|  | Communication Pearls: Collected Wisdom from Health EducatorsDate: 04/2009
Author: Felicia Guest
Source: Southeast ATEC and Planned Parenthood of Maryland, Baltimore
Communication Pearls: Collected Wisdom from Health Educators PDF [15 KB] Description:Two-page fact sheet with tips on the exchange of information and skill building. See below for full text.
Communication Pearls: Collected wisdom from health educatorsEducation: exchange of factual information and skill building  | The learner learns from what the learner does, not from what the teacher
does. Involve the patient in her/his own education as much as you can. Encourage
patients to touch and handle medicines and supplies, to repeat instructions in their own
words, and to "practice" anticipated conversations with partners or others. | | | People absorb about three take-home messages in an educational session.
Give your messages careful priority ranking and don't overload patients with
information. | | | Respect the patient's agenda. "How can we help you today?" is the most important
question. Allow time for the patient's questions and concerns. There will almost
certainly be questions you don't anticipate. | | | Assess readiness for change. Behavior change is incremental. Key your
interventions to the patient's readiness for change. | | | Assess patient learning. You don't know what the patient has learned until you hear
what she/he says. "I need to be sure I've done my job today. Can you tell me in your own
words, as though you were talking to a friend, how you are going to use this medicine?" | | | Many people read poorly or not at all. Screen all materials for reading level, and
stay at or below sixth grade for most patient groups. | | | Education is ongoing. Few patients learn everything in one visit. Encourage
callbacks, and give access information for dependable hotlines and web sites. | | | People learn best when they feel safe and calm. A person on the way to a medical
exam or procedure rarely feels safe and calm. Allow time afterwards for talk, and invite
callbacks. | | | Information reassures some people and overwhelms others. Teach enough to
be consistent with informed choice and consent practices. However, not all patients
want to know everything! Ask, "Would you like me to tell you more about this?" | | | Teens and adults may need different styles of education. Younger teens may
need more concrete, oriented-to-the-present messages than adults because of their
developmental status. | |
Counseling: support for patient decision making in the context of both factual and emotional components of the issue | You can do no harm if you do not make decisions for the patient. You may
very well do harm if you are directive. A good response to, "What do you think I should
do?" is, "That is a decision you must make for yourself. I can help you sort out your
options, and look at the pros and cons of each, but the decision is up to you." | | | Listening is helpful. Almost always. All by itself. Often patients need to be heard
and understood more than they need anything else. | | | Most people are not fully adherent to health care instructions. Hold patients
accountable for their actions when you are face to face, with compassion and with praise
for their successes. Once they leave your clinic or office, let it go. | | | Assume nothing. Forestall labelling, categorizing, and stereotyping. Just listen, and
accept the patient where she/he is right now. | | | Use culturally competent techniques. Educate yourself about the cultural groups
represented in your patient population, and respect differences in health beliefs and
communication styles. | | | Denial and anger and common, normal responses to trouble. Reflect and
discuss these feelings. Anger is usually a sane and healthy response to feelings of
vulnerability and loss of control. Denial can be given up by the denier, but not taken
away by the counselor. | | | Assure patients you only want to know what they want to tell you. Reminding
the patient that she/he is in control of disclosure often results in candid discussion. | | | Respect the patient's agenda. Usually patients know what they want from us if we
will just ask. | | | Be open to a variety of healthy and effective coping styles. Your style will
almost never be the only way. People solve their own problems. | | | Avoid asking "why" questions. Reasons for feelings or actions can be murky and
complex, and "why" questions are hard to answer. Patients may feel attacked or blamed. | | | Offer the option of including others in counseling. Partners, parents, or best
friends may be helpful in reducing anxiety for some patients. For others, privacy is
essential. The choice belongs to the patient. | | | Always find something to praise. Patients need recognition for their positive health
behavior steps. You can always say, "It's good you came in!" | |
Browse similar resources: | |
Materials Usage GuidelinesWe ask that those wishing to use the materials found on the AETC NRC website honor the following guidelines: - Slide sets and other materials that appear on the AETC NRC website are intended for public use, unless otherwise noted.
- You may use or present a slide set or other material in its entirety if you credit the author and source of the material.
- Similarly, you may incorporate selected slides or resources from the AETC NRC website into another public presentation if you credit the author and/or source of the materials.
- If you use materials from the AETC NRC website in preparing other presentations or materials, please Include an appropriate reference citation.
- Do not publish or post materials found on the AETC NRC site without permission from their creators or copyright holders.
- For examples of appropriate citation, see our Using and Adapting Slides frequently asked questions.
|
Copyright 2010, the AIDS Education & Training Centers National Resource Center, unless otherwise noted. All rights reserved. Email webmaster@aidsetc.org with questions, comments, or problems. See disclaimer for usage guidelines. | |
