Communicating with Patients

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Allied Health Assisting

  Course Title:

  Health Science Foundations

  Course Number:

  8417110

  Career Cluster:

  Health Science

  CIP Number:

  0317029903

  Course Type:

  Career Preparatory

  CTE Standard(s) or Benchmarks:

  18.06 Discuss the importance of courtesy and respect for patients and other healthcare workers and maintain good interpersonal relationships.

  18.04 Identify characteristics of non-verbal and verbal cues.

• Unit Outline

  
  

  This lesson is designed to be used with the case study “The Importance of Patient Communication.” See CPALMS resource ID# 209654.

• Career Connection

  
  

  This lesson supports the idea of critical thinking, communication skills, and relationship skills. Students will discuss verbal and non-verbal cues and discuss the importance of effective communication with patients.

• Learning Objectives

  
  

  Students will be able to:

  • Identify verbal and nonverbal communication.
  • Discuss the importance of courteous communication with patients.
  • Use emotional intelligence to build positive relationships by creating a response from a patient/healthcare worker conversation.
  • Present a scenario depicting a positive patient/healthcare worker relationship.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Verbal and non-verbal cues.
  • Effective communication skills.
  • Collaborating with a group.

• Guiding Questions

  
  
  • What are the differences between verbal and nonverbal communication?
  • How can healthcare workers maintain courteous communication with patients?
  • How can proper patient education effect patient’s actions toward their health and wellbeing?

• Procedure

  
  
  1. Begin the lesson with this quote. “The most important thing in communication is hearing what isn’t said.” -Peter Druker. Have students write on a sheet of paper their initial thoughts about the quote. They will refer to it at the end of the lesson.
  2. Read the background of the case study together as a class.
     • Define the medical terminology of the symptoms that Monica is having (see Medical Terminology attachment). The terms dyspnea, fatigue, and indigestion are terms the student may not be familiar with. You could also have the students determine what Monica’s symptoms suggest her medical issue may be.
  3. Split students up in groups of 3. Have students read the situation/scenario individually or in their group together.
  4. When all groups have finished reading, have students look at Monica’s non-verbal communication and her verbal communication after Gustavo asks her if she is okay.
     • Have students discuss, “What does the non-verbal message convey? What does her verbal message convey? Are they showing the same message?”
     • Ask students to consider, “What personal issues are going on with Gustavo that may determine the way he responds to Monica?”
  5. Students should be assigned to be one of the characters in the case study, with each student in the group of three acting as one of the characters. The students will take out a sheet of paper and write an outcome to the case study. It should be written as one of the characters in the story and should be in the form of a script.
  6. After students have worked in groups to write their outcome to the case study, have students role play their response as a group to the class.
     • While groups present, have the audience identify verbal and non-verbal communication being presented. After each group presents, have a discussion that reflects on the courtesy, respect and communication given to the patient.
  7. To bring the lesson to a close, students should revisit the quote presented at the beginning of the lesson. Now have them write down what it means to them after reading the story and how it applies to Monica’s situation. Ask students if they have had they had a personal experience that they can apply this quote to.

• Teacher Notes

  
  
  • Depending on time availability, lesson could be spilt up into two days.

• Optional

  
  

  Extention Idea Suggestions:

  • Before the case study, students could research good communication, active listening, and verbal and nonverbal communication.