can also help them focus and reduce their stress. Patients Who Are Juveniles When communicating with younger patients, staying calm is important. Get down to their eye level. Move slowly. Include the children in your conversation and keep them informed about what you are doing. This can help ease their fears. 46 / Florida Basic Recruit Training Program (HL): Volume 2 Often maturity regresses during a crisis. Because you are an unfamiliar person, it may increase their anxiety and fear in an already frightening situation. Avoid removing a child from parents when you do not suspect abuse; separation anxiety can become a major concern. Involve parents or caregiv- ers in the examination and treatment of their child. Patients With Medical Equipment Some patients might have chronic illnesses which require them to have complex medical devices such as pacemakers, insulin pumps, surgically inserted breathing tubes, ventilators, and catheters. Do not become distracted by a patient’s medical equipment. Respectfully ask the patient or care- giver how the special equipment works as you provide emergency first aid. Patients With Non-English Language Needs When providing first aid, you may encounter a patient who has non-English language needs and may need language assistance services to communicate across language barriers. Contact your public safety telecommunicator regarding access to an interpreter. If an interpreter is unavailable or not immediately available, use the same techniques used to communicate with patients who are hard of hearing. Do not ask children on the scene to interpret as they might be too upset at seeing a loved one in distress to be a reliable interpreter. Non-verbal cues, such as hand gestures, may sometimes be the best way to communicate with the patient if no interpreter is available. Chapter 2 First Aid for Criminal Justice Officers / 47