Answer Happy

Do only Scenario using opinions.
Chapter 2 Therapeutic Communication 31 Procedure 2.1 Use Feedback Techniques and Demonstrate Respect for Individual Diversity: Gender and Appearance Name Date Score Tasks: Use feedback techniques (e.g., reflection, restatement, and clarification) to obtain patient information. Respond to nonverbal communication. Communicate respectfully with patients with individual diversity related to gender and appearance. Demonstrate empathy, active listening, and nonverbal communication. Background: When working with a transgender patient, ask the patient privately which pronouns the per- son prefers. Make sure to add this information into the patient's health record for future reference. Scenario: You are rooming Crystal Green. You can see that she has expertly applied her makeup, has long red fingernails, long blonde hair, and is wearing three-inch heels. You are surprised to see that her birth gender is male. This is the first time you have roomed a transgender patient. You are uncomfortable in this situation because you have strong personal beliefs that birth gender should be maintained throughout a person's life.
Chapter 2 Therapeutic Communication 35 Procedure 2.2 Use Feedback Techniques and Demonstrate Respect for Individual Diversity: Race Name Date Score Tasks: Use feedback techniques (e.g., reflection, restatement, and clarification) to obtain patient information. Respond to nonverbal communication Communicate respectfully with patients with individual diversity related to race. Demonstrate empathy, active listening, and nonverbal communication. Background: When working with an interpreter, allow time for the person to translate the information to the patient. Also, focus on the patient and do not look at the interpreter when speaking to the patient. Scenario: You are rooming Maria Hernandez. She is always late for her appointments, and today she was 20 minutes late. She also does not speak English and you need to use a Spanish interpreter for the visit. You are uncomfortable in this situation because you have not worked with an interpreter before. You are also feeling rushed because she was late for her appointment.
31 Chapter 2 Therapeutic Communication Procedure 2.1 Use Feedback Techniques and Demonstrate Respect for Individual Diversity: Gender and Appearance Name Date Score Tasks: Use feedback techniques (eg, reflection, restatement, and clarification) to obtain patient information. Respond to nonverbal communication. Communicate respectfully with patients with individual diversity related to gender and appearance. Demonstrate empathy, active listening and nonverbal communication. Background: When working with a transgender patient, ask the patient privately which pronouns the per- son prefers. Make sure to add this information into the patient's health record for future reference Scenario: You are rooming Crystal Green. You can see that she has expertly applied her makeup, has long red fingernails, long blonde hair and is wearing three-inch heels. You are surprised to see that her birth gender is male. This is the first time you have roomed a transgender patient. You are uncomfortable in this situation because you have strong personal beliefs that birth gender should be maintained throughout a person's life. Directions: Role-play the scenario with a peer, who will be the patient. You need to obtain a brief medical history on this patient(e.g, chief complaint the main reason for the visit), allergies, the pregnancy history, and the current medications). Your peer (patient) should make up any information required. Use feedback techniques to obtain her information and respond to her nonverbal communication Demonstrate empathy, active listening, and nonverbal communication, Equipment and Supplies: • Patient health record Rooming form (optional) • Pen Standard: Complete the procedure and all critical steps in minutes with a minimum score of 85% within two attempts (or as indicated by the instructor) Scoring: Divide the points earned by the total possible points. Failure to perform a critical step, indicated by an asterisk (*), results in grade no higher than an 84% (or as indicated by the instructor) Time: Began Ended Total minutes: Possible Points 10 Attempt 1 Attempt 2 15* Steps 1. Greet the patient, Identify yourself. Verify the patient's identity with full name and date of birth. Explain the procedure in a manner that is understood by the patient. Answer any questions the patient may have on the procedure. 2. Demonstrate respect for the patient. (Refer to the Affective Behaviors Checklist - Respect and the Grading Rubric) 3. Using appropriate closed and open questions and statements, obtain the patient's chief complaint (main reason for the visit), allergies, pregnancy history, and current medications. Document the information in the health record or rooming form 4. Use foedback techniques, including reflection, restatement, and clarification as information is obtained 10 10*
32 Chapter 2 Therapeutic Communication 10" 15" 15* 5. Respond to the patient's nonverbal communication by using feedback techniques (eg, reflection). If the patient's nonverbal communication is interpreted differently than the patient's oral statements, clarify the information with the patient. 6. Use active listening skills. (Refer to the Affective Behaviors Clucklist- detle Listening and the Grading Rubric) 7. Use professional, positive nonverbal communication behaviors. (Refer to the Affective Behaviors Checklar - Norverhal Communication and the Grading Rulmie) 8. Demonstrate empathy by listening to the patient and learning about his or her experiences and concerns. (Refer to the Affective Behaviors Checklist - Empathy and the Grading Rubrie) Total Seere 15 100 Attempt 1 2 Affective Behavior Affective Behaviors Checklist Directions: Check behaviors aherved during the role-play Negative, Unprofessional Attempt Positive, Professional Respect Behaviors 1 2 Behaviors Rude, unkind, fake false Courteous, sincere, polite, attitude, disrespectful, impolite, welcoming unwelcoming Unconcerned with person's Maintained person's dignity: dignity: brief, abrupt took time with person Unprofessional verbal Professional verbal communication, inappropriate communication questions Negative nonverbal behaviors, Positive nonverbal behaviors, poor eye contact proper eye contact Other: Other Active Listening Biased, offensive Interrupted Did not allow for silence or pauses Negative nonverbal behaviors (rolled eyes, yawned, frowned, avoided eye contact) Distracted (looked at watch, phone) Other Remained neutral Refrained from interrupting Allowed for periods of silence Positive nonverbal behaviors (smiled, nodded head, appropriate eye contact) Focused on patient, avoided distractions Other Copyright 2020. Feve Inc. All Rights
Chapter 2 Therapeutic Communication 33 Nonverbal Communication Muffled voice, too fast or slow of rate, too loud or too soft: unaccepting tone Clear voice with moderate rate and volume, varying pitch; accepting or neutral tone Correctly pronounced words: used words person can understand Incorrectly pronounced words used words the person did not understand (e.g. medical terminology, generational phrases) Stood while patient was sitting slouching, lack of poised posture Frowned, lack of proper eye contact, inappropriate touch Was at the same position of the patient; had a poised posture Smiled, maintained proper eye contact, used light touch on hand when appropriate Other: Other: Empathy Listened to patient; learn about patient Showed respect and support Did not listen to patient's responses Lack of respect and support demonstrated Lack of therapeutic communication techniques used Negative nonverbal behaviors (c.g., positioning, frowning. poor eye contact) Used therapeutic communication techniques Positive nonverbal behaviors (eg, at the same level as patient, smiled, good eye contact) Other: Other: Points for Procedure Checklist Attempt 1 Attempt 2 0 Grading Rubric for the Affective Behaviors Checklist Directions: Based on checklist results, identify the points proved for the procedure checklist. Indicate how the behaviors demonstrated mer the cpectations. Does not meet • Response lacked respect, active listening, professional Expectation nonverbal communication, and/or empathy. • Student demonstrated more than 2 negative, unprofessional behaviors during the interaction Needs Response lacked respect, active listening, professional Improvement nonverbal communication, and/or empathy. • Student demonstrated 1 or 2 negative, unprofessional behaviors during the interaction Meets • Response was respectful and empathetic. Expectation Demonstrated active listening professional nonverbal communication. No negative, unprofessional behaviors observed • More practice is needed for behavior to appear natural and for student to appear comfortable and at ease. 0 15 Copyright 2020. Els in all ihn
Chapter 2 Therapeutic Communication Occasionally Exceeds Expectation 15 • Response was respectful and empathetic. Demonstrated active listening professional nonverbal communication No negative, unprofessional behaviors observed • At times student appeared comfortable and at ease but more practice is needed for behavior to become natural and consistent with a professional medical assistant • Response was respectful and empathetic. Demonstrated active listening, professional nonverbal communication. No negative, unprofessional behaviors observed • Student's behaviors appeared natural and comfortable Behaviors are consistent with a professional medical assistant Always Exceeds Expectation 15 Comments Step(s) 2 2 4,5 4 CAAHEP Competencies V.A.3.a. Demonstrate respect for individual diversity including: gender V.A.3.f. Demonstrate respect for individual diversity including: appearance V.P.L. Use feedback techniques to obtain patient information including: reflection V.P.1.b. Use feedback techniques to obtain patient information including restatement V.P.1.c. Use feedback techniques to obtain patient information including: clarification V.P.2. Respond to nonverbal communication V.A.1.a. Demonstrate empathy V.A.1.b. Demonstrate active listening V.A.1.c. Demonstrates nonverbal communication ABHES Competencies 5.1. Display effective interpersonal skills with patients and health care team members 4 5 8 6 7 Step(s) Entire role-play Copyright 2000, sevier Inc. All Rights Reserved.
Chapter 2 Therapeutic Communication 35 Procedure 2.2 Use Feedback Techniques and Demonstrate Respect for Individual Diversity: Race Name Date Score Tasks: Use feedback techniques (eg, reflection, restatement, and clarification) to obtain patient information Respond to nonverbal communication Communicate respectfully with patients with individual diversity related to race. Demonstrate empathy, active listening and nonverbal communication Background: When working with an interpreter, allow time for the person to translate the information to the patient. Also, focus on the patient and do not look at the interpreter when speaking to the patient. Scenario: You are rooming Maria Hernandez. She is always late for her appointments, and today she was 20 minutes late. She also does not speak English and you need to use a Spanish interpreter for the visit. You are uncomfortable in this situation because you have not worked with an interpreter before. You are also feeling rushed because she was late for her appointment. Directions: Role-play the scenario with two peers. One peer is the patient and the other peer is the inter- preter. While acting as the interpreter, the information can be repeated in English. You need to obtain a brief medical history on this patient le.g. chief complaint (the main reason for the visit). allergies, the pregnancy history, and current medications). The peer (patient) should make up any information required. Use feed- back techniques to obtain her information and respond to her nonverbal communication. Demonstrate empathy, active listening and nonverbal communication Equipment and Supplies: Patient health record Rooming form (optional) Pen Standard: Complete the procedure and all critical steps in minutes with a minimum score of 85% within two attempts (or as indicated by the instructor). Scoring: Divide the points earned by the total possible points. Failure to perform a critical step, indicated by an asterisk (*), results in grade no higher than an 84% (or as indicated by the instructor). Time: Began Ended Total minutes: Possible Points 10 Attempt 1 Attempt 2 15 Steps 1. Greet the patient. Identify yourself. Verify the patient's identity with full name and date of birth. Explain the procedure in a manner that is understood by the patient. Answer any questions the patient may have on the procedure. 2. Demonstrate respect for the patient. (Refer to the Affective Behaviors Checklist - Respect and the Grading Rubric) 3. Using appropriate closed and open questions and statements, obtain the patient's chief complaint (main reason for the visit), allergies, pregnancy history, and current medications. Document the information in the health record or rooming form. 4. Use feedback techniques including reflection, restatements, and clarification as information is obtained. 10 10+
36 Chapter 2 Therapeutic Communication 10* 15 15 5. Respond to the patient's nonverbal communication by using feedback techniques (eg.reflection). If the patient's nonverbal communication is interpreted differently than the patient's oral statements, clarify the information with the patient 6. Use active listening skills. (Refer to the Affective Behaviors Checklist- Active Listening and the Grading Rubric) 7. Use professional, positive nonverbal communication behaviors (Refer to the Affective Behaviors Checklist - Newweral Communication and the Grading Rule 8. Demonstrate empathy by listening to the patient and leaming about his or her experiences and concerns. Refer to the Affective Behaviors Checklist- Empathy and the Grading Rubric) Total Score 15 100 Attempt 1 2 Affective Behavior Affective Behaviors Checklist Directions: Check behaviors observed during the role-play Negative. Unprofessional Attempt Positive, Professional Respect Behaviors Behaviors 1 2 Rude, unkind, fake/false Courteous, sincere, polite, attitude, disrespectful, impolite, welcoming unwelcoming Unconcemed with person's Maintained person's dignity: dignity: brief, abrupt took time with person Focused on the interpreter: Focused on the patient, gave rushed the conversation, did not adequate time for the patient give the patient and interpreter and interpreter to respond time to talk Unprofessional verbal Professional verbal communication inappropriate communication questions Negative nonverbal behaviors, Positive nonverbal behaviors, poor eye contact proper eye contact Other: Other: Active Listening Biased, offensive Interrupted Did not allow for silence or patises Negative nonverbal behaviors (rolled eyes, yawned, frowned avoided eye contact Distracted (looked at watch, Remained neutral Refrained from interrupting Allowed for periods of silence Positive nonverbal behaviors, smiled, nodded head, appropriate eye contact Focused on patient, avoided distractions Other: phone) Other
Chapter 2 Therapeutic Communication 19 Nonverbal Communication Muftled voice, too fast or slow of rate, too loud or too soft; unaccepting tone Clear voice with moderate rate and volume, varying pitch; accepting or neutral tone Correctly pronounced words, used words person can understand Incorrectly pronounced words: used words the person did not understand (eg, medical terminology, generational phrases) Stood while patient was sitting: slouching, lack of poised posture Frowned, lack of proper eye contact, inappropriate touch Was at the same position as the patient; had a poised posture Smiled, maintained proper eye contact, used light touch on hand when appropriate Other: Other: Empathy Listened to patients learned about patient Showed respect and support Did not listen to patient's responses Lack of respect and support demonstrated Lack of therapeutic communication techniques used Negative nonverbal behaviors (es. positioning, frowning, poor eye contact) Used therapeutic communication techniques Positive nonverbal behaviors (eg, at the same level as patient, smiled, good eye contact) Other: Other: Points for Procedure Checklist Attempt 1 Attempt 2 0 Grading Rubric for the Affective Behaviors Checklist Directions: Based on checklist results, identify the points received for the procedure checklist Indicate how the behaviors demonstrated met the expectations Does not meet • Response lacked respect, active listening, professional Expectation nonverbal communication, and/or empathy • Student demonstrated more than 2 negative, unprofessional behaviors during the interaction Needs • Response lacked respect, active listening, professional Improvement nonverbal communication, and/or empathy • Student demonstrated 1 or 2 negative, unprofessional behaviors during the interaction. Meets • Response was respectful and empathetic. Expectation Demonstrated active listening, professional nonverbal communication. No negative, unprofessional behaviors observed. • More practice is needed for behavior to appear natural and for student to appear comfortable and at ease 0 15 TL
Chapter 2 Therapeutic Communication Occasionally Exceeds Expectation 15 • Response was respectful and empathetic Demonstrated active listening professional verbal communication No negative, unprofessional behaviors observed • At times student appeared comfortable and at ease but more practice is needed for behavior to become natural and consistent with a professional medical assistant • Response was respectful and empathetic. Demonstrated active listening professional nonverbal communication. No negative, unprofessional behaviors observed • Student's behaviors appeared satural and comfortable Behaviors are consistent with a professional medical assistant Always Exceeds Expectation IS Comments Step(s) 2 CAAHEP Competencies V.A.3.b. Demonstrate respect for individual diversity including race V.A.3.f. Demonstrate respect for individual diversity including appearance V.2.1. Use feedback techniques to obtain patient information including reflection V.P.1.b. Use feedback techniques to obtain patient information including restatement V.P.I.c Use feedback techniques to obtain patient information including carification V.P.2. Respond to nonverbal communication V.A.1.a. Demonstrate empathy V.A.1.b. Demonstrate: active listening V.A.1.c. Demonstrate: nonverbal communication 2 4,5 4 4 5 8 ABHES Competencies S.i. Display effective interpersonal skills with patients and health care team members 6 7 Step(s) Entire role-play Copyright 2000. Flevier Inc AB Rights Reserved