Gaps in Doctor-Patient Communication: Implications for Nursing Practice

Gozzi, Ethel K.; Morris, Marie J.; Korsch, Barbara M.

doi:10.2307/3453767

Cited by 2 publications

(1 citation statement)

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“…The methods used in this investigation and the findings concerning outcome, as determined by interviews with the parent, have been reported previously [12,14,17]. Two hundred eighty-five patient visits were studied by means of tape recording the medical consultation, by chart review, and by follow-up interviews with mothers ( Fig.…”

Section: Methodsmentioning

confidence: 99%

Gaps in Doctor-Patient Communication: Doctor-Patient Interaction Analysis

et al. 1971

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ExtractAs one of several approaches to scientific analysis of doc tor-patient communication, 285 visits to a pediatric walk-in clinic were scrutinized using an expanded version of Bales' Interaction Process Analysis. Data analysis consisted of individual case studies and computer programs for descriptive summaries of cases and index scores. Factor analysis and chi-squarc calculations were among the methods used to test significant relations between attributes of the doctor-patient interaction and the dependent variables, patient satisfaction, compliance, and demography.As hypothesized, a distinctive behavior pattern emerged for doctor, parent, and child. Doctors were found to talk more but show less emotion than mothers. Almost two-thirds of the mother's communication related to medical history, while the doctor discussed history and treatment but gave little attention to cause, prognosis, and seriousness. Although the physician expressed relatively little reassurance or friendliness to the mother, almost half of his conversation with the child consisted of friendly statements. In general, outcome of the medical consultation was found to be favorably influenced by having a physician who was friendly, expressed solidarity, took some time to discuss nonmedical, social subjects, and gave the impression of offering information freely without the patients having to request it or feeling excessively questioned. Speculation

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Section: Methodsmentioning

confidence: 99%

Gaps in Doctor-Patient Communication: Doctor-Patient Interaction Analysis

et al. 1971

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A Language‐Focused Needs Analysis for ESL‐Speaking Nursing Students in Class and Clinic

Cameron

1998

Foreign Language Annals

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Because clinical experience is essential for nursing education, even students with modest‐to‐low proficiency in English as a second language (ESL) receive training and provide care in clinics. Yet modest‐to‐low language proficiency could prove hazardous for the students or their patients. Therefore, these nursing students would benefit from special classes in ESL Such classes require prior needs analyses that precisely articulate academic and clinical language needs. These needs statements serve as suggestions for course content. Reported here are the results of an extensive needs analysis for ESL‐speaking graduate nursing students. The approach to needs definition derives from Stufflebeam et al. (1985). The analysis focuses on skills required for school, clinical practice, and interaction with a multicultural, socially stratified patient population. Resulting needs statements are organized in terms of (1) Speech Production Accuracy, (2) Academic Performance, (3) Clinical Performance, (4) Dialect (Cultural) Variation, and (5) Inferencing Skills.

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Gaps in Doctor-Patient Communication: Implications for Nursing Practice

Cited by 2 publications

References 0 publications

Gaps in Doctor-Patient Communication: Doctor-Patient Interaction Analysis

Gaps in Doctor-Patient Communication: Doctor-Patient Interaction Analysis

A Language‐Focused Needs Analysis for ESL‐Speaking Nursing Students in Class and Clinic

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