Week 4 MA 117 In Person Quiz

interpersonal communication

communication between two or more people

communication cycle

sender, a message, a receiver, and feedback

external noise

distractions in the environment:

• loud noise in hallway

• announcements over the loudspeaker

• children screaming

• sirens or barking dogs

• construction noise

internal noise

distractions within the listener:

• physical discomfort

• emotional distress

• internal thoughts

active listening

engaged listening involving subjective, objective, and intuitive levels

verbal communication

words

paralanguage (tone, pitch, volume)

non-language cues (sighing, laughing, crying)

positive verbal communication

making patients feel valued, respected, and comfortable

expressing concern

being warm and friendly

encouraging patient participation

speaking slowly and clearly

negative verbal communication

can lead to patient frustration, misunderstandings, and poor experiences

mumbling

interrupting or speaking abruptly

rushing through explanations

failing to use common courtesies (please and thank you)

non-verbal communication

facial expressions

eye contact

posture (open vs closed)

touch

respect for personal space

passive communication

the patient dominates the conversation, and you do not ask the necessary questions

this leads to wasted time and missing key information for the provider

assertive communication

you lead the conversation, asking open-ended questions while remaining empathetic and professional

this approach ensures that the provider receives complete information and that the patient feels heard

aggressive communication

you control the conversation entirely, asking only close-ended questions with little consideration for the patient’s concerns

this approach creates a negative experience, making the patient feel uncomfortable or unheard

effective therapeutic communication

involves using specific techniques to encourage patients to express their feelings, concerns, and needs

utilize livingroom language

ask open ended questions

allow for silence

create a non-judgmental, safe space

let the patient know you are there to help

clarify

reflect

explore

ineffective therapeutic communication

reassuring disapproving

overly agreeing/disagreeing

advice

probing

defending

minimize feelings

communication barriers

culturally competent care

illness/medication

health literacy

mental/emotional state

culturally competent care

ways to ensure culturally competent care:

recognize your own biases and cultural lens

• what biases might influence your interactions?

• what are your personal “trigger” points?

• avoid judgments and stereotypes

continually learn about different cultures

• gain direct experience interacting with diverse patient populations

• engage in intentional learning about cultural differneces

let the patient lead

• do not make assumptions about their needs

• ask what will make them most comfortable

illness/medication

A patient’s physical condition can influence their ability to communicate effectively.

Ways to assist patients in discomfort:

• Adjust the environment (e.g., dim the lights for migraine patients, lower your voice, offer comfort measures).

• Ask patients if there is anything you can do to ease their discomfort.

• Inform the provider about the patient’s current physical state so they can adjust their approach accordingly.

• Provide verbal and written instructions so patients can refer back to essential information later.

health literacy

Not all patients have the same level of health literacy, which can affect how they interpret medical information and follow treatment plans.

Signs of Limited Health Literacy:

• Difficulty completing forms

• Non-compliance with medications

• Identifying pills by color instead of name

• Populations at higher risk:

  • Elderly (65+)

  • Immigrant populations

  • Low-income individuals

  • Patients with chronic mental or physical conditions

Ways to Improve Health Literacy:

• Use simple, everyday language.

• Slow down and focus on key points.

• Use visual aids to reinforce information.

• Involve family members in discussions.

• Use the "teach-back" method (ask patients to repeat back key instructions).

mental/emotional state

A patient’s mental and emotional state can significantly impact communication.

Factors that affect communication:

• Maslow’s Hierarchy of Needs (covered in the next video).

• Internal triggers (pain, hunger, exhaustion).

• External triggers (stressful situations, loud noises, unexpected changes).

Strategies to assist patients:

• Utilize interpersonal skills such as:

  • Empathy

  • Respect

  • Validation

• Provide resources if a patient’s basic needs are not being met.

  • Handouts, referrals, or contact information for social services and financial counseling.

common defense mechanisms

• Denial – Unconsciously rejecting reality to avoid difficult emotions.

  • Example: A patient refuses to believe a diagnosis they have received.

• Dissociation – Emotionally disconnecting from an event or experience.

  • Example: A patient shares details of past trauma but appears unaffected.

• Projection – Redirecting personal feelings onto someone else.

  • Example: A patient focuses on their family's concerns instead of addressing their own fears.

• Rationalization – Justifying behavior or decisions to make them seem acceptable.

  • Example: A patient who has not followed their treatment plan makes excuses for why they were unable to comply.

  • Example: A patient in an abusive situation rationalizes their partner's actions by saying, "They don't really mean it, and it's not that bad."

erik erikson - developmental stages of life

theory outlines how people develop and grow through a series of eight life stages, each involving a key conflict that shapes personality

infant, toddler, preschooler, school age, adolescence, young adult, middle adult, old adult

infant (0-1)

stage 1

trust vs mistrust

if needs are dependably met, infants develop a sense of basic trust

toddler (2-3)

stage 2

autonomy vs shame/doubt

toddlers learn to exercise will and do things for themselves, or they doubt their abilities

preschooler (3-6)

stage 3

initiative vs guilt

preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent

school age (7-12)

stage 4

industry vs inferiority

children learn the pleasure of applying themselves to tasks, or they feel inferior

adolescence (12-18)

stage 5

identity vs confusion

teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are

young adult (20’s)

stage 6

intimacy vs isolation

young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated

middle adult (30’s-50’s)

stage 7

generativity vs stagnation

the middle-aged discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose

old adult (60’s and older)

stage 8

integrity vs despair

when reflecting on his or her life, the older adult may feel a sense of satisfaction or failure

maslow’s hierarchy of needs

five tier model that explains human motivation

1. Physiological Needs – Basic survival needs like food, water, shelter, and sleep.

2. Safety Needs – The need for security, stability, and protection.

3. Love & Belonging – The need for relationships, friendships, and emotional support.

4. Esteem Needs – The need for self-respect, confidence, and personal achievement.

5. Self-Actualization – Reaching one’s full potential and personal growth.

kubler-ross - stages of death & dying

describes the five stages of grief

1. Denial – Refusing to accept reality or a diagnosis.

2. Anger – Expressing frustration or resentment about the situation.

3. Bargaining – Attempting to negotiate or make deals to change the outcome.

4. Depression – Feeling sadness, hopelessness, or emotional withdrawal.

5. Acceptance – Coming to terms with reality and finding peace.

human behaviors in healthcare

Human behavior is influenced by psychological, emotional, and environmental factors. Patients may react in different ways depending on their personal experiences, stress levels, and mental health status.