BOOK
Health Professional and Patient Interaction E-Book
Ruth B. Purtilo | Amy M. Haddad | Regina F. Doherty
(2018)
Additional Information
Book Details
Abstract
Easily navigate through the complicated and challenging world of daily on-the-job human interactions, with Health Professional and Patient Interaction, 9th Edition. Covering strategies for effective communication, this time-tested guide offers the tools you need to establish positive patient and interprofessional relationships built on respect. It not only covers respectful actions and good decision-making, but also demonstrates how those decisions directly shape your on-the-job success. Practical examples and authentic scenarios highlight how to apply respect and professionalism to coworkers and patients of various ages and various backgrounds across a wide spectrum of healthcare environments. It’s the foundation you need to effectively and successfully communicate on the job.
- Overall emphasis on respect sets up a basis for building positive relationships with patients and fellow health professionals through good decision-making.
- UNIQUE! Authentic scenarios and examples demonstrate strategies and tools for effective communication with patients of all ages in a wide range of health care settings.
- UNIQUE! Interdisciplinary approach addresses issues that apply to many different healthcare disciplines to help you identify with your specific field as well as recognize themes that apply across the healthcare spectrum.
- Authentic patient cases give you a more personal connection as to how the various communications and actions discussed in the text affect the patient.
- Reflections Questions throughout the text 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.
- UNIQUE! New chapter on respectful interprofessional collaboration and communication discusses best practices for respectfully interacting with one’s coworkers across the professional health team.
- NEW & UNIQUE! Clearer integration of respect throughout the text underscores its necessity across the many different types of interactions between the health professional and patient.
- NEW! Introduction on how respect impacts a professional’s practice has been added to Part One of the text and covers critical topics such as establishing a professional identity and creating healthy, respectful relationships while being mindful of boundaries within such relationships.
- NEW! Updated photos feature health professionals engaged in authentic clinical activities.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| HEALTH PROFESSIONAL and PATIENT INTERACTION | i | ||
| Copyright | ii | ||
| DEDICATION | iii | ||
| PREFACE | v | ||
| ACKNOWLEDGMENTS | vii | ||
| CONTENTS | ix | ||
| 1 - Creating a Contextof Respect | 1 | ||
| 1 - Respect in the Professional Role | 2 | ||
| Prelude | 2 | ||
| What Is Respect? | 2 | ||
| Three Indicators of Respect | 3 | ||
| Respect and Your Values | 4 | ||
| PERSONAL VALUES | 5 | ||
| PROFESSIONAL VALUES AND PROFESSIONALISM | 6 | ||
| What is a Profession? | 6 | ||
| WHAT IS PROFESSIONALISM? | 7 | ||
| Care as a Professional Value | 7 | ||
| SOCIETAL VALUES | 8 | ||
| Respect, Values, and the Good Life | 9 | ||
| Summary | 10 | ||
| 2 - Professional Relatedness Built on Respect | 12 | ||
| Prelude | 12 | ||
| Build Trust by Being Trustworthy | 13 | ||
| PROFESSIONAL COMPETENCE AND TRUST | 14 | ||
| INTEGRITY IN WORDS AND CONDUCT | 17 | ||
| Tease Out Transference Issues | 18 | ||
| Distinguish Courtesy From Casualness | 19 | ||
| Concentrate on Caring | 21 | ||
| GAIN RESPECT FOR THE PATIENT’S UNIQUENESS | 21 | ||
| STAY FOCUSED—ON THE PERSON | 22 | ||
| RESPECT FOR LITTLE THINGS | 23 | ||
| Personal Hygiene and Comfort Measures | 23 | ||
| Personal Interests and Landmark Events | 24 | ||
| RESPECT FOR THE PATIENT’S AGENDA | 24 | ||
| Respect, Contract, and Covenant | 26 | ||
| Summary | 26 | ||
| 3 - Professional Boundaries Guided by Respect | 28 | ||
| Prelude | 28 | ||
| What Is a Professional Boundary? | 29 | ||
| RECOGNIZING A “MEANINGFUL DISTANCE” | 30 | ||
| Physical Boundaries | 30 | ||
| UNCONSENTED TOUCHING | 31 | ||
| Inappropriate Touching | 31 | ||
| SEXUAL HARASSMENT | 31 | ||
| What About Dual Relationships? | 32 | ||
| Psychological and Emotional Boundaries | 32 | ||
| THE SLIP FROM SYMPATHY TO PITY | 33 | ||
| OVERIDENTIFICATION WITH THE PATIENT’S PREDICAMENT | 35 | ||
| CARING TOO MUCH | 36 | ||
| Maintaining Boundaries for Goodness’ Sake | 38 | ||
| Summary | 39 | ||
| 2 - Respectful Interactions in the Delivery of Care | 41 | ||
| 4 - Respect for Self in the Professional Role | 42 | ||
| Prelude | 42 | ||
| Sustaining Self-Respect Through Nurturing Yourself | 42 | ||
| Self-Respect and Self-Care | 43 | ||
| Striking a Balance Between Socializing and Solitude | 45 | ||
| Self-Respect and the Motivation to Contribute | 46 | ||
| CONTRIBUTIONS THROUGH PROFESSIONAL COMPETENCE | 46 | ||
| Knowledge | 46 | ||
| Skills | 47 | ||
| Technical Skill | 47 | ||
| Clinical Reasoning Skill | 47 | ||
| Skill in Interpersonal Relationships and Communication | 47 | ||
| Teaching and Administrative Skill | 48 | ||
| ATTITUDES AND CHARACTER | 48 | ||
| Self-Respect and Acceptance of Support | 48 | ||
| BALANCE PERSONAL AND PROFESSIONAL LIFE | 48 | ||
| HONOR BONDS WITH COLLEAGUES | 49 | ||
| Bond of Shared Concerns | 50 | ||
| Bond of Shared Care and Gratitude | 50 | ||
| SEEK SUPPORTIVE INSTITUTIONAL ENVIRONMENTS | 51 | ||
| PLAY: ENJOY ONE ANOTHER’S COMPANY | 51 | ||
| Refining Your Capacity to Provide Care Professionally | 52 | ||
| INTIMATE VERSUS PERSONAL RELATIONSHIPS | 53 | ||
| SOCIAL VERSUS THERAPEUTIC RELATIONSHIPS | 53 | ||
| Self-Respect, Anxiety, and Accountability | 54 | ||
| RESPONDING TO ANXIETY | 55 | ||
| ACCOUNTABILITY | 56 | ||
| Participating in Goodness | 57 | ||
| Summary | 58 | ||
| 5 - Respect in a Diverse Society | 60 | ||
| Prelude | 60 | ||
| Bias, Prejudice, and Discrimination | 61 | ||
| Respecting Differences | 63 | ||
| RACE | 64 | ||
| GENDER | 66 | ||
| AGE AND INTERGENERATIONAL DIVERSITY | 67 | ||
| ETHNICITY | 68 | ||
| SOCIOECONOMIC STATUS | 69 | ||
| OCCUPATION AND PLACE OF RESIDENCE | 70 | ||
| RELIGION | 72 | ||
| SEXUAL IDENTITY AND ORIENTATION | 72 | ||
| Cultural Sensitivity, Competence, and Humility | 73 | ||
| Summary | 75 | ||
| 6 - Respect in the Institutional Settings of Health Care | 77 | ||
| Prelude | 77 | ||
| Characteristics of Institutions | 78 | ||
| DIVERSITY OF FACILITIES | 79 | ||
| Characteristics of Institutional Relationships | 80 | ||
| PUBLIC-SECTOR AND PRIVATE-SECTOR RELATIONSHIPS | 80 | ||
| Working with the Administration | 82 | ||
| Respecting the Interface of Institutions and Society | 84 | ||
| LAWS AND REGULATIONS REQUIRING PROFESSIONAL COMPETENCE | 85 | ||
| LAWS AND REGULATIONS TO PREVENT DISCRIMINATION | 85 | ||
| OTHER LAWS AND REGULATIONS | 85 | ||
| LAWS, REGULATIONS, AND CHANGE | 87 | ||
| Patients’ Rights Documents | 88 | ||
| GRIEVANCE MECHANISMS | 88 | ||
| Summary | 90 | ||
| 3 - Respect for the Patient’s Situation | 91 | ||
| 7 - Respecting the Patient’s Story | 92 | ||
| Prelude | 92 | ||
| Who’s Telling the Story? | 93 | ||
| FROM THE PATIENT’S PERSPECTIVE | 94 | ||
| HEALTH RECORD | 95 | ||
| Awareness of Literary Form in Your Communication | 97 | ||
| LANGUAGE IS NOT TRANSPARENT | 97 | ||
| LANGUAGE CREATES REALITY | 98 | ||
| Contributions of Literature to Respectful Interaction | 99 | ||
| LITERARY TOOLS | 100 | ||
| Point of View | 100 | ||
| Characterization | 100 | ||
| Plot and Motivation | 100 | ||
| POETRY | 101 | ||
| SHORT STORIES | 102 | ||
| Morning Visitors | 102 | ||
| ILLNESS STORIES/PATHOGRAPHIES | 103 | ||
| Where Stories Intersect | 104 | ||
| Summary | 105 | ||
| 8 - Respect for the Patient’s Family and Significant Relationships | 107 | ||
| Prelude | 107 | ||
| Family: An Evolving Concept | 108 | ||
| Family Defined | 108 | ||
| Family Structure and Function | 109 | ||
| INTERACTIVE PROCESS | 110 | ||
| DEVELOPMENTAL PROCESS | 110 | ||
| COPING PROCESS | 111 | ||
| INTEGRITY PROCESS | 112 | ||
| HEALTH PROCESS | 113 | ||
| Facing the Fragility of Relationships | 113 | ||
| Concern That Others Will Lose Interest | 114 | ||
| Shunning by Others | 115 | ||
| Weathering the Winds of Change | 116 | ||
| Enduring the Uncertainties | 117 | ||
| Close Relationships and Health Care Costs | 120 | ||
| Revaluing Significant Relationships | 121 | ||
| Summary | 122 | ||
| 4 - Respect Through Communication | 125 | ||
| 9 - Respectful Interprofessional Communication and Collaboration | 126 | ||
| Prelude | 126 | ||
| Focus on Interprofessional Collaboration | 127 | ||
| Core Competencies for Interprofessional Collaboration | 127 | ||
| INTRAPROFESSIONAL COLLABORATION | 129 | ||
| Elements of Collaborative Skills | 130 | ||
| INDIVIDUAL ATTRIBUTES TO COLLABORATION | 130 | ||
| Self-Awareness | 130 | ||
| Competence | 130 | ||
| Trust | 131 | ||
| Commitment to Team Goals and Values | 131 | ||
| Flexibility | 131 | ||
| Acceptance | 131 | ||
| TEAM SKILLS FOR COLLABORATION | 132 | ||
| Mutual Respect | 132 | ||
| Communication Skills | 132 | ||
| Interprofessional Communication and Collaboration: Challenges and Opportunities | 133 | ||
| BARRIERS TO EFFECTIVE INTERPROFESSIONAL APPROACHES | 133 | ||
| Time Constraints | 133 | ||
| Lack of Shared Structures for Communication | 133 | ||
| Uncertainty | 134 | ||
| Gender and Social Class | 135 | ||
| Geography | 135 | ||
| OPPORTUNITIES FOR IMPROVING INTERPROFESSIONAL APPROACHES | 135 | ||
| Cooperation | 137 | ||
| Assertiveness | 137 | ||
| Responsibility | 137 | ||
| Communication | 138 | ||
| Autonomy | 138 | ||
| Coordination | 138 | ||
| Summary | 138 | ||
| 10 - Respectful Communication in an Information Age | 141 | ||
| Prelude | 141 | ||
| Talking Together | 142 | ||
| Models of Communication | 142 | ||
| The Context of Communication | 143 | ||
| In-Person or Distant | 144 | ||
| One-to-One or Group | 144 | ||
| Institution or Home | 146 | ||
| Choosing the Right Words | 146 | ||
| VOCABULARY AND JARGON | 147 | ||
| Inefficiencies from Miscommunication | 148 | ||
| DESIRED RESULTS ARE LOST | 148 | ||
| MEANINGS ARE CONFUSED | 148 | ||
| DOUBT ARISES ABOUT THE HEALTH PROFESSIONAL’S INTEREST | 148 | ||
| Clarity | 149 | ||
| EXPLANATION OF THE PURPOSE AND PROCESS | 149 | ||
| ORGANIZATION OF IDEAS | 149 | ||
| AUGMENT VERBAL COMMUNICATION | 150 | ||
| Tone and Volume | 150 | ||
| TONE | 150 | ||
| VOLUME | 151 | ||
| Choosing the Way to Say It | 151 | ||
| ATTITUDES AND EMOTIONS | 151 | ||
| Fear | 151 | ||
| Grief | 152 | ||
| Humor | 153 | ||
| Communicating Beyond Words | 153 | ||
| FACIAL EXPRESSION | 154 | ||
| GESTURES AND BODY LANGUAGE | 154 | ||
| PROFESSIONAL DRESS | 155 | ||
| TOUCH | 155 | ||
| PROXEMICS | 156 | ||
| Differing Concepts of Time | 158 | ||
| Communicating Across Distances | 159 | ||
| Written Tools | 159 | ||
| Health Literacy | 159 | ||
| Voice and Electronic Tools | 160 | ||
| Effective Listening | 161 | ||
| Distorted Meaning | 162 | ||
| SEARCH FOR FAMILIARITY | 163 | ||
| NEED TO PROCESS INFORMATION AT ONE’S OWN RATE | 163 | ||
| Summary | 163 | ||
| 5 - Respectful Interactions Across the Life Span | 166 | ||
| 11 - Respectful Interaction: Working With Newborns, Infants, and Children in the Early Years | 167 | ||
| Prelude | 167 | ||
| Useful General Principles of Human Growth and Development | 168 | ||
| HUMAN GROWTH | 168 | ||
| Orderliness | 168 | ||
| Discontinuity | 169 | ||
| Differentiation | 169 | ||
| Cephalocaudal | 169 | ||
| Proximodistal and Bilateral | 169 | ||
| HUMAN DEVELOPMENT | 169 | ||
| Cognitive Development | 169 | ||
| Early Development: From Newborn to Preschooler | 171 | ||
| NORMAL NEWBORN | 171 | ||
| LIFE-THREATENING CIRCUMSTANCES | 172 | ||
| MOVING INTO INFANCY | 172 | ||
| INFANT NEEDS: RESPECT AND CONSISTENCY | 172 | ||
| EVERYDAY NEEDS OF INFANTS | 173 | ||
| Attention to the Comfort Details of Care | 173 | ||
| Early Development: The Toddler and Preschool Child | 175 | ||
| PLAY | 175 | ||
| Toddler and Preschooler Needs: Respect and Security | 176 | ||
| School Readiness | 177 | ||
| Early Adversity | 177 | ||
| Abuse and Neglect | 178 | ||
| Summary | 178 | ||
| 12 - Working With School-Age Children and Adolescents | 181 | ||
| Prelude | 181 | ||
| The Child Becomes a Self | 181 | ||
| Needs: Respect and Relating | 182 | ||
| THE IMPORTANCE OF PLAY | 182 | ||
| TRANSITIONS IN SCHOOLING | 183 | ||
| FAMILY: A BRIDGE TO RESPECTFUL INTERACTION | 184 | ||
| CHILDREN AS ACTIVE PARTICIPANTS IN CARE | 184 | ||
| Adolescent Self | 187 | ||
| EARLY AND LATE ADOLESCENCE | 187 | ||
| FRIENDS AND PEER GROUPS | 188 | ||
| Digital Media | 190 | ||
| Needs: Respect, Autonomy, and Relating | 191 | ||
| FAMILY AND PEERS: BRIDGES TO RESPECTFUL INTERACTION | 191 | ||
| Summary | 192 | ||
| 13 - Respectful Interaction: Working With Adults | 195 | ||
| Prelude | 195 | ||
| Who Is the Adult? | 195 | ||
| Needs: Respect, Identity, and Intimacy | 196 | ||
| BIOLOGICAL DEVELOPMENT DURING THE ADULT YEARS | 196 | ||
| EMERGING AND EARLY ADULTHOOD | 197 | ||
| PSYCHOSOCIAL DEVELOPMENT AND NEEDS | 199 | ||
| SOCIAL ROLES IN ADULTHOOD | 201 | ||
| Primary Relationships | 201 | ||
| PARENTING OF CHILDREN | 202 | ||
| Care of Older Family Members | 203 | ||
| Political and Other Service Activities | 203 | ||
| WORK AS MEANINGFUL ACTIVITY | 203 | ||
| STRESSES AND CHALLENGES OF ADULTHOOD | 205 | ||
| Primary Relationship Stresses | 206 | ||
| Parenting Stresses | 207 | ||
| Stress in Care of Elderly Family Members | 207 | ||
| Work Stress | 207 | ||
| DOUBT AT THE CROSSROADS AND MIDLIFE CHALLENGES | 208 | ||
| Working With the Adult Patient | 209 | ||
| Summary | 209 | ||
| 14 - Respectful Interaction: Working With Older Adults | 212 | ||
| Prelude | 212 | ||
| Views of Aging | 213 | ||
| BIOLOGICAL THEORIES | 214 | ||
| SOCIAL THEORIES OF AGING | 214 | ||
| PSYCHOLOGICAL THEORIES OF AGING | 215 | ||
| NEEDS: RESPECT AND INTEGRITY | 215 | ||
| Friendship and Family Ties | 216 | ||
| WHERE “HOME” IS | 219 | ||
| Challenges of Changes With Aging | 220 | ||
| CHALLENGE TO FORMER SELF-IMAGE | 220 | ||
| PHYSICAL CHANGES OF AGING | 223 | ||
| MENTAL CHANGES OF AGING | 224 | ||
| Caring for Older Adults With Cognitive Impairments | 224 | ||
| Assessing a Patient’s Value System | 226 | ||
| Summary | 227 | ||
| 6 - Some Special Challenges: Creating a Context of Respect | 230 | ||
| 15 - Respectful Interaction: When the Patient Is Dying | 231 | ||
| Dying and Death in Contemporary Society | 232 | ||
| DYING AS A PROCESS | 232 | ||
| DENIAL | 233 | ||
| Responses to Dying and Death | 234 | ||
| COMMON STRESSES AND CHALLENGES DEMANDING RESPONSE | 235 | ||
| Anticipation of Future Isolation | 235 | ||
| Prospect of Pain | 235 | ||
| Resistance to Becoming Dependent | 236 | ||
| RECKONING WITH WHAT DEATH MIGHT MEAN | 236 | ||
| COPING RESPONSES BY PATIENTS | 238 | ||
| COPING RESPONSES BY THE PATIENT’S FAMILY | 238 | ||
| Setting Priorities in Respectful Interaction | 239 | ||
| INFORMATION SHARING: WHAT, WHEN, AND HOW? | 239 | ||
| HELPING PATIENTS MAINTAIN HOPE | 240 | ||
| The Right Care, in the Right Place, at the Right Time | 241 | ||
| PALLIATIVE CARE | 241 | ||
| HOSPICE | 243 | ||
| When Death Is Imminent | 244 | ||
| INDIVIDUALIZED CARE | 244 | ||
| SAYING GOOD-BYE | 244 | ||
| Summary | 245 | ||
| 16 - Respectful Interaction in Complex Situations | 247 | ||
| Prelude | 247 | ||
| Sources of Difficulties | 248 | ||
| SOURCES WITHIN THE HEALTH PROFESSIONAL | 248 | ||
| SOURCES WITHIN INTERACTIONS WITH PATIENTS | 249 | ||
| HIGH-NEED PATIENTS | 250 | ||
| SOURCES IN THE ENVIRONMENT | 250 | ||
| Disparities of Power | 251 | ||
| Role Expectations | 252 | ||
| Difficult Health Professional and Patient Relationships | 254 | ||
| Working With Patients Who Are Self-Destructive | 254 | ||
| Working With Patients With a History of Violent Behavior | 255 | ||
| Showing Respect in Difficult Situations | 256 | ||
| DIFFICULT CONVERSATIONS | 257 | ||
| PROFESSIONALS’ MISTAKES AND MAKING APOLOGY | 258 | ||
| Summary | 260 | ||
| Section Questions for Thought and Discussion | 262 | ||
| Section 1 | 262 | ||
| Section 2 | 263 | ||
| Section 3 | 263 | ||
| Section 4 | 264 | ||
| Section 5 | 265 | ||
| Section 6 | 265 | ||
| INDEX | 267 | ||
| A | 267 | ||
| B | 268 | ||
| C | 268 | ||
| D | 269 | ||
| E | 270 | ||
| F | 271 | ||
| G | 271 | ||
| H | 271 | ||
| I | 272 | ||
| J | 273 | ||
| K | 273 | ||
| L | 273 | ||
| M | 273 | ||
| N | 273 | ||
| O | 274 | ||
| P | 274 | ||
| R | 276 | ||
| S | 276 | ||
| T | 277 | ||
| U | 278 | ||
| V | 278 | ||
| W | 278 |