4 - 2 - Module 4.2- Creating effective communication messages (9 minutes), Health Literacy and Communication for ...
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Welcome.In this section we will bediscussing strategies to create effectivecommunication messages.We are going to discuss some strategiesthat you will be able to practice.It's important to pick just one to trythisweek and see how you do before addinganother.The first option is to share just enoughinformation.Keep the need to know apart from the niceto know information.Sometimes when we over share the mainmessage gets lost.The second option is to focus on threemain points andcheck for understanding after each onerather than waiting until the end.And the third choice is incorporating AskMe 3.The National Patient Safely Foundation hasa patient education program entitled AskMe 3, and the link can be found in thecourse material.But for now, let's go ahead an watch ascenario that uses Ask Me 3 from theprovider's perspective.[COUGH]>> Mrs.Smith, the cough and fever that you've hadthe past few days, alongwith the, what I hear in your chest tellme that you have influenza.Now I want to get a laboratory test, anx-rayof your chest, and I'll prescribe somemedications for you.>> So is my main problem pneumonia orinfluenza?>> Well your symptoms are not too severe,but I, I know that you're miserable.I've seen a number of cases of influenzaover the lastfew days and I think you must have theinfluenza virus.And now the lab test and the x-ray willhelp me to determine if you have developedpneumonia.>> So, what do I need to do?Well first you go to the laboratory, wherethey'll use a nasalswab to collect secretions from your noseto test for the influenza virus.Secondly you go to x-ray.Now the chest x-ray will show if there isfluid collecting in your lungs.>> [COUGH]>> Then you go to the drug store.To get some decongestant.Now, you can take, continue taking theTylenol and, or acetaminophen for thefever, but be sure that the decongestantthat you buy doesn't contain additionalacetaminophen.>> Why do I need to do these things?Well the lab test will identify the causeof your illness.If it's not caused by influenza, we willneed to have some more test.>> Mm-hm.>> The x-ray will tell us how much theillness has progressed.If you do not have the virus, and wedetermine the cause is bacterialand few x-rays shows food in the lungs, Iwill need to prescribe an antibiotic.>> I believe your illness is due toa virus, so Tylenol and decongestant willhelpyour symptoms from getting worse and we'lllimitthe possibility that you develop abacterial pneumonia.>> So Mrs Smith, you've done a excellentjobof discussion your illness with me,showing me you understandwhat is happening and what you can do tohelpyourself get better by following the Askme 3 tools.First you asked, what is my main problem?Probably influenza.Then you asked, what do I need to do?You need to have the laboratory tests,the x-ray and to get an over-the-counterdecongestant.And, finally, you asked, why is itimportant for me to do this?Well, it will help us correctly diagnoseyour illness and prescribe the propermedications, but also to be sure that yourillness does not get worse.>> [COUGH].>> Now let's discuss Ask Me 3 from thepatient's perspective.The following three questions that parentsareencouraged to ask their healthprofessionals are.Number one, what is the main problem?Number two, what's recommended that I do?What do I need to do?And use action-oriented statements.And number three, why is it important thatI do it?In other words, talk about theconsequences of what will possiblyhappen if they don't do whatever yousuggest in number two.So that they can fully be informed fortheir decisions.Some additional options are demonstratedand shared in the following video.>> Do you find that students are learningmore about communicationfrom a academic stand point and less frommaybe, body language and how you addresspeople and look at them and maybetouch their hand using those types ofcommunication skills?>> It seems like that can depend upontheir facilitators.if, facilitators who stress watching theexpression on the face.And responding with empathythen their students do that.But if the other, if the facilitators arereally pretty much concentrating on thematerial, what you need to know, then youdon't get that empathy from them.And as a patient when I see doctors.That's what I'm looking for.>> And one of the things that I like aboutUNMC's programis that they have in many of the exams, areport sheet.There are 24 points that they emphasizeand grade the students on, which include.An area for emp, empathy, counseling,rapportdevelopment, but my only concern, ifthey're doing,using that rapport sheet, that's not theexact title but that's what I'm callingit.My only concern is I don't know what kindof follow up the faculty does.With that sheet, with the students.But as I said earlier, over the years thestudents seem to have gotten better.So they may be doing it or maybe the kidsare learning it on their own.>> Well just as.Maybe this is too specific but I when Iwas thinking about this I thought.One of the things we're asked to commenton is whether they summarize well.And, and I always tell, talk to thestudents, when I get a chance to say that,you know, the summary is so important,because nowit will help you keep things in your mind.It may make the patient recall things thathe hadn't told you the first time.The same thing, one of the things wetalked about,too, is to avoid duplications, butduplication can be agood thing, again, patients maybe thingit's something the secondtime, to tell you that they didn't thefirst time, so.>> First of all, using common language.Coming terms.But also recognizing the role of the needto educate the patient.So I think the patient needs to have themedicalterm as well as what it means in commonlanguage.So that they can go out and recognize theterm later on.So they know what that hypertension means.High blood pressure.When they, when they hear it again.Or some of the even more complex terms.So simple language, number one, it needsto be clearly defined.For instance on the, on the prescriptionbottles, take before breakfast.Well, what does that mean?Right before breakfast?Right before I start eating?Or is it an hour before?Is it.That kind of thing.Also it needs to be ofcourse the language, if possibletranslated into the appropriate language.And of course we have the rule in thehospitals, we have to do that but not all.Of course not all physicians offices areequippedto do that, so that's, that's anotherthing.And I think taking the timeto get to know the patient a little bit,kind ofgetting a sense of what they need tobe able to understand what you're tellingthem.So this part of Module Four looked at howcommunicationis about delivering an effective messagein a manageable amount.In the next video in the series, we'regoing to discuss strategies to check forunderstanding.[MUSIC]
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