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Preface | |
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Acknowledgments | |
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Principles of Communication | |
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The Communication Process | |
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Therapeutic Communication | |
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A Definition of Communication | |
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The Five Steps of the Communication Process | |
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The Sender has an Idea to Communicate | |
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The Sender Encodes the Idea in a Message | |
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The Message Travels Over a Channel | |
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The Receiver Decodes the Message | |
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The Receiver Understands the Message and Sends Feedback to the Sender | |
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Noise | |
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An Illustration of the Five-Step Communication Process | |
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Fundamental Writing Skills | |
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Nonverbal Communication | |
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Types of Nonverbal Communication | |
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Gestures | |
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Facial Expressions | |
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Gaze Patterns | |
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Personal Space | |
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Position | |
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Posture | |
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Touch | |
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Proper Interpretation of Nonverbal Communication: Congruency with Verbal Messages | |
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Proper Nonverbal Communication Skills for the Healthcare Professional | |
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Fundamental Writing Skills | |
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Verbal Communication | |
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Definition of Verbal Communication | |
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The Purposes of Using Clear Language for Effective Verbal Communication with Patients | |
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Content and Word Choice | |
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Grammar and Pronunciation | |
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Tone | |
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Emphasis | |
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Small Talk | |
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Using Commentary | |
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Important Practices for Effective Verbal Communication with Patients and Other HCPs | |
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Send a Clear Message | |
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Use Standard English and Not Slang | |
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Avoid Using Medical Jargon When Speaking to the Patient | |
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Talk to the Patient, not at the Patient, and Be a Good Listener | |
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Help the Patient to be a Good Listener | |
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Developing Skills for Listening and Paraphrasing What the Patient Says | |
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A Test of the Message for the HCP | |
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A Test of the Message for the Patient | |
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A Building of Rapport-a Human Connection | |
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Focusing on the Patient and Keeping the Patient Talking | |
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Providing Empathy and Understanding to the Patient | |
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The Differences between Empathy and Sympathy | |
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Questioning the Patient | |
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Open-ended Questions | |
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Closed Questions | |
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Multiple Choice Questions | |
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Some Do's and Don'ts of Verbal Communication | |
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Use the Patient's Name | |
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Do Not Interrupt the Patient | |
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Do Not Give the Patient Unsought or Unrelated Advice | |
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Do Not Talk about Yourself Instead of Talking about the Patient | |
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Do Not Tell the Patient You Know How They Feel | |
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Fundamental Writing Skills | |
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Clinical Communication Skills | |
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Professional Communication and Behavior | |
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Essential Interpersonal Skills for the Healthcare Professional | |
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Tactfulness and Diplomacy | |
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Courtesy and Respect | |
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Empathy | |
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Genuineness | |
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Appropriate Self-Disclosure | |
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Assertiveness versus Aggressiveness | |
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Effective Therapeutic Communication Skills and Strategies | |
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Remaining Silent with the Patient | |
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Remaining Nonjudgmental | |
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Showing Acceptance of What the Patient Tells You | |
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Giving Recognition | |
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Offering of Yourself | |
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Giving the Patient the Opening | |
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Leading the Discussion | |
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Making Observations | |
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Encouraging Communication | |
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Paraphrasing | |
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Roadblocks to Therapeutic Communication Part I-The Healthcare Professional's Behavior | |
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Providing Easy Reassurance | |
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Minimizing the Patient's Feelings | |
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Approving/Disapproving | |
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Agreeing/Disagreeing | |
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Giving Your Own Advice | |
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Prying | |
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Becoming Defensive | |
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Demanding that the Patient Explain their Behavior | |
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Making Commonplace, or Clich�d, Comments | |
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Roadblocks to Therapeutic Communication Part II-The Patient's Behavior | |
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Ineffective Coping Behaviors | |
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Angry Patients | |
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Anxious Patients | |
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Communication with Other Members of the Healthcare Team-Your Colleagues | |
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Always Use an Appropriate Means of Communication with Co-Workers | |
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The Appropriate Attitude is Assertive, not Aggressive | |
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Always Choose an Appropriate Time and Place for Important Communication | |
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Communication with Other Members of the Healthcare Team-Your Supervisor | |
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Keep Supervisors Informed | |
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Ask Questions | |
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Minimize Interruptions of Your Supervisor's Time | |
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Show Initiative | |
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HIPAA-The Health Insurance Portability and Accountability Act-and Patient Privacy | |
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Fundamental Writing Skills | |
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Interviewing Techniques | |
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The Interviewee | |
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The Setting | |
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Types of Questions | |
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The HCP-centered Interview versus the Patient-centered Interview | |
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Interviewing Guidelines | |
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Pinpointing the Chief Complaint or Present Illness | |
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Interviewing Children and Adolescents | |
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Legal Restrictions and Ethical Issues | |
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Clinical Applications | |
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Fundamental Writing Skills | |
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Adapting Communication to a Patient's Ability to Understand | |
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Health Literacy | |
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Language Barriers | |
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Visual Impairment | |
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Deafness and Hearing Loss | |
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Advanced Age | |
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Delirium and Dementia | |
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Fundamental Writing Skills | |
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Patient Education | |
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Introduction | |
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Benefits of Patient Education | |
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Patient Education Involves More Than the Transfer of Information | |
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Approach to Patient Education | |
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Assessment of the Patient | |
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Design of the Instruction | |
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Selection of Teaching Strategies and Resources | |
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Strategies and Resources for Patient Instruction | |
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Practices to Avoid During a Teaching Session | |
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Fundamental Writing Skills | |
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Cultural Sensitivity in Healthcare Communication | |
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A More Multicultural and Ethnically Diverse Society | |
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Disparities in Treatment and Access to Health Care | |
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Defining Cultural Competence and Some Ideas about It | |
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The Volcano Model-�The Process of Cultural Competence in the Delivery of Healthcare Services� | |
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The Cultural Competence Continuum | |
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Nonverbal Communication in Cross-Cultural Contexts | |
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The National Standards on Culturally and Linguistically Appropriate Services (CLAS) | |
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Tips for Improving Cross-Cultural Communication between the HCP and Patient | |
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Communicating with Limited-English-Speaking Patients | |
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The Need for a Medical interpreter | |
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Fundamental Writing Skills | |
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Administrative Communication Skills | |
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Electronic Communication | |
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Telecommunication | |
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Telephone Etiquette | |
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Types of Incoming Calls | |
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Telephone Triage | |
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Outgoing Emergency Calls | |
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Facsimile, or Fax | |
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Email | |
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Fundamental Writing Skills | |
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Fundamental Writing Skills | |
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Parts of Speech | |
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Nouns | |
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Pronouns | |
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Verbs | |
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Auxiliary Verbs | |
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Adverbs | |
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Prepositions and Prepositional Phrases | |
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Conjunctions | |
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Punctuation | |
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Periods | |
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Question Marks and Exclamation Marks | |
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Commas | |
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Semicolons | |
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Colons | |
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Apostrophes | |
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Hyphens | |
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Dashes | |
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Parentheses | |
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Quotation Marks | |
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Capital Letters | |
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Numbers | |
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Sentence Grammar | |
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Subjects and Predicates | |
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Phrases | |
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Clauses | |
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Sentence Types | |
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Sentence Errors | |
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Subject-Verb Agreement Errors | |
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Run-ons - Fused Sentences and Comma Splice Errors | |
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Fragments | |
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Verb Tense Errors | |
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Paragraphing Basics | |
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Paragraph Structure | |
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Topic Sentence | |
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Supporting Sentences | |
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Concluding Sentence | |
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The Basics of SOAP Notes | |
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Glossary | |
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Index | |