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PATIENT ASSESSMENT PART II

PATIENT ASSESSMENT PART II. ASSESSING THE PATIENT AFTER THE “PATIENT ASSESSMENT”. COGNITIVE – HOW MUCH OBJECTIVE KNOWLEDGE CAN I GAIN ABOUT THE PATIENT? R.O.M., ETC. PSYCHOMOTOR – HOW MUCH KNOWLEDGE CAN I GAIN THROUGH PHYSICAL EXAMINATION? MMT, ETC. CULTURE FAMILY GUILT MONEY. FEAR

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PATIENT ASSESSMENT PART II

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  1. PATIENT ASSESSMENTPART II ASSESSING THE PATIENT AFTER THE “PATIENT ASSESSMENT”

  2. COGNITIVE – HOW MUCH OBJECTIVE KNOWLEDGE CAN I GAIN ABOUT THE PATIENT? R.O.M., ETC. PSYCHOMOTOR – HOW MUCH KNOWLEDGE CAN I GAIN THROUGH PHYSICAL EXAMINATION? MMT, ETC.

  3. CULTURE FAMILY GUILT MONEY FEAR PERSONAL RELATIONSHIPS PSYCHO-SOCIAL AFFECTIVE – HOW MUCH KNOWLEDGE CAN I GAIN ABOUT THE PATIENT AND SITUATION THAT HAS NOTHING TO DO WITH THE PREVIOUS TWO?

  4. WHY IS IT SO IMPORTANT? • BEING ABLE TO FUNCTION IN THIS DOMAIN MAKES THE BEST PRACTIONEERS • THEY MAKE BETTER DECISIONS – WHICH MEANS BETTER CARE

  5. CAN I TEACH THIS SKILL? • NO, BUT YOU CAN TRY • YOU CAN TELL THEM ABOUT IT • THEY CAN OBSERVE IT • WE ALL DO IT DIFFERENTLY

  6. WILL THEY LEARN THIS SKILL DURING RESIDENCY? • NO. IT PROBABLY TAKES 3-5 YEARS TO ACQUIRE THIS SKILL • HOWEVER, THEY WILL BEGIN TO RECOGNIZE WHEN THEY SEE OTHERS DO IT

  7. OK, WHAT DO I DO? • YOU WON’T FIND THIS SKILL AND HOW TO PRESENT IT IN ANY NCOPE DOCUMENT • RELY ON YOUR OWN EXPERIENCE – BECOME A TEACHER

  8. IF YOU NEED A PLAN: • FIRST 3 MONTHS - LISTEN AND OBSERVE • SECOND 3 MONTHS – ASK THEM WHAT THEY HEARD AND OBSERVED • NEXT 3 MONTHS – THEIR TURN WITH YOU PRESENT • LAST 3 MONTHS – YOU ASK THEM THE QUESTIONS ABOUT THE ASSESSMENT

  9. TIPS FOR THE RESIDENT: • DIRECT THE CONVERSATION • ASK CAREFUL QUESTIONS • DON’T LET THE PATIENT SUSPECT WHAT YOU ARE LOOKING FOR • GAIN PATIENT’S CONFIDENCE

  10. MORE TIPS: • TRY TO KNOW THE ANSWERS BEFORE THE QUESTIONS ARE ASKED • DON’T LET THE PATIENT PUT YOU ON THE SPOT • LOOK BEYOND THE SPOKEN WORD AND THE PATIENT

  11. TEACHING: PROMOTION OF COMPETENCY AND ENHANCEMENT OF PROFESSIONAL PRACTICE.

  12. PROMOTING COMPENTENCY • “READ AND PRACTICE” • YOU WILL NEVER READ MORE THAN WHEN YOU ARE A RESIDENT • YOU WILL NEVER PRACTICE YOUR SKILLS AGAIN IN A SUPERVISED ENVIRONMENT

  13. WHAT SHOULD THE RESIDENT READ? • RESIDENT MANUAL • LIBRARY – IN HOUSE • NCOPE, ABC, AAOP, AOPA DOCUMENTS • SUPPLIER CATALOGUES • JOURNALS FROM OTHER FIELDS

  14. WHAT SHOULD THE RESIDENT PRACTICE? • EVERYTHING IN THE “PRACTICE ANALYSIS” OVER AND OVER AND OVER • YOU SHOULD ENSURE THIS OPPORTUNITY

  15. ENHANCING PROFESSIONAL PRACTICE • ENCOURAGE RESIDENTS TO FOLLOW THE “CANONS OF ETHICS” • BECOME FAMILIAR WITH THE F.A.C. • JOIN PROFESSIONAL ORGANIZATIONS • PARTICIPATE IN VOLUNTEER ACTIVITIES

  16. HOW DO I TEACH THIS? • PRACTICE WHAT YOU PREACH • SET THE EXAMPLE • ENCOURAGE VOLUNTEER ACTIVITY

  17. SUMMARY: • THESE SUBJECTS GET LITTLE WRITTEN ABOUT THEM AND ARE NEVER TALKED ABOUT. HOWEVER, IF YOU TAKE THE TIME TO DEVELOP METHODS OF TEACHING THESE CONCEPTS, YOU WILL HAVE GRADUATED BETTER AND MORE COMPETENT RESIDENTS.

  18. TO TEACH AND BE TAUGHT ARE FOLDS WITHIN THE SAME GARMENT

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