BOOK
Health Professional and Patient Interaction - E-Book
Ruth B. Purtilo | Amy M. Haddad | Regina F. Doherty
(2014)
Additional Information
Book Details
Abstract
Covering strategies for effective communication, Health Professional and Patient Interaction, 8th Edition provides the tools to help you establish positive patient relationships built on respect. Practical examples and scenarios show how to apply respect and professionalism to patients of various ages and levels of impairment. New to this edition is an Evolve companion website with video clips and simulation activities, each showing the principles of respectful interactions between health care professionals and patients. Written by an expert author team of Ruth Purtilo, Amy Haddad, and Regina Doherty, this resource addresses respect in the context of different practice settings, a diverse society, and difficult situations.
- Patient Cases introduce the patient’s point of view to illustrate key principles and encourage a more personal connection.
- Reflections boxes challenge you to apply critical thinking skills and your personal experience to different scenarios.
- Questions for Thought and Discussion at the end of each section help you apply your knowledge to a variety of situations.
- Interdisciplinary approach addresses basic issues that apply to many different healthcare disciplines.
- Strategies for effective communication are shown with patient examples and scenarios, applied to patients of all ages and with various levels of physical and emotional impairment.
- An emphasis on respect and ethics sets up a basis for building positive relationships with patients.
- Updated health care terminology keeps you current with communication in today’s health care settings.
- Expanded content on diversity reflects diverse patient populations and shows how to respect differences.
- NEW author Regina Doherty brings an occupational therapy perspective to this edition.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Health Professional and Patient Interaction\r | iii | ||
| Copyright | iv | ||
| Dedication | v | ||
| Preface | vii | ||
| Acknowledgments | viii | ||
| Contents | ix | ||
| Part One -\rCreating a Context of Respect | 1 | ||
| CHAPTER\r1 - Respect: The Difference It Makes | 3 | ||
| CHAPTER OBJECTIVES | 3 | ||
| What Is Respect? | 5 | ||
| Respect and Care | 5 | ||
| Respect and Your Values | 6 | ||
| The Good Life and You | 11 | ||
| REFERENCES | 14 | ||
| CHAPTER\r2 - Respect in the Institutional Settings of Health Care | 16 | ||
| CHAPTER OBJECTIVES | 16 | ||
| Characteristics of Institutions | 17 | ||
| Characteristics of Institutional Relationships | 20 | ||
| Working with the Administration | 23 | ||
| Respecting the Interface of Institutions and Society | 26 | ||
| Patients’ Rights Documents | 31 | ||
| REFERENCES | 33 | ||
| CHAPTER\r3 - Respect in a Diverse Society | 34 | ||
| CHAPTER OBJECTIVES | 34 | ||
| Bias, Prejudice, and Discrimination | 35 | ||
| Respecting Differences | 37 | ||
| Cultural Sensitivity, Competence, and Humility | 50 | ||
| REFERENCES | 51 | ||
| PART ONE QUESTIONS FOR THOUGHT AND DISCUSSION | 54 | ||
| Part Two Respect for Yourself | 55 | ||
| CHAPTER\r4 - Respect for Yourself during the Student Years | 56 | ||
| CHAPTER OBJECTIVES | 56 | ||
| Sustaining Self-Respect through Nurturing Yourself | 57 | ||
| Self-Respect and the Motivation to Contribute | 62 | ||
| How Do I Become Competent in My Field? | 64 | ||
| Clinical Education: Situated Learning | 68 | ||
| Finding Meaning in the Student Role | 70 | ||
| Reaping the Rewards of Perseverance | 74 | ||
| REFERENCES | 75 | ||
| CHAPTER\r5 - Respect for Yourself in Your Professional Capacity | 76 | ||
| CHAPTER OBJECTIVES | 76 | ||
| Showing Respect for Yourself while Enjoying Support | 77 | ||
| Refining Your Capacity to Provide Care Professionally | 81 | ||
| Sharing Responsibility for Optimal Care | 86 | ||
| Participating in Goodness | 91 | ||
| REFERENCES | 92 | ||
| PART TWO Questions for Thought and Discussion | 94 | ||
| Part Three Respect for the Patient’s Situation | 95 | ||
| CHAPTER\r6 - Respect for Challenges Facing Patients | 96 | ||
| Maintaining Wellness | 96 | ||
| CHAPTER OBJECTIVES | 96 | ||
| Respect for Patient’s Health-Related Changes | 98 | ||
| Respect for Necessary Changes in Patients’ Values | 101 | ||
| Institutionalized Settings | 102 | ||
| Ambulatory Care Settings | 107 | ||
| Home Care Environment | 108 | ||
| Weighing Losses and Privileges | 110 | ||
| Choosing to Remain a Patient | 112 | ||
| REFERENCES | 117 | ||
| CHAPTER\r7 - Respect for the Patient’s Significant Relationships | 118 | ||
| CHAPTER OBJECTIVES | 118 | ||
| Facing the Fragility of Relationships | 120 | ||
| Weathering the Winds of Change | 124 | ||
| Enduring the Uncertainties | 126 | ||
| Close Relationships and Health Care Costs | 132 | ||
| Re-valuing Significant Relationships | 133 | ||
| REFERENCES | 136 | ||
| PART THREE\rQuestions for Thought and Discussion | 137 | ||
| Part Four Respect through Communication | 139 | ||
| CHAPTER\r8 - The Patient’s Story | 141 | ||
| CHAPTER OBJECTIVES | 141 | ||
| Who’s Telling the Story? | 142 | ||
| Awareness of Literary Form in Your Communication | 147 | ||
| Contributions of Literature to Respectful Interaction | 150 | ||
| Where Stories Intersect | 156 | ||
| REFERENCES | 156 | ||
| CHAPTER\r9 - Respectful Communication in an Information Age | 159 | ||
| Talking Together | 159 | ||
| CHAPTER OBJECTIVES | 159 | ||
| Models of Communication | 160 | ||
| The Context of Communication | 162 | ||
| Choosing the Right Words | 166 | ||
| Choosing the Way to Say It | 170 | ||
| Communicating Beyond Words | 174 | ||
| Communicating across Distances | 180 | ||
| Effective Listening | 182 | ||
| REFERENCES | 184 | ||
| PART FOUR Questions for Thought and Discussion | 187 | ||
| Part Five Components of Respectful Interaction | 189 | ||
| CHAPTER\r10 - Professional Relatedness Built on Respect | 191 | ||
| CHAPTER OBJECTIVES | 191 | ||
| Build Trust by Being Trustworthy | 192 | ||
| Tease Out Transference Issues | 197 | ||
| Distinguish Courtesy from Casualness | 198 | ||
| Concentrate on Caring Behaviors | 200 | ||
| Respect, Contract, and Covenant | 206 | ||
| REFERENCES | 208 | ||
| CHAPTER\r11 - Professional Boundaries Guided by Respect | 209 | ||
| CHAPTER OBJECTIVES | 209 | ||
| What Is a Professional Boundary? | 210 | ||
| Recognizing a Meaningful Distance | 211 | ||
| Physical Boundaries | 211 | ||
| Psychological and Emotional Boundaries | 214 | ||
| Maintaining Boundaries for Goodness’ Sake | 221 | ||
| REFERENCES | 222 | ||
| PART FIVE\rQuestions for Thought and Discussion | 223 | ||
| Part Six Some Special Challenges: Creating a Context of Respect | 225 | ||
| CHAPTER\r12 - Respectful Interaction when the Patient Is Dying | 226 | ||
| CHAPTER OBJECTIVES | 226 | ||
| Dying and Death in Contemporary Society | 227 | ||
| Responses to Dying and Death | 230 | ||
| Setting Priorities in Respectful Interaction | 235 | ||
| Care in the Right Place at the Right Time | 237 | ||
| When Death Is Imminent | 239 | ||
| REFERENCES | 241 | ||
| CHAPTER\r13 - Respectful Interaction in Difficult Situations | 243 | ||
| CHAPTER OBJECTIVES | 243 | ||
| Sources of Difficulties | 244 | ||
| Difficult Health Professional and Patient Relationships | 251 | ||
| Showing Respect in Difficult Situations | 254 | ||
| REFERENCES | 258 | ||
| PART SIX\rQuestions for Thought and Discussion | 259 | ||
| Part Seven Respectful Interaction across the Life Span | 261 | ||
| CHAPTER\r14 - Respectful Interaction: Working with Newborns, Infants, Toddlers, and Preschoolers | 263 | ||
| CHAPTER OBJECTIVES | 263 | ||
| Human Development and Family | 264 | ||
| Early Development: Infancy and Early Childhood | 274 | ||
| Infant Needs: Respect and Consistency | 276 | ||
| Early Development: The Toddler and Preschool Child | 278 | ||
| Toddler Needs: Respect and Security | 280 | ||
| REFERENCES | 281 | ||
| CHAPTER\r15 - Respectful Interaction: Working with Children and Adolescents | 283 | ||
| CHAPTER OBJECTIVES | 283 | ||
| Childhood Self | 284 | ||
| Needs: Respect and Relating | 284 | ||
| Adolescent Self | 290 | ||
| Needs: Respect, Autonomy, and Relating | 292 | ||
| REFERENCES | 294 | ||
| CHAPTER\r16 - Respectful Interaction: Working with Adults | 296 | ||
| Who Is the Adult? | 296 | ||
| CHAPTER OBJECTIVES | 296 | ||
| Needs: Respect, Identity, and Intimacy | 297 | ||
| Working with the Adult Patient | 311 | ||
| REFERENCES | 312 | ||
| CHAPTER\r17 - Respectful Interaction: Working with Older Adults | 314 | ||
| CHAPTER OBJECTIVES | 314 | ||
| Views of Aging | 316 | ||
| Needs: Respect and Integrity | 317 | ||
| Challenges of Changes with Aging | 324 | ||
| Caring for Older Adults with Cognitive Impairments | 329 | ||
| Assessing a Patient’s Value System | 331 | ||
| REFERENCES | 332 | ||
| PART SEVEN Questions for Thought and Discussion | 335 | ||
| Index | 337 |