Advanced Effective Communication, Cultural Competence, and ...

A Roadmap for Hospitals
Chapter Three: Treatment
• Speak in plain language and avoid using technical
terminology or medical jargon. Include examples and
stories whenever possible.
• Use visual models, diagrams, or pictures to illustrate a
procedure or condition.
• Help the patient gather basic health information by using
methods such as AskMe3, a strategy for asking and
answering three questions about the patient’s care [2].
• Use the “teach back” method to assess understanding.
This involves asking the patient to explain in his or her
own words the information the staff shared or asking
the patient to demonstrate a skill that was taught.
• Refrain from simply asking the patient “Do you
understand?” Regardless of their ability to understand
the information, many people who do not understand
may still answer “Yes.”
• Encourage the patient to write notes or check off key
information on patient education materials during
discussions.
• Use patient education materials that meet health
literacy needs. Materials should be written at a 5th
grade or lower reading level. Consider revising written
materials to address the health literacy needs of all
patients. Use readability tests, divide complex
information into bullet points, and modify document
font, layout, and design to improve readability.*
• Use translated patient education materials in the
patent’s language whenever possible. Provide an
interpreter for the patient’s preferred language during
patient education discussions, even if the hospital
provides translated materials, to facilitate patient
communication.
❑ Address patient mobility needs during
treatment.
Many patients with mobility needs have difficulty
physically accessing medical equipment. When specialized
equipment is not available, staff may conduct
examinations and tests in a way that can generate
inaccurate results or conceal physical evidence required for
appropriate diagnosis and treatment, for example,
conducting x-rays while the patient is seated in a
wheelchair [3]. In addition, patients with unmet mobility
needs due to a recent stroke, changes in health status, or
treatment side effects may be at risk for falls. †
• Assess whether the patient needs mobility assistance,
including the type of and circumstances in which
assistance is required.
• Make sure the patient has been assigned to a room that
can accommodate his or her mobility needs.
• Make sure any mobility aid the patient uses (such as a
service animal, cane, or walker) is readily accessible to
the patient.
• Determine whether the patient requires
accommodations (such as adaptive switches or an
intercom call system) to access the nurse call system.
• Make sure appropriate precautions are in place to
prevent falls. Some hospitals post a sign above the
patient’s bed or door, or use special colored socks or
bracelets to identify a patient at risk for falls.
• Note the need for mobility assistance in the medical
record and communicate these needs to staff.
❑ Accommodate patient cultural, religious,
or spiritual beliefs and practices.
The patient’s beliefs and practices can affect the perception of
illness and how he or she approaches treatment. Staff should
accommodate the patient’s unique needs whenever possible.
• Communicate any cultural, religious, or spiritual beliefs
or practices staff identified during the admission or
assessment process to the care team.
• Respect the patient’s needs and preferences for modesty
by assigning appropriate providers, uncovering only the
parts of the body necessary for examination and
treatment, providing privacy in toileting and washing,
and using full gowns or robes for walking and transport.
Many cultures and religions have restrictions on
touching, distance, and modesty, which may be affected
by providers of the opposite sex or staff that are younger
or older than the patient.
• Provide an area or space to accommodate the patient’s
need to pray. In addition, ask the patient if there are specific
times of day to avoid scheduling tests or procedures
to respect the patient’s religious or spiritual practices.
• Work with the patient and family to develop mutually
agreed on solutions to patient requests regarding
* See Chapter 6: Organization Readiness: Provision of Care, Treatment, and Services (page 42) for additional information on integrating health literacy
strategies into patient education discussions and materials.
† See Chapter 6: Organization Readiness: Provision of Care, Treatment, and Services (pages 39–40) for more information on making sure that
mobility assistance and specialized equipment are available to patients.
21