Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
127 Cards in this Set
- Front
- Back
|
Pharmacists role defined (1922-1969) |
Pharmacists were prohibited from discussing therapies with patients |
|
|
1998 role |
the pharmacist practice activity classification pharmacist role is moving away from product driven to educcation and counseling |
|
|
why is communication important |
every facet of our lives is affected by our ability or inability to relate with others |
|
|
personal and environmental barriers to effective communication |
effective questioning skills assertiveness conflict management listening empathic ocunseling |
|
|
every ... or ... patient who recieves a presecription is likely to |
every second or third patient who receives a prescription is likely to use it incorrectly |
|
|
result of inproper medication use |
prolongation of illness increase in severity of illness increase in medical costs |
|
|
patient-professional communication |
establishes ongoing relationships provides exchange of information |
|
|
patient pharmacist communication establishes a relatinship |
first a foundation is formed, followed by making therapy goals, focuses on patient needs the pharmacist as a health coach |
|
|
information essential to asses: .... to medication therapy |
compliance |
|
|
patient's... ... |
patient's health condition |
|
|
success is where there is |
effective exchange of information |
|
|
5 pears of patient centered medical care |
understanding social, psychological and biomedical factors related to the illness understanding patient' unique experience of illness "personal meaning" involve patient in discussion and decision making promotion of therapeutic alliance awarness of provider's own behavior |
|
|
reasons to encourage patient's to share their experiences with medication treatment |
unanswered questions misunderstandings problems with therapy self monitor their response making their own decisions |
|
|
key points 1. establish effective... ... ... 2. patient is the ... ... .. ... ... ... 3. communication skills can foster formation of .. ... ... .. ... 4. Effective commnication increases the chances of ... ... ... ... |
establish effective relationship with patients patient is the focus of the medication use process communication skills can foster formation of trusting partnership with patient effective communication increases the chances of patient utilizing medications correctly |
|
|
ID |
identifying information: name, age, race, gender |
|
|
general description/demographi |
description at the time of te interaction |
|
|
CC |
chief complaint: the reason for being there from a medical standpoint |
|
|
HPI |
chronological account of why the patient is coming in history of present illlness |
|
|
PMH |
past medical history, order of importance, date of onset |
|
|
fH |
family history |
|
|
SH |
social history, lifestyle inormation, pertinent lifestyle information, smoking, drinking, sexual orientation, etc... |
|
|
ROS |
review of systems, general skin head eyes ears throat etc... |
|
|
PE |
physical exam |
|
|
Main folow up questions |
allergies, controlled BP/diabetes in the past |
|
|
interview style |
open ended vs closed ended quetsions |
|
|
the 3 Ws |
what, when and why how instead of did you |
|
|
nature/cause of the problem |
why do you think you have... |
|
|
feeling |
what concerns you most... |
|
|
expectations |
what would be most helpful... |
|
|
effect on patient life |
how has this affected work/life at home |
|
|
previous experiences |
has this happened to you before.. |
|
|
steps taken |
what medications have you tried... |
|
|
medication use process: patient percieves health care need or problem (deviation from what's normal for patient) this leads to |
patient interprets a problem and can either take an action or not take an action |
|
|
action taken options |
self treatment contact non-medical provider contact medical probider |
|
|
no action taken |
pt sees conditions as minor no means to initate treatment |
|
|
medication use process: contact medical provider |
patient describes symptoms and interpretation of the experience, provider elicits information and listens provider gives names for that experience and communicates information about diagnosis provider makes recommendations start medications or no medications |
|
|
medication sue process: doctor wants patient to start med, patient either |
does or does not start medication |
|
|
adherence will depend on |
patient's understnading of how drugs are intended to be taken, mutually understood and agreed upon treatment plans |
|
|
interpersonal transaction model |
process in which messages are generated and transmitted by one person and subsequently received and translated by nother |
|
|
components |
1. the sender 2. the messaage 3. the reciever 4. feedback |
|
|
elements of the message |
thoughts, ideas, emotions, information |
|
|
feedback can be |
verbal or non-verbal recievers communicate back to senders their understanding of the message the initial reciever ecomes the sender; the initial sender becomes receiver |
|
|
barriers to this process |
interferences that afect the accuracy of the communication exchange |
|
|
meaning of the message: assignmed meaning |
experiences, background, values, context that they perceive the sender is using |
|
|
no meaning |
example medical terminology |
|
|
the meaning of a message is combined by |
receiver's assignd meaning is equal to the meaning intended by the sender |
|
|
incongruent messages: discrepancy |
the meaning of the verbal message is not consistent with the meaning of the non-verbal message... |
|
|
prevention of incongruence |
the sender should not make assumptions, the reciever should notify the sender when receiving two different messages |
|
|
statements that elicit feedback |
please show me how you are going to use... i want to be sure you know how to take this medication, now when you get home, how are you going to take this? |
|
|
communication barriers |
various interferences that affect the accuracy of the communication exchange |
|
|
the five essential elements |
sender message receiver feedback barriers |
|
|
goal regarding barriers |
identify and minimize! become aware and overcome |
|
|
environmental barriers classic pharmacy barrier examples |
visual interference noise interference glass windows high pharmacy counter minimize to counseling area |
|
|
environmental barriers can be identified through |
performing a walk through as a customer, patient, or health care provider |
|
|
personal barriers |
internal conversation anxiety shyness emotional objectivity cultural factors |
|
|
administrative barriers: lack of reimbursement for counseling/communication with patients |
counseling viewed as an expense without a corresponding revenue |
|
|
business policies against communication |
physical configuration workflow busines model answering phone staffing polcies, number of techs, responsibilities |
|
|
time barriers: timing of patient interaction is critical |
patient's attitude/demeanor pharmacists attitue/demeanor |
|
|
length of counseling session |
brief with written reinforement followed by a later follow up |
|
|
listening |
to make an effort to hear something to pay attention, heed to hear something with thoughtful atention the active process of recieving and responding to spoken and sometimes unspoken messages |
|
|
empathic responding |
the capacity to recognize and to some extent, share feelings that are being experienced by another sentient or semi-sentient being |
|
|
communication basics |
to be an effective communicator, one mus develop the skills to be a good listener |
|
|
key point of communication |
effort of an effective listener must be genuine |
|
|
bad communication habits to avoid |
doing two things t once planning ahead what to say jumping to conclusions focusing only on content judging the person or the message faking interest |
|
|
effective listening skills |
summarizing content paraphrasing content and some feelings |
|
|
empathic responding |
feelings associated with content |
|
|
to listen well, one must |
understand the content of the message as well as the feelings being conveyed |
|
|
two essential elements to establish trust |
must be genuine one must show respect for acceptance of the patient as a worthwhile human being |
|
|
positive effects of empathy |
patients trust pharmacist as someone who truly cares helps patients understand own feelings better facilitates patient's own problem-solving abilities |
|
|
problems stablishing helping relationships |
stereotyping: be aware of opinions regarding patients depersonalizing: talk to the patient as if they're not there conrolling: allow patient to self control |
|
|
causes of conflict |
lack of awareness incompatable goals scarce resources ependence opposing values resistance to change patient employee |
|
|
conflict |
occurs between individuals with incompatible goals/needs/agendas |
|
|
cognitive model |
beliefs, values, needs are incompatible with those of the other party |
|
|
emotional model |
emotional reaction to cognitive dimension |
|
|
behavioral model |
behaviors and actions display emotions an cognitive process |
|
|
conflict provide opportunity to.. |
provide feedback, stimulate creative thinking, serve as a catalyst to action |
|
|
reactive communication habits |
we tend to "snap back" at people and situations ex: if you're not prepared to be reasonable, i don't give a damn what you think |
|
|
why do people become emotionally charged? |
competing agendas between patient and provider |
|
|
active reflective listening |
listening without agenda |
|
|
simple reflections |
repeating the words or using a synonym |
|
|
complex reflections |
reflecting feelings, concerns, values and deeper meaning |
|
|
reflection summaries |
reflections that contaain a summary of the speaker's statements |
|
|
being empathetic means |
not judging not giving unsolicited advice not quizzing and leading not placating |
|
|
WHAT DOES AN UPSET PERSON WANT FROM YOU!? |
acknowledgement, empathy, understanding, an apology sometimes |
|
|
using communication to manage conflict by depersonalizing |
the conflict situation |
|
|
address any .... or ... at the cognitive level |
misunderstandings or confusion |
|
|
stages of conflict escalation |
a dispute one of then both parties get upset the disagreement is internalized each side attempts to fix the blame retaliation is sought, the point of the original disagreement is lost and both parties fight to win |
|
|
five styles of conflict management |
avoidance accommodation competition compromise collaboration |
|
|
avoiders |
postpone dealing or pretend it doesn'texist, physically withdraw from other party |
|
|
avoiders believe that |
silence is more praiseworthy, refraining from quarrelling helps maintain happiness nothing in the world is important enough to fight for |
|
|
accomodators |
passively comply and sacrifce own wishes protect relationship by yielding easily let others hae their way "kill them with kindness" |
|
|
competitors |
use insults, threats and demands escalate quickly with flash temper tend to present punishing strategies |
|
|
compromisers |
seek a quick solution on middle gorund, exchange conessions - split the difference bargain or trade, concede in some areas to win in others |
|
|
compromisers believe that |
you scratch my back, i'll scratch yours getting part of what you want is better than nothing |
|
|
collaborators |
seek a mutually beneficial solution give and solicit as much information as possible, explore non-compromising win-win solutions cooperate fully |
|
|
collaborators believe that |
truth lies in knowledge and reason, no onehas the final answer |
|
|
do not |
judge, advise, quiz, placate |
|
|
respond instead |
worried things are getting worse with no relief in sight, but before we talk about what to do next, tell me about what you mean by saying it hasn't helped at all |
|
|
overcoming resistance to change |
education, communication, participation, use problem solving techniquesh |
|
|
how to handle an irate person |
solve the problem without blaming yourself or them remember: the other person is not always right, but they are always an internal or external customeer of some type |
|
|
Conflict management: Win-lose strategies |
competing: you win accommodatin: you lose dominating: you win |
|
|
lose-lose strategies |
avoidance, no one wins compromise, no one wins |
|
|
win-win strategies |
problem solving! |
|
|
steps to problem solving |
express respect listen and understand uncover the expectations Repeat the specifics outline solution or alternatives take actions and follow through check on satisfaction |
|
|
CLEAR |
Clearly describe Listen Express emotion Assert Results expected |
|
|
group presentation skills: why are you presenting |
to communicate an idea, concept, or method to an audience |
|
|
consider giving out handouts |
during or after, not always before |
|
|
methods of speech deliver: manuscript |
reading a speech from written text |
|
|
memorized |
giving a speech word for word from emmory without using notes |
|
|
impromptu |
delivering a presentation without advance preparation |
|
|
extemporaneous |
speaing from a written or memorized outline without having memorized the exact wording of the presentation |
|
|
cohesiveness |
degree of attraction that member of a group feel toward one another and the group |
|
|
cohesiveness |
degree of attraction that members of a group feel toward one another and the group |
|
|
defining nonverbal communications |
behaviors, psychological responses, environmental interactions |
|
|
proxemics |
space/physical distancec |
|
|
chronemics |
use of time |
|
|
uculesics |
eyecontact/gaze |
|
|
haptics |
use of touch |
|
|
kinesics |
body movement |
|
|
objectics |
choice of objects |
|
|
vocalic |
use and quality of human voice |
|
|
choosing appropriate physical distance |
look for patient's nonverbal cues assure privacy avoid trespassing sitting or standing cultural differences |
|
|
touch can be perceived as... |
demeaning or caring |
|
|
rule guided |
geeral understanding within a societyr |
|
|
reflects culture |
ideas, values, customs and history |
|
|
difference between verbal d onverbal |
percieved as ore believable, more reliable than verbal multi channeled: may be seen, felt, heard, smelled, and tasted continuous adjustment of pusture andfacial expresions |
|
|
distracting nonverbal communication |
lack of eye contact facial expression body position tone of voice |
