Revisiting patient communication training: An updated needs assessment and the AGENDA model

Arnold, Christa L.; Coran, Justin J.; Hagen, Melanie

doi:10.1016/j.pec.2012.06.026

Cited by 30 publications

(27 citation statements)

References 19 publications

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“…The value of communicating well with families is enormous and known to increase visit uptake/patient retention and positive parenting practices. 21,30,31,[33][34][35][36] Open-ended statements such as "Tell me any questions you have today" convey an interest in families' issues and perspectives. Active listening skills (eg, summarizing, restating, questioning, and seeking further clarification) are needed to ensure mutual understanding.…”

Section: Use Of Written Informationmentioning

confidence: 99%

“…It takes time and encouragement for families to fully state their worries and describe relevant symptoms (which are rarely listed in order of diagnostic importance). [33][34][35][36][37] Yet, families are often redirected before they can list their worries, resulting in "late-arising/door-knob" issues and extended visit length. Particularly effective is to use accurate measures eliciting parents/patients concerns before the encounter (eg, paper/pencil in waiting rooms, self-administration via parent portals from home or public school/library computers).…”

Section: Use Of Written Informationmentioning

confidence: 99%

“…Such tools are known to help families identify their main concerns, decrease disruptive "oh by the way" concerns that often occur at the end of encounters when there is little time to address them, and contain visit length to expected intervals. [33][34][35][36][37][38] Additional methods for focusing visits include posters in waiting rooms listing topics that may be of interest, and checklists of topics/previsit questionnaires, which families can use to identify their specific information needs (and which topics were covered at previous visits). 20,33,34,39 A distinct advantage of previsit questionnaires and screening tools eliciting parent/patient concerns is that clinicians can prepare materials (eg, information handouts, brochures about referral sources, etc) before entering the examination room.…”

Section: Use Of Written Informationmentioning

confidence: 99%

“…As a consequence, clinicians' own agenda list (eg, routine health and safety tips) have a greater chance of efficacy. [33][34][35][36][37][38][39] 81 ; electronic health records often house parent portals (through which families can view growth charts and instructions for home care and find child-rearing information between visits) 81 ; paper (and increasingly electronic) hand-held patient records usually include parenting tips and mechanisms for simultaneous updates to findings from recent well visits 82 ; information prescriptions, especially with e-mail reminders, encourage parents to visit specific content on approved Web sites 55,56,81 ; e-mail between clinicians and families offers personalization along with instrumental and emotional support 55,56 ; and visit summary reports (eg, created by software programs or online developmental-behavioral screening services) offer a content-specific written account of visit content and recommendations. 15,37,83 Issues in Literacy, Language Barriers, and Internet Access Adult educational attainment in the United States has changed little in the past decade and high school graduations hover at 85% (http://quickfacts.…”

Section: Use Of Written Informationmentioning

confidence: 99%

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Brief Approaches to Developmental-Behavioral Promotion in Primary Care: Updates on Methods and Technology

Glascoe

Trimm

2014

Pediatrics

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Well-child visits are a critical opportunity to promote learning and development, encourage positive parenting practices, help children acquire behavioral self-control, enhance the development and wellbeing of children and their families, identify problems not amenable to brief in-office counseling, and refer for services when needed. This article outlines the communication skills, instructional methods, and resource options that enable clinicians to best assist families. Also covered is how to monitor progress and outcomes. A total of 239 articles and 52 Web sites on parent/patient education were reviewed for this study. Providers require a veritable armamentarium of instructional methods. Skills in nonverbal and verbal communication are needed to elicit the parent/patient agenda, winnow topics to a manageable subset, and create the "teachable moment." Verbal suggestions, with or without standardized spoken instructions, are useful for conveying simple messages. However, for complex issues, such as discipline, it is necessary to use a combination of verbal advice, written information, and "teach-back," aided by role-playing/modeling or multimedia approaches. Selecting the approaches most likely to be effective depends on the topic and family characteristics (eg, parental literacy and language skills, family psychosocial risk and resilience factors, children' s developmental-behavioral status). When providers collaborate well (with parents, patients, and other service providers) and select appropriate educational methods, families are better able to act on advice, leading to improvements in children' s well-being, health, and developmental-behavioral outcomes. Provided are descriptions of methods, links to parenting resources such as cell phone applications, Web sites (in multiple languages), interactive technology, and parent training courses. Pediatrics 2014;133:884-897

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Section: Use Of Written Informationmentioning

confidence: 99%

Section: Use Of Written Informationmentioning

confidence: 99%

Section: Use Of Written Informationmentioning

confidence: 99%

Section: Use Of Written Informationmentioning

confidence: 99%

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Brief Approaches to Developmental-Behavioral Promotion in Primary Care: Updates on Methods and Technology

Glascoe

Trimm

2014

Pediatrics

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“…Some students felt that volunteering gave them the opportunity The charity offers opportunity to supplement clinical experience in a different setting enabling neurological-specific skill development such as clinical and communication skills [28].…”

Section: Skill Developmentmentioning

confidence: 99%

Physiotherapy Student Experiences of Developing Therapeutic Relationships whilst volunteering with the action after Stroke Charity

Byrne

Soundy

Roskell

2014

J Nov Physiother Phys Rehabil

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Citation: Byrne A, Soundy A, Roskell C (2014) 067 AbstractObjectives: To explore physiotherapy students' experiences of patient-student relationship development, gained through volunteering with the Action after Stroke charity, with reference to usual placement experience, and to identify any changes in students' thoughts and feelings towards patients, and subsequent effect on relationship development.Design: An exploratory qualitative study, utilising field diaries and a focus group interview.Participants: Nine students who had volunteered with the charity for 11 weeks participated in the focus group.Intervention: Students began recording their experiences in a field diary after 3 consecutive treatment sessions with a stroke patient and then participated in a focus group interview once volunteering had ended. Field diaries informed development of the focus group topic guides. Focus groups were audio recorded and transcribed verbatim. Thematic analysis of transcripts was undertaken. Findings:The following themes emerged from the data analysis: Time and continuity; Clinical education; Environmental factors; Trust, and Empathy. Students reported experiencing a qualitatively different and more satisfying therapeutic relationship with patients whilst working in the charity. They believed that patients benefitted from this enhanced therapeutic relationship. The time and space enabled trust and empathy to develop which helped them develop insight into their patients as people. Conclusions:Participation in the Action after Stroke charity gave students a greater opportunity to develop positive therapeutic relationships compared to traditional placements, by increasing their confidence, independence, empathy, patient-centeredness and knowledge of patients' situations. Levels of trust also increased within the student-patient relationships. These findings suggest that involvement in non-standard practice placements, such as the charity, within a physiotherapy degree programme, may prove useful to students' professional development.why, in studies of nursing and medical students, levels of measured empathy actually decreased the more clinical exposure students experienced [7], a finding that has also been reported in physiotherapy students [8]. Student vulnerability to hostile practice cultures can foster task-orientation rather than humanistic approaches to care [9]. This suggests that alternative models of practice education should be explored, enabling a focus on the development of a student-patient therapeutic relationship.Volunteering has been advocated as an activity which can nurture interpersonal trust, tolerance and empathy for others [10], with international reports of its use in physical therapy education programmes [11]. In the UK, physiotherapy students, who volunteered in local community-based placements, where students functioned in a non-clinical 'coats off' capacity, were found to develop professional values and behaviors associated with patient-centred care [12].The use of non-traditional placement set...

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Barriers and facilitators to effective communication experienced by patients with malignant lymphoma at all stages after diagnosis

et al. 2013

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Revisiting patient communication training: An updated needs assessment and the AGENDA model

Cited by 30 publications

References 19 publications

Brief Approaches to Developmental-Behavioral Promotion in Primary Care: Updates on Methods and Technology

Brief Approaches to Developmental-Behavioral Promotion in Primary Care: Updates on Methods and Technology

Physiotherapy Student Experiences of Developing Therapeutic Relationships whilst volunteering with the action after Stroke Charity

Barriers and facilitators to effective communication experienced by patients with malignant lymphoma at all stages after diagnosis

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