4 - 3 - Module 4.3- Strategies to check for understanding (8 minutes), Health Literacy and Communication for Health ...
[ Pobierz całość w formacie PDF ]
[MUSIC]Welcome.In this section we will be discussingstrategies to check for understanding.We will explore the use of a techniqueknown as teachback, but first let's hear from somestudents about teach back.In my health promotion classes we talkabout health literacy andhow it's important to meet people wherethey're at, where they'reat, how it's important to understand whattypes of languages arebeing spoken cultural issues and stufflike like, just so that.People do understand that the, theinformation that you're telling them.>> We try to find out their best learningabilities, likewhat how they learn and whether they canread or not actually.Well what else do we do?If they can't read then we like dodemonstration a lotand then we want them to verbalize backwhat they understand sowe know, and we're able to see if they canimprove andtake this home, and do it on on their own,I guess.>> The number one thing is we like to,when we present antopic to the patients in the field, wehave them tell us back.So, if we're telling them about a newmedication they're going to be starting,we make sure they understand all thedirections and what they're taking it for.And we make sure they understand what wejusttold them, we have them repeat it back tous.>> Communicate with patients.You want to, you want to use words orterms they can understand a little bitmore.You don't always have to use medical termswhenyou're talking to just the general public,you know?Talk to them like I'm talking to mygrandma, or my grandpa,or mom, or dad, or brothers, or even mychildren, you know?Let them understand in words or terms thatthey can fully comprehend.>> We kind of learned how to make thingslower reading level and to talkto them in terms that they understandbetter that maybe we would understand butthey.And a lot of times they don't have thecourage to speak up and tellus that they don't understand what we'retalkingabout so, just making it easier for them.>> A lot of times, I guess the teachersreally stress for us in class that weneed to speak in non-medical terms for allour patients and we have a hard time,especiallynow in school because all we learned aremedical terms, what going in, going of bythereally, really stress that anytime wecounsel a patientand needs to be in terms that theyunderstand.>> Right, that they would use on a day today basis without anything.And if they don't understand something, orthey look confused, they really reiterateto us to make sure that they understandwhat we're trying to tell them.>> We have to make sure to take ouranatomy and health information that we'velearned andput it into laymen's terms so theyunderstand it.Not use like scientific words or like bigwords that people whohaven't gone to school don't know theanswer, don't know what they mean.>> And make sure they repeat what we justsaid and theycan actually show us what we just taughtthem and show them, so.>> A lot of the times we will make themafter we explain something tothem, have them show it to us so we knowthat they are doing it correctly.Mm-hm.>> I would say we try to if theydon't have any questions, to give them anopportunityto ask us, so that we can further clarifyon the definitions or any terminology theymight not understand.>> To kind of go off that, also justchecking back, sometimes you'll seepatients more than once onseveral occasions in a week, so you cankindof see what they've learned after a coupleof visits.well, I think it's, sometimes it's hardfor us to go from theclassroom to the clinic, because we kindof forget, we work with our classmatesand do what we do with the patients, butwe kind of forget thatthey don't have any idea of where we'vebeen coming from from the classroom.So I think it's just important to, beforeyou work with patients,try to put it to maybe family members orsomething that, so that they understand.Yes.>> Yeah, I mean, it's pretty much the sameas what she says, but just making sure weexplain things in ways where we avoidusing thatmedical language and we use terms thatthey will understand.>> Teach-back provide and opportunity tocheckunderstanding with the patient andre-teach if necessary.We use teach-back or show-me techniques sothat youunderstand what the person reallyunderstands, in their own words.Here are the steps.Slow down.Use a caring tone of voice and attitude.Use plain language.Break your message down into shortstatements,then ask patients to demonstrate theirunderstanding.Here are some ways to do that.What will you tell your family about yourcondition?Or, I want to be sure that I explainedeverything clearly.So can you please explain it back to me sothat I can be sure that I did.This is very good because they teach youand that makes you the learner.Another way is to say show me what youwould do, and then they demonstrate that.Now, you may need to rephrase if apatient's not able to share theinformation accurately.Ask the patient to share the informationagainuntil you are comfortable that they reallyunderstand it.And if the still do not understand,consider someother strategies, such as using picturesor videos, analogies.The following video shares anotherviewpointof a variety of communication tools.>> There's lots of things that they can doto work with patientsor even people in the community as far asgetting health information across.One is making sure that they're respectingthe cultureof the people that you're trying, thatthey're to reach.This might make, be using certain wordsthat are specific to thatculture or understanding the disease inthe way that that culture understands it.Other things are, I mean, even as simpleas teaching backto that person or having that person teachback to you.So, when you give a health instruction orhealth communication to somebody, findinga way inwhich they can explain it back to you,to ensure that they've understood what'sbeen said.Or even just say something in their ownwords soyou know that they understand the wordsthat you're using.Those are a few things.Also the use of not just words,so especially when we are healthcommunication andpublic health, using images, pictures,symbols, so youcan hit a wider range of literacy levels.I think a big thing, to me, one of themost important pieces of healthliteracy, is understanding that it's nottheproblem of the people you arecommunicating with.It's a dual issue between both theprovider, or the publichealth professional, and the person who'sreceiving the information or the care.It's definit, it's not something we canfix by trying to populate populatio, or,try to educate populations who we mightthink have a certain health literacyissue.It needs to go both ways, in that we'realso educatingdoctors and health care professionals andpeople who communicate about health.So that they're able to communicate inways that the pop, the public understands.>> This module covered ways to provideeffective communicationby creating clear messages, and bychecking for understanding.This is the last video for module four.In the next module, we will bediscussing evaluating our efforts,measuring our result.[MUSIC]
[ Pobierz całość w formacie PDF ]
zanotowane.pldoc.pisz.plpdf.pisz.plstyleman.xlx.pl
|