Communications

1
Communications
2
Communications

• Explore Go
• Communication (Lessons 1-3) Go
• Interpersonal Communication (Lessons 4-7) Go
• Communication Barriers (Lessons 8-12) Go
• Patients (Lessons 13-15) Go
• Documentation (Lessons 16-18) Go
• Communication Technology (Lessons 19-21) Go
• Reflect Go

TABLE OF CONTENTS
3
Explore

• Unit Overview Go
• Activity Go

4
Explore Unit Overview

• In this unit, you will
• Discover the communication process.
• Explore communication barriers and what health
  care workers can do to avoid barriers.
• Examine several types of documentation.

5
Explore - Activity

• You will participate in a communication activity
  according to your teachers instruction.

6
Communication

• 1. Types of Communication Go
• 2. Communication Process Go
• 3. Quiz Go

7
Lesson 1 Communication in Health Care

• Communication is the process of exchanging
  messages.
• Health care professionals must communicate
  effectively and appropriately with other health
  care workers, patients and clients and their
  families, students, visitors, administrators, and
  business contacts.

8
Lesson 1 Verbal Communication

• Verbal communication is the use of language and
  words to send and receive information.
• Verbal communication is the form people use most
  often. It is also the most effective.
• Goals for verbal communication
• Establish rapport
• Obtain information from patients
• Confirm understanding
• Relay information to other health care workers
• Give instructions to patients

9
Lesson 1 Tone of Voice

• A speakers feelings are expressed through tone
  of voice.
• Patients can easily pick up on fear, agitation,
  calmness, and confidence from a health care
  workers volume, rate, and pitch.
• If health care workers can adjust their tone of
  voice appropriately to the situation, it can
  become an effective communication tool.

10
Lesson 1 Language Choice

• When interacting with patients, health care
  workers must translate medical terminology into
  lay terms.
• At the same time, health care workers must avoid
  talking down to patients by over-simplifying
  their language.
• They should also be careful to enunciate words
  and avoid mumbling.

11
Lesson 1 Written Communication

• Written communication is a form of verbal
  communication.
• Written communication allows the writer time to
  research and to organize thoughts.
• Written communication must
• Be accurate and clear
• Be brief with logical organization
• Be free of grammar, spelling, and punctuation
  errors
• Use appropriate vocabulary

12
Lesson 1 Selecting the Correct Form

• Before using written communication, health care
  workers must first ask themselves if the message
  would be better delivered orally.
• They should also decide whether or not the
  message requires a written record.
• Then, the health care workers must decide what
  format the message should take letter, email,
  report, etc.

13
Lesson 1 Writing Memos

• Memos are a form of written communication that
  are often used in the health care industry.
• Memos have standard parts
• TO the names of the people for whom the memo is
  intended.
• FROM the name of the person sending the memo.
• DATE the date the memo is created.
• SUBJECT the purpose of the memo.
• The body of the memo includes the details of the
  message.

14
Lesson 1 The Five Ws

1. Who is the audience?
2. What is the purpose of the message?
3. Why is the message important?
4. When did or will the event occur?
5. Where did or will the event take place?

15
Lesson 1 Nonverbal Communication

• Nonverbal communication includes methods used in
  addition to or as a substitute for language.
• Nonverbal communication includes the following
  methods
• Eye contact and facial expressions
• Gestures and body language
• Physical appearance
• Touch
• Proximity

16
Lesson 1 Eye Contact and Facial Expressions

• Eye contact is one form of facial expression.
  Direct eye contact usually sends a powerful and
  positive message.
• Smiles and other facial expressions communicate
  messages.
• Health care workers must be conscious of both
  interpreting facial expressions in others and in
  mastering their own expression to be sure that
  they are sending the appropriate message.

17
Lesson 1 Gestures and Body Language

• Body language sends powerful messages to others.
  At times, people use their bodies instead of
  words, such as when someone nods or shakes the
  head.
• Posture also conveys a message.
• Health care workers must be skilled both in
  reading and in using gestures and body language
  effectively.

18
Lesson 1 Physical Appearance

• In the health care industry, many workers wear
  uniforms. Their uniforms send the message that
  they belong to the health care field.
• In addition to uniforms, physical appearance is
  also expressed by grooming.

19
Lesson 1 Touch

• Touch can communicate many things.
• Touch can also be misinterpreted, which can be a
  serious matter. health care workers must always
  be conscientious to touch patients with only
  kindness and respect.

20
Lesson 1 Proximity

• Proximity refers to the physical space between
  people.
• Proximity includes
• Distance between people
• Height
• Odor
• Health care workers must often invade patients
  personal space in order to perform their duties.
  Sensitivity and professionalism are required when
  patient proximity is an issue.

21
Lesson 2 Communication Process

• Communication is a process.
• The sender-receiver model is a way to break down
  the process into steps.
• This model can be used together with active
  listening skills to create effective
  communication.

22
Lesson 2 Sender-Receiver Model

• The sender is the person who encodes, or gives,
  information.
• The receiver is the person who decodes, or
  accepts, the information.
• The message is the information that is being
  communicated.
• Other elements include frame of reference and
  feedback.

23
Lesson 2 Active Listening Skills

• Show interest.
• Be alert.
• Maintain eye contact.
• Avoid interrupting.
• Pay attention.
• Avoid thinking ahead for a response.
• Try to ignore personal prejudices.
• Ignore distractions by moving to a quiet place.
• Watch the speaker closely for nonverbal
  contradictions.
• Maintain a positive attitude.

24
Lesson 2 Restatement, Reflection, and
Clarification

• Restatement involves repeating the message back
  to the sender in the receivers own words.
  Restatement verifies that the correct message has
  been heard and understood.
• Reflection involves responding with empathy.
• Clarification occurs when the receiver asks
  questions to get a more concise explanation or to
  clear up any confusion about the message.

25
Lesson 2 Other Effective Communication Skills

• Be conscious of your own body language, including
  posture and eye contact.
• Avoid any display of anger.
• Speak slowly, softly, and clearly.

26
Lesson 3 Quiz

• In this lesson, you will take a quiz on types of
  communication and communication processes.

27
Interpersonal Communication

• 4. General Guidelines Go
• 5. Group Communication Go
• 6. Directions Go
• 7. Quiz Go

28
Lesson 4 Attitudes and Behaviors

• Successful communication requires that people
  adopt acceptable attitudes and behaviors.
• Attitudes and behaviors that are critical to
  successful communication include courtesy,
  respect, sensitivity to boundaries, and empathy.

29
Lesson 4 Courtesy

• Courtesy involves being polite, gracious,
  helpful, and considerate.
• Everyone has a bad moment or even a bad day now
  and then. However, it is important to overcome
  personal and other issues unrelated to the job
  and to focus on performing the work at hand with
  courtesy.

30
Lesson 4 Respect

• Respect is to approach another person with a
  feeling of esteem or regard.
• Respect is an overriding theme in any study of
  communication in health care.
• Without proper respect, communication can quickly
  veer towards failure.

31
Lesson 4 Sensitivity to Boundaries

• Sensitivity is the ability to see and appreciate
  the personal traits of others.
• Specifically, sensitivity to boundaries is the
  ability to recognize and observe the emotional
  and physical limits of others.

32
Lesson 4 Empathy

• Empathy is the ability to share in someone elses
  feelings or emotions.
• Patients who are lonely or facing serious
  surgeries or terminal illnesses are in special
  need of empathy.

33
Lesson 4 Diversity

• When dealing with people who are different from
  themselves, health care workers must put aside
  all personal and cultural bias.
• Health care workers must treat all people fairly,
  equally, and with sensitivity.
• Health care workers must be aware that others
  have cultural and personal biases, as well.

34
Lesson 4 Diversity (continued)

• Diversity includes the following
• Race
• Gender
• Age
• Ethnicity
• Socioeconomic status
• Occupation
• Health status
• Religion
• Sexual orientation

35
Lesson 4 Criticism

• Constructive criticism can build people up and
  inspire them to do better.
• Non-constructive criticism serves only to tear
  people down and discourage them.
• Health care workers must be prepared to both
  accept and give constructive criticism.

36
Lesson 4 Accepting Constructive Criticism

• When people receive constructive criticism, they
  should appreciate it.
• People who receive criticism should avoid making
  excuses, getting angry, and blaming others.

37
Lesson 4 Giving Constructive Criticism

• When giving criticism, people should put
  themselves in the others place.
• They should choose their words carefully and
  speak kindly and considerately and allow the
  other person a moment to accept what they are
  saying.

38
Lesson 5 Group Communication

• Health care workers must effectively communicate
  with their colleagues.
• Health care workers must put aside all personal
  prejudice and treat team members fairly and
  equally and so that they can communicate
  effectively in group situations.
• Successful group situations also involve an
  understanding of communication patterns,
  interaction, and participation.

39
Lesson 5 Communication Patterns

• A chain-of-communication pattern starts at the
  top of the organization and then flows down to
  the bottom.
• A wheel-of-communication pattern has a central
  hub where the information originates. This hub
  gives the information to all the spokes of the
  wheel.
• An all-channel communication pattern allows for
  small departments or groups to distribute
  information to all other groups, and vice versa.

40
Lesson 5 Group Interaction

• Conformity occurs when individuals change their
  opinions or beliefs to match that of the group.
• In some instances, conformity can be bad, as it
  may cause people to go against their beliefs and
  values.
• In the professional world, conformity can be
  good. It is good when people conform to behave
  appropriately in the professional atmosphere.

41
Lesson 5 Group Participation

• To participate effectively in a group, people
  need to understand the group goals and their own
  roles within the group.
• In meeting situations, group members must
• Be prepared.
• Use active listening skills.
• Focus on the discussion.
• Share relevant ideas.
• Respect others.
• Follow through with assignments.

42
Lesson 6 Directions

• In the health care field, it is critical that
  directions are carried out correctly.
• In order for this to occur, directions must both
  be given and taken accurately.

43
Lesson 6 Giving Directions

• When giving directions, health care workers
  should
• Keep instructions simple and brief.
• Give directions in a logical, chronological
  order.
• Always adjust their language and the complexity
  of directions according to the patients ability
  to comprehend.
• Have the patient restate the process to ensure
  that a patient understands.
• Correct any misunderstanding.

44
Lesson 6 Following Directions

• When following directions, health care workers
  must
• Be diligent in paying close attention to
  directions
• Ask questions until they fully understand what is
  expected of them if the instructions are unclear.
• Take notes so that they can remember not only to
  perform the task, but the key instructions for
  carrying it out.
• Be certain to follow through with the directions
  at the appropriate time and place.

45
Lesson 7 Quiz

• In this lesson, you will take a quiz on
  interpersonal communication.

46
Communication Barriers

• 8. Personal Barriers Go
• 9. Cultural Barriers Go
• 10. Physical Barriers Go
• 11. Environmental Barriers Go
• 12. Quiz Go

47
Lesson 8 Communication Barriers

• There are many things that can interfere with
  effective communication.
• A communication barrier can make it difficult for
  someone to send a clear message, understand the
  message being sent, or provide appropriate
  feedback.
• Communication barriers can be environmental and
  personal. And they can be caused by physical
  disabilities, psychological issues, and cultural
  diversity.

48
Lesson 8 Personal Communication Barriers

• Personal barriers can occur within either
  participant in communication.
• They can result from emotions and attitudes,
  resistance to change, preconceptions, and
  self-absorption.
• Personal barriers can form out of prejudice and
  personality, including traits such as
  closed-mindedness, judging, belief in
  stereotypes, and preaching or moralizing.

49
Lesson 8 Emotions and Attitudes

• Extreme emotions, good and bad, can interfere
  with a persons ability to concentrate on a
  conversation.
• Personal attitudes can also create barriers.
  These attitudes may include
• Prejudice
• Selective comprehension
• Complacency

50
Lesson 8 Preconceptions

• Preconceptions are similar to prejudice.
• Preconceptions are typically directed toward to a
  single person, rather than a group.
• Preconceptions create barriers when people
  disregard what another is saying simply because
  they disagree or they do not care for the other
  person.

51
Lesson 8 Resistance to Change

• Health care workers may have resistance
  themselves, or they may have to deal with a
  patients resistance. Either way, it must be
  overcome.
• Health care workers must be flexible and
  open-minded towards changes in procedures that
  can improve health care for patients.
• Likewise, they must become skilled at
  communicating the benefits of change in a
  positive way to patients that reject new ideas.

52
Lesson 8 Self-Absorption

• When people are preoccupied with their own
  problems, schedules, day-dreaming, and other
  issues, they can miss much of the message coming
  from another person.
• Health care workers must put their own issues
  aside and focus 100 on their patients.

53
Lesson 8 Overcoming Personal and Psychological
Communication Barriers

• A health care worker who has these poor attitudes
  while communicating with patients is likely to
  alienate them. The result is that patients will
  attach little value to what the health care
  worker is saying.
• Health care workers must learn to overcome or put
  aside personal and psychological barriers.

54
Lesson 9 Cultural Communication Barriers

• Culture includes values, beliefs, and customs
  that are common among a group of people.
• Cultural communication barriers include language,
  health practices and beliefs, eye contact, and
  religion.

55
Lesson 9 Language

• Language may be the most obvious communication
  barrier.
• If the patient has some English-speaking ability,
  the health care worker can speak slowly and use
  simple words and gestures or pictures.
• If the patient has no English-speaking ability,
  then the health care worker should find an
  interpreter, if possible.

56
Lesson 9 Health Beliefs

• Some cultures have beliefs about health practices
  and treatments that conflict with what the health
  care worker prescribes.
• In these cases, the health care worker must keep
  in mind that the patient has the right to refuse
  treatment.
• Health care workers should be sensitive to these
  cultural conflicts and work with patients to make
  sure that they are getting the required care and
  treatment.

57
Lesson 9 Eye Contact

• Differing cultural views on what is or is not
  appropriate eye contact can inhibit good
  communication.
• In some cultures direct eye contact is viewed as
  disrespectful.
• Health care workers must respect and adjust to
  the patients cultural differences.

58
Lesson 9 Religion

• Religion is an organized belief in a higher
  power.
• Religious beliefs can influence many aspects of
  peoples lives including birth, life, diet,
  illness, and death.
• It is helpful for health care workers to be aware
  of some common religious influences so that they
  can effectively treat and interact with patients
  of various backgrounds.

59
Lesson 10 Physical Communication Barriers

• Patients who are physically or mentally impaired
  provide challenges when trying to communicate
  important health information.
• Physical challenges that can effect communication
  include
• Problems with hearing, vision, and speech
• Mental challenges
• Current physical and mental state

60
Lesson 10 Hearing Challenges

• Deaf patients
• Use sign language if possible.
• Utilize body language and gestures.
• Face the patient when speaking.
• Hard-of-hearing patients
• Face the patient when speaking.
• Speak clearly at a moderate pace.
• Keep sentences short and uncomplicated.

61
Lesson 10 Vision Challenges

• Blind patients
• Speak softly to them.
• Announce your presence.
• Describe procedures as they are happening.
• Explain unusual noises.
• Low-vision patients
• Volunteer to turn on more lights.
• Use bigger body gestures.

62
Lesson 10 Speech Challenges

• Aphasia
• Speech problems that originate with damage to the
  brain
• Patients may struggle both with speaking and with
  writing
• Health care workers must be patient and
  considerate by speaking clearly and simply.
• Dysarthria
• Trouble with particular sounds and slurring words
• Health care workers should be patient and
  encourage these patients to speak slowly and to
  use hand gestures.

63
Lesson 10 Physically or Mentally Challenged

• When interacting with a patient in a wheelchair,
  it is respectful for the health care worker to
  also be seated.
• Health care workers must also be sensitive to
  patients who are mentally or emotionally
  challenged. They must be prepared for anything
  and treat these patients with calmness, respect,
  and courtesy.

64
Lesson 10 Current Physical or Mental State

• Patients may not be able to communicate clearly
  if they are
• Very ill or in physical pain
• On strong medication
• Upset or confused
• Experiencing a great deal of stress
• Health care workers must understand the context
  of the situation when interacting with patients.
  They must be alert to situations that might
  interfere with effective communication.

65
Lesson 11 Environmental Communication Barriers

• Environmental barriers include
• Noise and activity levels
• Physical arrangement and comfort
• Time

66
Lesson 11 Noise and Activity Levels

• A noisy or active environment makes it difficult
  for both the patient and health care worker to
  follow a conversation. It can also make patients
  anxious.
• Health care workers should strive to control the
  noise and activity levels in common areas where
  patient-health care worker conversations might
  take place.

67
Lesson 11 Physical Arrangement and Comfort

• In some health care facilities, patients may have
  to communicate with clerical workers through
  glass. These may make some patients feel unwanted
  or isolated.
• If the setting is either too hot or too cold,
  patients and health care workers may be
  uncomfortable and distracted.
• Health care workers should try to make the
  physical arrangement as welcoming and comfortable
  as possible for themselves and for patients.

68
Lesson 11 Time

• Time can be a communication barrier if not enough
  of it is devoted to interacting with a patient.
• A hurried conversation or exam can result in lost
  or overlooked patient information. It can also
  leave the patient feeling unimportant and
  distrustful.

69
Lesson 12 Quiz

• In this lesson, you will take a quiz on
  communication barriers.

70
Patients

• 13. Interaction Go
• 14. Education Go
• 15. Quiz Go

71
Lesson 13 Patient Interaction

• Feeling confident, comfortable, and competent
  during patient interaction takes practice and
  experience.
• Patient interaction involves several stages
• Preparation
• Introduction
• Assessment
• Treating and monitoring
• Feedback and follow-up

72
Lesson 13 Preparation

• Health care workers should take a moment to
  prepare before entering a hospital room or an
  exam room.
• Review the patients chart
• Patients name
• Health history
• Chief complaint
• Special needs or precautions

73
Lesson 13 Introduction

• Health care workers should enter the room calmly
  and formally introduce themselves to the patient.
• Name
• Position
• Purpose for being there
• More important than the actual words in the
  introduction is the manner in which they are
  delivered. Health care workers should be positive
  and genuine.

74
Lesson 13 Assessment

• Assessment is when a health care worker makes
  observations and evaluates a patients condition.
  
• Assessment includes the patients
• Appearance
• Personality
• Attitude
• Reaction to the health care worker
• Vital signs

75
Lesson 13 Treating and Monitoring

• Treating a patient involves reading and following
  a doctors orders.
• Before treating a patient, the health care worker
  should describe the procedure in lay terms and
  explain why it is being done and what it should
  accomplish.
• While treating a patient, health care workers
  must constantly monitor the patient, looking for
  any signs of change, good or bad.

76
Lesson 13 Feedback and Follow-Up

• After completing treatment for patients, health
  care workers should assess the patients again.
• Ask patients how they are feeling.
• Take vital signs.
• Then health care workers should give patients
  feedback about the treatments.
• Let patients know how well they performed.
• Give pointers or tips about getting better
  results the next time.

77
Lesson 14 Patient Education

• Health care workers often find themselves in the
  role of teacher. Patients are the students.
• Patient education can occur in one-on-one
  conversation or as a presentation to a group.
• Patient education can also occur in the written
  form, called patient education literature.

78
Lesson 14 Patient Questions

• Patient questions often create patient education
  situations.
• Health care workers should be prepared to answer
  these types of questions
• How did I get it?
• How long will it last?
• Am I going to die?
• Is it curable?
• Will I need medication? Will I need surgery?
• Will I be the same after I have recovered?

79
Lesson 14 One-on-One Conversation

• In one-on-one situations, health care workers
  must teach patients about treatments, procedures,
  therapy, and equipment.
• Health care workers are responsible for making
  sure patients fully understand what is expected
  of them.

80
Lesson 14 Group Presentation

• Health care workers may be required to deliver
  presentations for patient education purposes.
• To prepare, health care workers should ask the
  following questions
• Who is the audience?
• What is the audiences interest in the topic?
• Should the presentation be formal or informal?
• Are supporting materials necessary?
• What type of audiovisual will be most effective?

81
Lesson 15 Quiz

• In this lesson, you will take a quiz on patient
  interaction.

82
Documentation

• 16. Documentation Go
• 17. Reporting Go
• 18. Quiz Go

83
Lesson 16 Types of Documentation

• There are many types of documentation in health
  care, and they vary from one agency to another.
• Some standard documentation includes
• Health histories
• Notes
• Initial evaluations
• Progress reports
• Discharge reports

84
Lesson 16 Health Histories

• The health history provides the doctor with
  important information about the patient.
• Health histories generally include
• General Statistical Data
• Chief Complaint
• Present Illness
• Review of Systems
• Past History
• Family History
• Personal/Sociocultural History

85
Lesson 16 SOAP Notes

• SOAP is an acronym for
• Subjective
• Objective
• Assessment
• Plan
• When an agency uses SOAP notes, then all
  employees know where to look for information and
  in what format they will find it.
• These notes eliminate some excess writing and
  reading for health care workers.

86
Lesson 16 Narrative Notes

• The narrative note method tells the patients
  story. These notes occur in chronological order
  as the events take place.
• The advantage to the narrative method is that
  health care workers can describe how a patients
  status, treatment, etc. has changed.
• The disadvantage to this method is that it can be
  more time-consuming than the SOAP method.

87
Lesson 16 Initial Evaluation

• An initial evaluation is the groundwork for a
  patients file.
• An initial evaluation includes
• Patient identification information
• Referral information reason, referral history,
  referral diagnosis, requested treatment,
  complicating factors
• Evaluation
• Diagnosis with rationale for treatment
• Treatment plan prescriptions, follow-up
  appointments, frequency and duration, goals

88
Lesson 16 Progress Report

• A progress report contains information regarding
  a patients on-going care, treatment, and
  progress.
• Progress reports occur over a specified length of
  time, which can be days, weeks, months, etc.
• The purpose of a progress report is to support
  and give evidence of the need for the patients
  continued medical care.

89
Lesson 16 Progress Report (continued)

• Progress reports should contain the following
  information
• Patient information
• Current evaluation
• Diagnosis
• Treatment
• Assessment
• Complications
• Recommendations, changes, goals

90
Lesson 16 Discharge Report

• A discharge report has two functions
• It releases the patient back to their regular
  lifestyle, sometimes with some restrictions.
• It gives a record of the interactivity among
  health care providers, as it documents the
  patients success from the initial evaluation to
  release.

91
Lesson 16 Discharge Report (continued)

• Discharge reports should contain the following
  information
• Patient information
• Final evaluation
• Diagnosis
• Treatment
• Assessment
• Complications
• Recommendations and goals

92
Lesson 17 Documentation Guidelines

• Use a black ink pen.
• Write information neatly and in concise language.
• Sign any information inserted into a patient
  file. Signature should always include the
  authors name or initials, the position or title,
  and the date and time.
• Correct errors appropriately. If errors are made,
  the author should draw a single line through the
  error, write the word error, and initial it.
  Errors should never be erased or covered with
  correction fluid.

93
Lesson 17 Documentation Guidelines (continued)

• Do not leave empty spaces between lines of data.
• Record items in chronological order.
• Only use abbreviations that are approved by the
  agency.
• Do not record information performed or observed
  by another health care worker.
• When necessary, destroy documents properly using
  a paper shredder.
• Double-check for the correct patient, chart, and
  form.

94
Lesson 17 Fact versus Opinion

• When documenting or reporting patient
  information, health care workers must be careful
  to only include facts and to conceal their own
  opinions.
• To understand the difference between fact and
  opinion, it is helpful to distinguish between
  subjective and objective observations.

95
Lesson 17 Subjective and Objective Observations

• Subjective observations are often called
  symptoms. They are not seen or felt. Instead,
  they are comments or complaints made by the
  patient.
• Objective observations are typically called
  signs. They can be measured or seen.

96
Lesson 17 Making Objective Observations

• During patient interaction, health care workers
  must constantly make observations
• Sight - Unusual skin color, swelling, rashes,
  sores
• Smell - Body odor or unusual odors from the
  breath, urine, stools, or wounds
• Touch - Pulse and the condition of the skin,
  including temperature, swelling, and dryness or
  perspiration
• Sound - Respirations, coughing, and impaired or
  slurred speech

97
Lesson 17 Documenting Observations

• Both subjective and objective observations have a
  place in patient documentation.
• Objective observations should make up most of the
  report.
• Subjective statements made by the patient may
  also be included. However, they should be
  recorded in the patients exact words and
  quotation marks should surround them.

98
Lesson 17 Eliciting Information

• Health care workers must know how to ask the
  right questions in order to get the information
  that they require.
• They should ask broad questions that encourage
  patients to reply with more than yes or no
  answers.

99
Lesson 17 Confidentiality

• The information that goes into a patients file
  is confidential.
• Health care workers must be sensitive to that
  confidentiality
• Ask patients for personal information in a
  private environment.
• Be careful to close file folders before setting
  them down.

100
Lesson 18 Quiz

• In this lesson, you will take a quiz on
  documentation.

101
Communication Technology

• 19. Telephone Skills Go
• 20. Other Technology Go
• 21. Quiz Go

102
Lesson 19 Telephone Communication

• A telephone conversation may be the first
  communication patients have with a health care
  agency.
• This initial conversation can create an
  impression that patients may hold onto for the
  rest of their connection with the agency.

103
Lesson 19 Telephone Etiquette Greeting

• Good telephone etiquette includes a proper
  greeting.
• When health care workers answer the phone, they
  should identify themselves, the agency, and
  possibly their department right away.

104
Lesson 19 Telephone Etiquette Voice

• Health care workers should strive for a clear
  voice with a normal volume.
• When appropriate, they should vary tone, pitch,
  and volume for emphasis.
• Health care workers should hold the phones
  mouthpiece about one inch from the mouth.

105
Lesson 19 Telephone Etiquette Courtesy

• Courtesy involves being polite, gracious,
  helpful, and considerate.
• While on the telephone, health care workers
  should use the other persons name and say
  please and thank you.
• They should be careful not to interrupt the other
  person.

106
Lesson 19 Telephone Etiquette Attention

• Depending on what field of health care work they
  are in, the atmosphere around the telephone can
  be very busy and noisy.
• Health care workers must block out what is going
  on around them and focus on the caller.

107
Lesson 19 Taking Telephone Messages

• Phone messages should include
• The full name of the caller with the correct
  spelling
• The callers telephone number with the area code
  and extension number, if applicable
• The best time of day to return the call
• A brief message about the nature or purpose of
  the call
• The date and time the call was received
• A brief note of any action that was taken
• Their own initials in case there are any
  questions about the message

108
Lesson 19 Test Results and Triage

• The telephone should not be used to communicate
  bad news or complex information.
• The telephone is often used for triage. In these
  cases, a patient and health care worker discuss
  the patients condition over the telephone and
  determine whether the patient should be seen by a
  physician immediately or whether an appointment
  can be scheduled for a later date.

109
Lesson 19 Answering Machines and Services

• An answering machine is used to deliver a message
  to callers and record calls from patients. The
  message typically has instructions for callers
  with emergencies.
• Answering services are more efficient in that the
  caller will be connected to an operator. The
  operator is responsible for taking calls and
  information, and then contacting the health care
  worker that is on duty to cover emergencies.

110
Lesson 20 Electronic Communication

• Automatic routing telephone systems (ARU)
• Paging systems
• Cellular phones
• Facsimile, or fax, machines
• Electronic mail.

111
Lesson 20 Automatic Routing Units

• With automatic routing unit (ARU), many telephone
  calls can be answered simultaneously.
• A recorded message provides a series of
  directions. The directions instruct the caller to
  press a number on the telephone key pad to reach
  a person or a department.

112
Lesson 20 Paging Systems

• In many health care agencies, workers carry
  pagers. When the workers are needed, their pagers
  will beep and display either a telephone number
  or a digital text message.
• Pagers cannot be used for two-way communication.

113
Lesson 20 Cellular Phones

• Unlike pagers, cellular phones are two-way
  communication tools.
• Cellular phone signals can be picked up by
  scanners. So, private patient information should
  never be discussed using cellular phones.

114
Lesson 20 Fax Machines

• Fax machines are used to quickly transmit data
  over telephone lines.
• Confidentiality can be a problem when using a fax
  machine. Health care workers should
• Get patient permission before faxing records.
• Never fax financial information.
• Contact the receiver before and after sending a
  fax.
• Attach a cover sheet that contains a
  confidentiality statement.

115
Lesson 20 Electronic Mail

• Communication among health care workers,
  agencies, and insurance companies all take place
  using e-mail.
• E-mail often takes the place of printed
  interoffice communication.
• E-mail should never be used to communicate
  confidential patient information because e-mails
  can be intercepted.

116
Lesson 21 Quiz

• In this lesson, you will take a quiz on
  communication technology.

117
Reflect

• How can you apply active listening skills to your
  everyday life and the lives of those around you?
• Compare and contrast subjective and objective
  information in reporting.
• Your patient is very hard-of-hearing and speaking
  loudly does not seem to be working. What should
  you do?
• Do you think that you have any personal barriers
  that would prevent you from communicating
  effectively with another person? If so, what can
  you do to overcome your own personal
  communication barriers?

118
Reflect Key Questions

• Why is effective communication important in the
  health care industry?
• How do attitudes of respect and sensitivity
  affect communication?