giving information n.
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kenneth-garza

Giving information - PowerPoint PPT Presentation

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  1. Giving information Adapted from Calgary-Cambridge consultation framework Maggie Eisner, Bradford CO

  2. Face to face To patients To patients and relatives Through an interpreter To other doctors On the telephone To other health professionals Giving information In writing To other agencies In a leaflet Off the top of your head In a report When prepared

  3. Calgary Cambridge framework:tasks in the consultation • Initiating the session • Gathering information • Building the relationship • Explanation and planning • Closing the session

  4. 3 aspects of information giving • Providing the right amount and type of information • Aiding accurate recall and understanding • Achieving a shared understanding and incorporating the patient’s perspective

  5. Providing the right amount and type of information: Aims • Assess each individual patient’s information needs • Give comprehensive and appropriate information • Neither restrict nor overload

  6. Providing the right amount and type of information: Skills • Assess patient’s starting point • Chunk and check • Give explanation at appropriate times • Ask patient what other information would be helpful

  7. Aiding accurate recall and understanding: Aim • To make information easier for patient to remember and understand

  8. Aiding accurate recall and understanding: Skills • Organise explanation logically • Language • Use explicit categorisation or signposting • Use visual methods to convey information • Use repetition and summarising • Check patient’s understanding

  9. Achieving shared understanding incorporating patient’s perspective: Aims • Provide explanations that relate to patient’s view of problem • Discover patent’s thoughts and feelings about information given • Encourage interaction rather than one way transmission

  10. Achieving shared understanding incorporating patient’s perspective: Skills • Relate explanation to patient’s view of the problem • Provide opportunity and encouragement for patient to contribute • Pick up verbal and non verbal cues • Elicit patient’s beliefs, reactions and feelings