A health professional provides information to various people throughout the working day. This information takes two main forms, verbal or written, and generally has the purpose of informing, instructing or explain-ing. When a health professional informs, they provide information about people, possible events or situations – usually about what to expect. This information may empower the person to act and react appropriately (Egan 2010). Instructions are directions about ways to successfully complete tasks or required procedures.
Information or instructions will reassure the Person/s and/or create questions. If the information creates questions, then the health professional responds with more information in the form of answers that inform, instruct or explain. The health professional must respond to the needs of the Person/s by providing the required information and ensuring the Person/s has understood that information. The provision of information is a two-way process requiring mutual understanding.
Regardless of the reason for providing information, it is important to consider the factors that facilitate understanding. These factors fall into three main Person 1 (age 24) has pain in the lower
back. They have been to various health services and do not have much confidence in this one to care about their needs or assist with their particular difficulties.
Person 2 (age 72) has never accessed any healthcare services – they have always been very healthy and active. They have had a fall while walking to their car after doing some grocery shopping and are experiencing extreme pain in their left hip. Suddenly finding themself at your health service they are worried about everything – they have no idea what is wrong, the pain is terrible, they are worried about their future, afraid they may not be able to return home, have no idea what happened to their shopping or the car or the cat food, and what about the cat? … who will feed the cat? … pain and anxiety make it difficult to think.
This is the first time you have met the person described in each scenario.
Decide how best to demonstrate empathy, respect and behaviour worthy of trust using introductions. List what needs to be said and done to develop a therapeutic relationship and ensure family/Person-centred practice.
Understanding information Consider a specific time when you received new information (e.g. listening to the person next to you introduce themself or listening to the news). What made it easy to understand? What limited your understanding? Was your understanding related to words only or were there other factors? →
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categories relating to the presentation and organisation of the information and environmental factors. Chapter 10 describes the environmental factors affecting understanding.
Before presenting information it is important to prepare the listener. Preparing the listener involves asking permission to provide the information at that time. It requires a clear statement of the purpose and significance of the information. This simple, respectful preparation potentially relaxes the person and ensures that they listen to and focus upon understanding the information. It is important to establish if they know anything about the particular topic, event or procedure.
Establishing their existing knowledge can be an appropriate point at which to begin pre-senting the information. This not only demonstrates respect and can develop trust, but also provides an opportunity to establish the accuracy of their previous knowledge. Discussion of their existing knowledge may also develop interest and enhance concentration.
The presentation of information must be clear and consider the language needs (Stag-gers & Brann 2011, see Ch 14 and Section 4) and the physical, emotional and cognitive needs (see Ch 8) of the person (Householder & Wong 2011, Morse & Volkman 2010). It is important to ensure the person is feeling well enough to concentrate, because if unwell or tired they will understand and retain less. In such circumstances, making another time to provide the information will be beneficial for all and is more likely to achieve effective communication.
To ensure effective communication it is important to avoid overlaying the information with opinion, bias or uncertainty (Mohan et al 2004, 2008). For example, I think you should
…, It is obvious you must …, Have you thought about doing …?, Maybe the procedure will be tomorrow, and so on. While presenting information it is important to avoid distractions. Present and explain one point at a time. State each point clearly and succinctly using precise language, and avoid using words such as here, there, thing etc. A long, complicated and wordy presen-tation of each point is time-consuming and often results in the listener losing concentra-tion (Devito 2009).
When presenting each point health professionals should focus on that point until they are sure the Person/s understands. It is often helpful to provide examples to illustrate or explain each point because examples can facilitate comprehension. If instructing, it may be beneficial to demonstrate the task while explaining each point. Reporting the experi-ences of another Person/s receiving assistance from the specific service or health profes-sion may also facilitate understanding, but maintaining confidentiality is imperative (see Ch 17). Repeating the important points can be appropriate and may enhance understand-ing. Take care, however, because repeating information may not be necessary and may negatively affect the reception of and response to the information.
Seeking an indication of their understanding may be more beneficial than repetition, and the use of specific questions will confirm their actual understanding. Careful observa-tion of the non-verbal responses of the Person/s may also indicate their interest and understanding. When completing the presentation of the information, it is important to provide an opportunity for the Person/s to express their perception of the information, explore issues relevant to them and ask questions (Friess 2011). If giving instructions, close observation of the Person/s performing the task will demonstrate their understand-ing and ensure safe performance of the task.
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Divide a page into two, top to bottom. On one side list the factors that assisted your understanding and on the other side list those that limited your understanding.•
Using the information in this list, create a list of ways to effectively organise and present information to ensure understanding.26
Organising the information is equally important. Compiling the information into well-ordered points assists in achieving understanding. It may be appropriate to begin with the points that generally stimulate the most interest and then move to related but less motivating points (Holli et al 2008). Initially it is helpful to introduce the main point of the information and then to present the detail of each connected point. It is important to use language appropriate to the audience (Lawton 2011, Staggers & Brann 2011, see Ch 1). When each point has been explained it is important to finish with either a summary of the main point(s) or questions that establish understanding of each point. This repeti-tion provides an opportunity to further process the informarepeti-tion and to ask quesrepeti-tions that clarify meaning.
Organising the information includes consideration of the timing of providing particu-lar information. Providing detailed information about something that is four weeks away has limited relevance and meaning. Providing information about something that is imme-diate, however, will be both meaningful and relevant. Providing information in both verbal and written forms allows processing, answering of relevant questions and thus under-standing. Research indicates that providing written information enhances retention and application levels (Johnson & Stanford 2005). The written form of any information must consider the above factors.
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Choose a procedure or routine typically used in your health profession.•
Compile a clear and easy-to-understand written form about the procedure or routine with all the relevant information.•
Verbally present this information to someone who knows nothing about the procedure or routine. Respond to any questions or comments until they demonstrate clear understanding.•
If necessary, adjust your verbal or written information to make it easier to understand.•
Present your written explanation to people from your health profession. Discuss ways of refining and improving it.Chapter summary
Introductions are crucial in establishing the quality and thus success of future interactions.
Introducing oneself, the role of the particular health profession and the environment is reassuring and important for family/Person-centred practice and positive outcomes. Intro-ductory information about a health profession may be in verbal or written form. It must consider the needs of the people hearing or reading the information. Effective introduc-tions should demonstrate respect and empathy, establish trust and the reliability of the health professional; achieve mutual understanding and result in positive interventions.
They are most effective when they prepare the Person/s listening, establish their current knowledge, consider their needs including emotional needs, and avoid the personal opinion and/or bias of the health professional. They must also be clear and succinct, avoiding uncertainty, as well as organised, ordered and ‘timed’ with allocation of time to establish the understanding of the listening Person/s. The manner of presenting, organis-ing and sequencorganis-ing the relevant information (whether informorganis-ing, instructorganis-ing or explain-ing) has equal significance for positive health outcomes.
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