Hearing impaired Acutely ill Under influence of street drugs or alcohol Those

Hearing impaired acutely ill under influence of

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Hearing impaired Acutely ill Under influence of street drugs or alcohol Those who must be asked personal questions Sexually aggressive Crying Angry and threatening violence Anxious Culture and Genetics Gender o Being aware of maintaining cultural norms during interview and examination process o Maintaining privacy and modesty Sexual orientation o Maintaining neutrality related to patient’s presentation by being mindful of communication patterns o Being aware of your own personal bias and baggage Cross-Cultural Care Probability of miscommunication increases when two people are from different cultural backgrounds Cultural backgrounds of both health care professional and patient influence verbal and nonverbal communications Cultural perspectives on professional interactions Etiquette Space and distance Overcoming Communication Barriers
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Working with and without interpreters Nonverbal cross-cultural communication Touch o Touching patients is a necessary component of comprehensive assessment o Physical contact with patients conveys various meanings cross-culturally Patient’s significant others may exert pressure on nurses by enforcing culturally meaningful norms in health care setting Nonverbal Behaviors Five types of nonverbal behaviors convey information about person o Vocal cues: pitch, tone, and quality of voice, including moaning, crying, and groaning o Action cues: posture, facial expression, and gestures o Object cues: clothing, jewelry, and hairstyles o Personal space: interpersonal transactions and care of belongings o Touch: involves use of personal space and action Health Literacy This is more than just the ability to read but rather includes understanding and following directions that lead to effective communication between the patient and the health care provider A patient may be literate but not have health literacy Involves the use of quantitative measurement and memory aspects Tools for determining literacy o Test of Functional Health Literacy (TOFHLA) o Rapid Estimate of Adult Literacy in Medicine (REALM) o Newest Vital Sign (NVS) Techniques to Improve Health Literacy Oral teaching Use of written materials based on standard educational levels Teach back or use of return demonstration
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Chapter 4 - The Complete Health History The Health History Sequence Biographical data Source of history Reason for seeking care Present health or history of present illness Past health Family history Review of systems Functional assessment including activities of daily living (ADLs) Biographical Data Name Address and phone number Age and birth date Birthplace Sex Marital status Race Ethnic origin Occupation: usual and present Source of History Record who furnishes information, usually the person, although source may be relative or friend
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