Alma Faulkenberger is an 85-year-old female outpatient sitting in the waiting room awaiting an invasive pelvic procedure. The health care professional who will assist in her procedure enters the room and calls “Alma.” There is no reply so the professional retreats to the work area. Fifteen minutes later the professional returns and calls “Alma Frankenberg.” Still no reply, so he leaves again. Another 15 minutes pass and the professional approaches Alma and shouts in her ear, “Are you Alma Frankenberg?” She replies, “No I am not, and I am not deaf either, and when you get my name correct I will answer you.”
Using the topic 1 materials, develop a plan to help Alma be compliant with the procedure and post-treatment medication. Also, describe the approach you would take to patient education in this case.
How would you use collaboration to assist in compliance with a patient as difficult as Alma?
Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?
What possible reservations could a health care professional have in working with Sister Mary? (Discuss the psychosocial responses the professional might have.)
Discuss a patient of another culture. How can the health care professional communicate in presenting patient education? Consider language, family, cultural differences, and method of communication.
Compare and contrast culture, ethnicity, and acculturation.
How has the patient’s control over his own health care changed?
What part does negotiation play in patient education?
Using the NIH website, how would you describe CAM and the typical person who uses CAM?
What are the percentages of people using CAM with prayer and those who do not?
See this:HLT 306V Full Course Assignments GCU
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