Interview Ners

7/27/2019 Interview Ners

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Job interview1. Good morning sir/mam.

First of all, I would like to thank you for giving me this opportunity. It's mygreat pleasure to introduce myself.

I am RAUSHAN KUMAR.

I am from Patna (bihar).

I have completed BE in Electronics and communication engineering FromBIET davangere (karnatka) with 61%.

I have passed 10th and 12th exam from bihar school examination boardpatna (bihar) in 2006 and 2008.

My percentage in 10th class 62% and in 12th class 65%.

Personality:

My hobbies are playing chess, internet browsing and listening music.

My strength is self motivated, hard worker, positive thinking and honestperson.

My weakness is I won't trust people easily.

Now, I am introduce about the family.

My father is business man and my mother is homemaker.

I have two brother.

That's all about me thank you.

2. Why did you chose to study nursing.

Can any tell me why they chose nursing as a career.

e.g:-

1. nursing is challenging and rewarding, and someone has to do it!!!

2. missed making a difference & working with people on a one-on-one basis.

3. wanted something more than a pay packet at the end of the day - some job

satisfaction


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3.After completing the Bachelor of Business with USQ I took a six month career breakfrom international education and worked the time with an insurance company to gatherbusiness experience in another industry. I ended up coming back to the internationaleducation sector where I am now the manager for marketing compliance and studentservices. I enjoyed the study experience with USQ so much that I ended up continuingmy studies and have commenced the MBA specialising in strategic marketing in

November 2011. I look forward to continuing my studies with USQ and to the longstanding connection with the university.

4. honestdrivenresponsiblesocialdedicatedintelligentpatientreliablefriendlyachieverpositiveorganizedenergeticambitiousbold

5.Review sample answers to the nurse interview question "What would you

do if your replacement didn't arrive on time?"

I would wait until she arrived, or until someone else was called in.

I would notify the supervisor, and offer to stay until my replacement arrived.

Try calling her to see if she were on the way, or if she needed help making arrangements forsomeone to take her shift.

6.

how To Answer The Most Common Nursing Interview Questions

Register Today!

1.This article is in direct response to the numerous inquiries that

people make about their upcoming nursing job interviews. The

intended purpose of this article is to shed some much-needed light

onto a few of the most commonly-asked nursing interview

questions.

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To be perfectly blunt, interviews can be rather nerve-wracking because a lot

is at stake. After all, you really want to be considered for this available

position, and you only have one chance to make a good first impression on

the interviewer. Another aspect that adds to the stressful nature of the

interview process is the fact that you are most likely competing with many

other applicants for that prized job opening.

Based on my personal experiences, many of the most common nursing

interview questions have remained constant and unchanging over the six-

and-a-half years that I have been in the profession. Without further ado,

here are some of the most common interview questions:

Tell me about yourself:

Although the interviewer is not wanting to listen to your life story, he/she

does want you to describe your personality, educational attainment, career

goals, and professional experiences.

Tell me what you know about our company:

You should conduct some research and be at least somewhat knowledgeable

about the entity that might very well become your future workplace. You will

look good to the interviewer if it appears that you have been doing your

'homework' on the company.

So, tell us what you know about _____ nursing:

Insert any nursing specialty into the blank space provided. You will stand out


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to the interviewer as a candidate who truly has passion about the specialty if

you know more about it than the average person. If your dream is to work

as a nurse in a well-baby nursery, you'd better be knowledgeable about the

area in which you envision yourself working.

Tell us what your current/former boss would say about you:

The interviewer is basically looking for clues that will shed light on your work

ethic and interpersonal skills. Direct quotes work well. "Jill always said I was

dependable" is a direct quote that says a lot.

Tell me why you want to work here:

Your reasons for wanting to work at this place of employment should be

positive. Also, make a connection between your career goals and how they

can be achieved at this company.

Describe to us how you perform under pressure:

The settings in which nurses work can quickly turn into pressure-cooker

environments. To be blunt, the interviewer does not want to hire anyonewho is so emotionally fragile that they'll shatter like plate glass when faced

with the day-to-day pressures of the job.

Discuss your biggest strengths and weaknesses:

The interviewer wants to hear about strengths that would be assets in the

workplace. Since we all have weaknesses, the person conducting the

interview will know you're a boldfaced liar if you deny having any.

Are you a team player?

Healthcare facilities prefer to hire people who work well with others, have

good social skills, get along well with patients and visitors, and can pull


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together as a team for the sake of patient care.

Discuss your salary requirements:

This question is sneaky. Some companies have strict pay grids and other

facilities are unionized, so salary typically cannot be negotiated at these

places. However, smaller workplaces may offer some wiggle room for

negotiating the salary. The important thing is to not price oneself out of the

market.

What motivates you to be a nurse:

Companies prefer to hire healthcare workers who are motivated by

intangible ideals, not concrete realities such as money. Even if cash is your

ultimate motivation, do not elaborate on your need for money.

Describe a difficult situation and how you handled it:

If you have healthcare experience, they want to know how you have dealt

with angry doctors, emotionally upset families, or difficult patients. If you

lack healthcare experience, you can discuss a difficult situation that occurredin school or a previous workplace.

Tell us why we should hire you:

This is the last time to truly sell yourself to the interviewer. Emphasize your

positive attributes, reaffirm that you are a team player, and tell them why

you are the best candidate for the position that they need to fill.

Do you have any questions for us:

Ask the interviewer something, whether it pertains to nurse/patient ratios,

length of orientation, or educational opportunities. You might appear

uninterested if you have no questions.


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CPR

1. CALL

Check the victim forunresponsiveness.If the

person is not responsive and not breathing ornot breathing normally. Call 911 and return to

the victim. In most locations the emergencydispatcher can assist you with CPR instructions.

2. PUMP

If the victim is still not breathing normally,

coughing or moving, begin chest

compressions. Pushdown in the center of thechest 2 inches 30 times. Pump hard and fast at

the rate of at least 100/minute, faster than

once per second.

3. BLOW

Tilt the head back and lift the chin. Pinch noseand cover the mouth with yours and blow until

you see the chest rise. Give 2 breaths. Each

breath should take 1 second.

CONTINUE WITH 30 PUMPS AND 2 BREATHS UNTIL HELP

ARRIVESNOTE: This ratio is the same for one-person & two-person CPR.In two-person CPR the person pumping the chest stops while the

other gives mouth-to-mouth breathing.
http://depts.washington.edu/learncpr/unresp.htmlhttp://depts.washington.edu/learncpr/unresp.htmlhttp://depts.washington.edu/learncpr/unresp.htmlhttp://depts.washington.edu/learncpr/push.htmlhttp://depts.washington.edu/learncpr/push.htmlhttp://depts.washington.edu/learncpr/push.htmlhttp://depts.washington.edu/learncpr/unresp.html


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Cardiopulmonary resuscitation (CPR) is a lifesaving technique useful in many

emergencies, including heart attack or near drowning, in which someone's breathing or

heartbeat has stopped. The American Heart Association recommends that everyone

untrained bystanders and medical personnel alike begin CPR with chest

compressions.

It's far better to do something than to do nothing at all if you're fearful that your

knowledge or abilities aren't 100 percent complete. Remember, the difference between

your doing something and doing nothing could be someone's life.

Here's advice from the American Heart Association:

Untrained.If you're not trained in CPR, then provide hands-only CPR. That meansuninterrupted chest compressions of about 100 a minute until paramedics arrive

(described in more detail below). You don't need to try rescue breathing.

Trained, and ready to go.If you're well trained and confident in your ability, begin with

chest compressions instead of first checking the airway and doing rescue breathing.

Start CPR with 30 chest compressions before checking the airway and giving rescue

breaths.

Trained, but rusty.If you've previously received CPR training but you're not confident

in your abilities, then just do chest compressions at a rate of about 100 a minute.

(Details described below.)

The above advice applies to adults, children and infants needing CPR, but not

newborns.

CPR can keep oxygenated blood flowing to the brain and other vital organs until more

definitive medical treatment can restore a normal heart rhythm.

When the heart stops, the lack of oxygenated blood can cause brain damage in only a

few minutes. A person may die within eight to 10 minutes.

To learn CPR properly, take an accredited first-aid training course, including CPR and

how to use an automatic external defibrillator (AED).


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Before you begin

Before starting CPR, check:

Is the person conscious or unconscious?

If the person appears unconscious, tap or shake his or her shoulder and ask loudly,

"Are you OK?"

If the person doesn't respond and two people are available, one should call 911 or the

local emergency number and one should begin CPR. If you are alone and have

immediate access to a telephone, call 911 before beginning CPR unless you think

the person has become unresponsive because of suffocation (such as from drowning).

In this special case, begin CPR for one minute and then call 911 or the local emergency

number.

If an AED is immediately available, deliver one shock if instructed by the device, then

begin CPR.

Remember to spell C-A-B

The American Heart Association uses the acronym of CAB circulation, airway,

breathing to help people remember the order to perform the steps of CPR.

Circulation: Restore blood circulation with chest compressions

1. Put the person on his or her back on a firm surface.

2. Kneel next to the person's neck and shoulders.

3. Place the heel of one hand over the center of the person's chest, between thenipples. Place your other hand on top of the first hand. Keep your elbows straightand position your shoulders directly above your hands.

4. Use your upper body weight (not just your arms) as you push straight down on(compress) the chest at least 2 inches (approximately 5 centimeters). Push hardat a rate of about 100 compressions a minute.

5. If you haven't been trained in CPR, continue chest compressions until there aresigns of movement or until emergency medical personnel take over. If you havebeen trained in CPR, go on to checking the airway and rescue breathing.

Airway: Clear the airway


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1. If you're trained in CPR and you've performed 30 chest compressions, open theperson's airway using the head-tilt, chin-lift maneuver. Put your palm on theperson's forehead and gently tilt the head back. Then with the other hand, gentlylift the chin forward to open the airway.

2. Check for normal breathing, taking no more than five or 10 seconds. Look for

chest motion, listen for normal breath sounds, and feel for the person's breath onyour cheek and ear. Gasping is not considered to be normal breathing. If theperson isn't breathing normally and you are trained in CPR, begin mouth-to-mouthbreathing. If you believe the person is unconscious from a heart attack and youhaven't been trained in emergency procedures, skip mouth-to-mouth rescuebreathing and continue chest compressions.

Breathing: Breathe for the person

Rescue breathing can be mouth-to-mouth breathing or mouth-to-nose breathing if the

mouth is seriously injured or can't be opened.

1. With the airway open (using the head-tilt, chin-lift maneuver), pinch the nostrilsshut for mouth-to-mouth breathing and cover the person's mouth with yours,making a seal.

2. Prepare to give two rescue breaths. Give the first rescue breath lasting onesecond and watch to see if the chest rises. If it does rise, give the secondbreath. If the chest doesn't rise, repeat the head-tilt, chin-lift maneuver and thengive the second breath. Thirty chest compressions followed by two rescuebreaths is considered one cycle.

3. Resume chest compressions to restore circulation.4. If the person has not begun moving after five cycles (about two minutes) and an

automatic external defibrillator (AED) is available, apply it and follow the prompts.Administer one shock, then resume CPR starting with chest compressions for two more minutes before administering a second shock. If you're not trained touse an AED, a 911 or other emergency medical operator may be able to guideyou in its use. Use pediatric pads, if available, for children ages 1 through 8. Donot use an AED for babies younger than age 1. If an AED isn't available, go tostep 5 below.

5. Continue CPR until there are signs of movement or emergency medical personneltake over.

To perform CPR on a child

The procedure for giving CPR to a child age 1 through 8 is essentially the same as that

for an adult. The differences are as follows:


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If you're alone, perform five cycles of compressions and breaths on the child this

should take about two minutes before calling 911 or your local emergency number or

using an AED.

Use only one hand to perform heart compressions.

Breathe more gently.

Use the same compression-breath rate as is used for adults: 30 compressions followed

by two breaths. This is one cycle. Following the two breaths, immediately begin the next

cycle of compressions and breaths.

After five cycles (about two minutes) of CPR, if there is no response and an AED is

available, apply it and follow the prompts. Use pediatric pads if available. If pediatric

pads aren't available, use adult pads.

Continue until the child moves or help arrives.

To perform CPR on a baby

Most cardiac arrests in babies occur from lack of oxygen, such as from drowning or

choking. If you know the baby has an airway obstruction, perform first aid for choking. If

you don't know why the baby isn't breathing, perform CPR.

To begin, examine the situation. Stroke the baby and watch for a response, such as

movement, but don't shake the baby.

If there's no response, follow the CAB procedures below and time the call for help as

follows:

If you're the only rescuer and CPR is needed, do CPR for two minutes about five

cycles before calling 911 or your local emergency number.

If another person is available, have that person call for help immediately while you

attend to the baby.

Circulation: Restore blood circulation

1. Place the baby on his or her back on a firm, flat surface, such as a table. The flooror ground also will do.


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2. Imagine a horizontal line drawn between the baby's nipples. Place two fingers ofone hand just below this line, in the center of the chest.

3. Gently compress the chest about 1.5 inches (about 4 cm).

4. Count aloud as you pump in a fairly rapid rhythm. You should pump at a rate of100 compressions a minute.

Airway: Clear the airway

1. After 30 compressions, gently tip the head back by lifting the chin with one handand pushing down on the forehead with the other hand.

2. In no more than 10 seconds, put your ear near the baby's mouth and check forbreathing: Look for chest motion, listen for breath sounds, and feel for breath onyour cheek and ear.

Breathing: Breathe for the infant

1. Cover the baby's mouth and nose with your mouth.

2. Prepare to give two rescue breaths. Use the strength of your cheeks to delivergentle puffs of air (instead of deep breaths from your lungs) to slowly breathe intothe baby's mouth one time, taking one second for the breath. Watch to see if thebaby's chest rises. If it does, give a second rescue breath. If the chest does notrise, repeat the head-tilt, chin-lift maneuver and then give the second breath.

3. If the baby's chest still doesn't rise, examine the mouth to make sure no foreignmaterial is inside. If the object is seen, sweep it out with your finger. If the airwayseems blocked, perform first aid for a choking baby.

4. Give two breaths after every 30 chest compressions.

5. Perform CPR for about two minutes before calling for help unless someone elsecan make the call while you attend to the baby.

6. Continue CPR until you see signs of life or until medical personnel arrive.

Mayo Clinic products and services

Book: Mayo Clinic Guide to Your Babys First Year

Book: Mayo Clinic Book of Home Remedies

Give today to find cures for tomorrow

See Also

Automated external defibrillators: Do you need an AED?

ReferencesFA00061Feb. 7, 2012
https://store.mayoclinic.com/products/books/details.cfm?mpid=140&trkid=21242S451031000&mc_id=comlinkpilot&placement=bottomhttps://store.mayoclinic.com/products/books/details.cfm?mpid=140&trkid=21242S451031000&mc_id=comlinkpilot&placement=bottomhttps://bookstore.mayoclinic.com/products/books/details.cfm?mpid=62&trkid=21242S261287790&mc_id=comlinkpilot&placement=bottomhttps://bookstore.mayoclinic.com/products/books/details.cfm?mpid=62&trkid=21242S261287790&mc_id=comlinkpilot&placement=bottomhttps://philanthropy.mayoclinic.org/donate?mc_id=comlinkpilot&placement=bottomhttps://philanthropy.mayoclinic.org/donate?mc_id=comlinkpilot&placement=bottomhttp://www.mayoclinic.com/health/automated-external-defibrillators/HB00053http://www.mayoclinic.com/health/automated-external-defibrillators/HB00053http://www.mayoclinic.com/health/automated-external-defibrillators/HB00053https://philanthropy.mayoclinic.org/donate?mc_id=comlinkpilot&placement=bottomhttps://bookstore.mayoclinic.com/products/books/details.cfm?mpid=62&trkid=21242S261287790&mc_id=comlinkpilot&placement=bottomhttps://store.mayoclinic.com/products/books/details.cfm?mpid=140&trkid=21242S451031000&mc_id=comlinkpilot&placement=bottom


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rights reserved. A single copy of these materials may be reprinted for noncommercial

personal use only. "Mayo," "Mayo Clinic," "MayoClinic.com," "EmbodyHealth," "Enhance

your life," and the triple-shield Mayo Clinic logo are trademarks of Mayo Foundation for

Medical Education and Research.

NURSING PROSSES

The 5 Steps of the Nursing Process

The nursing process is a scientific method used by nurses to ensure thequality of patient care. This approach can be broken down into five separate

steps.

Assessment Phase

The first step of the nursing process is assessment. During this phase, the

nurse gathers information about a patient's psychological, physiological,sociological, and spiritual status. This data can be collected in a variety of

ways. Generally, nurses will conduct a patient interview. Physicalexaminations, referencing a patient's health history, obtaining a patient's

family history, and general observation can also be used to gatherassessment data. Patient interaction is generally the heaviest during this

evaluative phase.

Diagnosing Phase

The diagnosing phase involves a nurse making an educated judgment about

a potential or actual health problem with a patient. Multiple diagnoses aresometimes made for a single patient. These assessments not only include an

actual description of the problem (e.g. sleep deprivation) but also whether ornot a patient is at risk of developing further problems. These diagnoses are

also used to determine a patient's readiness for health improvement andwhether or not they may have developed a syndrome. The diagnoses phaseis a critical step as it is used to determine the course of treatment.

Planning Phase

Once a patient and nurse agree on the diagnoses, a plan of action can be

developed. If multiple diagnoses need to be addressed, the head nurse willprioritize each assessment and devote attention to severe symptoms and

high risk factors. Each problem is assigned a clear, measurable goal for theexpected beneficial outcome. For this phase, nurses generally refer to the

evidence-based Nursing Outcome Classification, which is a set of


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standardized terms and measurements for tracking patient wellness. The

Nursing Interventions Classification may also be used as a resource forplanning.

Implementing Phase

The implementing phase is where the nurse follows through on the decided

plan of action. This plan is specific to each patient and focuses on achievableoutcomes. Actions involved in a nursing care plan include monitoring thepatient for signs of change or improvement, directly caring for the patient orperforming necessary medical tasks, educating and instructing the patient

about further health management, and referring or contacting the patient for

follow-up. Implementation can take place over the course of hours, days,weeks, or even months.

Evaluation Phase

Once all nursing intervention actions have taken place, the nurse completes

an evaluation to determine of the goals for patient wellness have been met.The possible patient outcomes are generally described under three terms:

patient's condition improved, patient's condition stabilized, and patient'scondition deteriorated, died, or discharged. In the event the condition of the

patient has shown no improvement, or if the wellness goals were not met,the nursing process begins again from the first step.

All nurses must be familiar with the steps of the nursing process. If you're

planning on studying to become a nurse, be prepared to use these phaseseveryday in your new career.12 Rights of Drug Administration1.

Right Drug2.

Right Dose3.

Right Patient4.

Right Route5.

Right Time6.

Right Education7.

Right Evaluation8.


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Right Documentation/Recording9.

Right Approach10.

Right Assessment11. Right drug to drug interaction12. Right drug to food interaction

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HomeNursing Tips 12 Rights of Medication Administration

12 Rights of Medication Administration

Germeline NabuaNov 20th, 20123 Comments

12 Rights of Medication Administration? It is the easiest to memorize, I tell you.

However, that is applicable only when exams will be tomorrow.

A few weeks to months later, goodbye verbatim 12 Rights of Medication Administration because

it will already be transferred to Recycle bin and will just be restored once needed again.

So, how exactly are we, nurses going to accomplish that to remember the 12 rights of medication

administration anywhere, anytime even when we are sleeping? What I suggest, write a letter to

PT. RED. Clueless? Read below.
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Remember this: Every time you are going to recite the 12 Rights of Medication Administration,

always start with Dear pt. RED.

Dear Pt. RED is actually an acronym formed by the first letters of the 12 rights. Because we are

fond of calling names or really good with names, why not use it for academic benefits.

And I tell you, at the end of this post, you would not even take a little effort of memorizing each

description per letter acronym. Lets start?

Right to

D ocumentation

E valuation

A ssessment

R eason
http://www.nursegermz.com/wp-content/uploads/2012/11/12rightsofmedicationadministration.jpg


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P atient

T ime

R oute; refuse

E xpiration date; education

D rug; dose

To visualize it more, here is another picture. (because most nurses are visual learners)

The rights are as well group accordingly. If you can observe, the DEAR rights are almost part

of the nursing process (documentation, evaluation, assessment). Just by that, you already get

three points if ever the test type will be enumeration. The RED on the other hand, are more onthe patients side (route, refuse, education, expiration date, drug, dose). Then, we are left with

PT.

So the nursing tip regarding the 12 rights of drug administration is not just pure acronym, it is

also a mix of association. Associating the nursing process and so on.
http://www.nursegermz.com/wp-content/uploads/2012/11/12rightsofmedicationadministration-copy.jpg


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What are you going to do again every time you are going to recite the 12 Rights of Medication

Administration?

Improving Communication WithOlder Patients: Tips From the

Literature

Poor communication with this vulnerable and growing population can undermine

your efforts to provide good patient care.

Thomas E. Robinson II, PhD, George L. White Jr., PhD, MSPH, and John C.

Houchins, MD

Fam Pract Manag.2006 Sep;13(8):73-78.

As baby boomers increase in age, the face of the American population will

change dramatically. By the year 2030, a projected 71 million Americans will be

age 65 or older, an increase of more than 200 percent from the year 2000,

according to the U.S. Census Bureau.1Its estimated that some 6,000 people turn

age 65 every day and, by 2012, 10,000 people will turn age 65 every day.2

Aging health care consumers will increase the demand for physicians services.

In the United States, people over the age of 65 visit their doctor an average of

eight times per year, compared to the general populations average of five visits

per year.3Physicians should prepare for an increasing number of older patients
http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b1http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b1http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b1http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b2http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b2http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b2http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b3http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b3http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b3http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b2http://www.aafp.org/fpm/2006/0900/p73.html#fpm20060900p73-b1


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by developing a greater understanding of this population and how to enhance

communication with them.

The communication process in general is complex and can be further

complicated by age. One of the biggest problems physicians face when dealingwith older patients is that they are actually more heterogeneous than younger

people. Their wide range of life experiences and cultural backgrounds often

influence their perception of illness, willingness to adhere to medical regimens

and ability to communicate effectively with health care

providers.4Communication can also be hindered by the normal aging process,

which may involve sensory loss, decline in memory, slower processing of

information, lessening of power and influence over their own lives, retirement

from work, and separation from family and friends.5

At a time when older patientshave the greatest need to communicate with their physicians, life and physiologic

changes make it the most difficult.

Because unclear communication can cause the whole medical encounter to fall

apart,6physicians should pay careful attention to this aspect of their practice.

This article provides suggestions compiled from an extensive review of the

literature to help physicians and staff improve communication with older patients.

Many of the suggestions can be applied to patients of all age groups; however,

they are particularly important with older adults, for whom less-than-optimal

communication may have more negative consequences.

Communication tips for physicians

If you walked into a room and wanted to listen to the radio, you would first have

to plug it in to a power source. Similarly, when you walk into the exam room to

communicate with your older patients, the first thing you have to do is plug in,

that is, make a connection with them physically and emotionally. Once youve

made that connection, you can then begin to communicate necessary information

and instructions. Below is a list of tips to help you achieve this.

1. Allow extra time for older patients. Studies have shown that older patients

receive less information from physicians than younger patients do, when, in

fact, they desire more information from their physicians.7,8Because of their
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increased need for information and their likelihood to communicate poorly,

to be nervous and to lack focus, older patients are going to require

additional time. Plan for it, and do not appear rushed or uninterested. Your

patients will sense it and shut down, making effective communication

nearly impossible.

2. Avoid distractions. Patients want to feel that you have spent quality time

with them and that they are important. Researchers recommend that if you

give your patients your undivided attention in the first 60 seconds, you can

create the impression that a meaningful amount of time was spent with

them.9Of course, you should aim to give patients your full attention during

the entire visit. When possible, reduce the amount of visual and auditory

distractions, such as other people and background noise.10,11

3. Sit face to face. Some older patients have vision and hearing loss, and

reading your lips may be crucial for them to receive the information

correctly.12Sitting in front of them may also reduce distractions. This simple

act sends the message that what you have to say to your patients, and

what they have to say to you, is important. Researchers have found that

patient compliance with treatment recommendations is greater following

encounters in which the physician is face to face with the patient when

offering information about the illness.13

4. Maintain eye contact. Eye contact is one of the most direct and powerful

forms of nonverbal communication. It tells patients that you are interested

in them and they can trust you. Maintaining eye contact creates a more

positive, comfortable atmosphere that may result in patients opening up

and providing additional information.10

5. Listen. The most common complaint patients have about their doctors is

that they dont listen.14Good communication depends on good listening, so

be conscious of whether you are really listening to what older patients aretelling you. Many of the problems associated with noncompliance can be

reduced or eliminated simply by taking time to listen to what the patient has

to say.10Researchers have reported that doctors listen for an average

seconds before they interrupt, causing miss important information patients

are trying to tell them.15
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6. Speak slowly, clearly and loudly. The rate at which an older person learns

is often much slower than that of a younger person. Therefore, the rate at

which you provide information can greatly affect how much your older

patients can take in, learn and commit to memory.10,12Dont rush through

your instructions to these patients. Speak clearly and loudly enough for

them to hear you, but do not shout.

7. Use short, simple words and sentences. Simplifying information and

speaking in a manner that can be easily understood is one of the best to

ensure that your patients will follow your instructions. Do not use medical

jargon or technical terms that are difficult for the layperson to understand In

addition, do not assume that patients will understand even basic medical

terminology. Instead, make sure you use that are familiar and comfortable

to your patients.9

8. Stick to one topic at a time. Information overload can confuse patients.

avoid this, instead of providing a long, detailed explanation to a patient, try

the information in outline form. This allow you to explain important

information in a series of steps. For example, first talk about the heart;

second, talk about blood pressure; and third, talk about treating blood

pressure.16

9. Simplify and write down your instructions. When giving patientsinstructions, avoid making them overly complicated or confusing. Instead,

write down your instructions in a basic, easy-to-follow format. Writing is a

more permanent form of communication than speaking and provides the

opportunity for the patient to later review what you have said in a less

stressful environment.10

One way to accomplish this is to provide an information sheet that

summarizes the most important points of the visit and explains what the

patient needs to do after he or she leaves your office. (See anexample.)For example, instead of just telling older patients to take their medication

and get some exercise, you can give them a visit summary to take home

that includes detailed instructions, such as Take a pill when you first get up

in the morning, Walk around the block in the morning, and Walk around

the block in the afternoon.
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With such a list, the patient can mentally check off each item as it is

completed each day. Posting the information on the refrigerator or a bulletin

board can help keep instructions fresh in the patients mind.10

10. Use charts, models and pictures. Visual aids will help patients better

understand their condition and treatment. Pictures can be particularly

helpful since patients can take home a copy for future reference.12You can

find free images online in Medems Medical Library

athttp://www.medem.com/medlb/medlib_entry.cfm.Click on Anatomy and

Medical Illustrations under the heading Diseases and Conditions.

11. Frequently summarize the most important points. As you discuss the

most important points with your patients, ask them to repeat your

instructions. If after hearing what the patient has to say you conclude that

he or she did not understand your instructions, simply repeating them may

work, since repetition leads to greater recall.16The National Council on

Patient Information and Education recommends having a nurse or

pharmacist repeat instructions for taking medications, and it advises always

combining written and oral instructions.17However, be aware that if patients

require a second or third repeat, they may become frustrated and disregard

the information altogether. An effective technique to try at that point is to

rephrase the message, making it shorter and simpler. You may also want

elderly patients to bring a family member or friend in during the consultation

to ensure information is understood.12

12. Give patients an opportunity to ask questions and express

themselves. Once you have explained the treatment and provided all the

necessary information, give your patients ample opportunity to ask

questions. This will allow them to express any apprehensions they might

have, and through their questions you will be able to determine whether

they completely understand the information and instructions you have

given.12If you have doubts, you may want to have a staff person contact

the patient in 24 hours to review educational points.

TAKE-HOME MESSAGES FOR YOUR PATIENTS

Providing patients with a visit summary such as the one shown here can help

them remember the key points of their visit. Click below to download a blank template.
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Download in PDF format

Communication tips for staff

Using the radio analogy again, how nice would it be if, when you wanted to listen

to the radio, it was already plugged in and playing music when you entered the

room. This is where your staff can help. They can contribute greatly to yourcommunication success by helping older patients feel comfortable and prepared

for your consultation. Heres how:

1. Schedule older patients earlier in the day. Older patients often get tired

later in the day, and medical offices tend to get busier as the day goes on.
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Scheduling older patients earlier in the day will bring them in when the

office is quieter and will allow your staff to spend more time with them.18

2. Greet them. This is an important step in making older patients feel

comfortable and important. Staff members should greet patients warmly

when they arrive at your practice and should introduce themselves by

stating their name and position.19

3. Seat them in a quiet, comfortable area. Because reception areas can be

noisy and confusing, staff members should help seat older patients away

from noise and disruptions. In addition, your waiting area seating should be

firm and of standard height, with arm supports to make it easier for older

patients to get around independently.

Once the patient has checked in, bring them any forms that need to befilled out. Be prepared to provide any assistance the patient may need in

reading or filling out forms. This will lower the amount of stress the patient

may feel during the initial visit.14

4. Make things easy to read. Lighting in the waiting and exam areas should be

bright and spread evenly throughout the room. Reduce all glare and avoid

sitting older patients in shadows. Good lighting will help the patients ability

to read printed material, see facial expressions and read lips. In addition,

use large, easy-to-read print on all of your business cards, appointmentcards, brochures and educational materials. Easy-to-read signs posted

throughout the practice can also help to provide important information,

since older individuals may be reluctant to ask seemingly obvious

questions of the medical staff.14

5. Be ready to physically escort patients. Assisting the elderly patient from

room to room may be necessary, especially if there are steps or risers in

the office. Make sure the patient is comfortable and that any immediate

needs are filled.19

6. Check on them from time to time. If older patients will be in the examination

or consultation room unattended for an extended period, check on them so

they know you have not left them or forgotten them. If the doctor is delayed

with another patient, let patients know that and keep them updated on how

long the wait might be.
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7. Keep the patient relaxed and focused. This is key to obtaining reliable

information from the patient. Lightly touching the patients shoulder, arm or

hand will help them relax and increase their level of trust. Also, call the

patient by name (e.g., Mr. Thomas or Mrs. Johnson) so the visit seems

personal and important.14

8. Say goodbye. You want patients to have a good feeling about their visit and

your practice. You want them to leave knowing how much you care about

them and their health. One way to accomplish this is to walk the patient to

the checkout desk, thank them for their visit and tell them goodbye.19

20 COMMUNICATION TIPS

The tips provided in this article, summarized below, can be an excellent training tool for

new physicians and staff.

1. Allow extra time for older patients.

2. Minimize visual and auditory distractions.

3. Sit face to face with the patient.

4. Dont underestimate the power of eye contact.

5. Listen without interrupting the patient.

6. Speak slowly, clearly and loudly.

7. Use short, simple words and sentences.

8. Stick to one topic at a time.

9. Simplify and write down your instructions.

10. Use charts, models and pictures to illustrate your message.

11. Frequently summarize the most important points.

12. Give the patient a chance to ask questions.

13. Schedule older patients earlier in the day.

14. Greet them as they arrive at the practice.

15. Seat them in a quiet, comfortable area.

16. Make signs, forms and brochures easy to read.

17. Be prepared to escort elderly patients from room to room.
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18. Check on them if theyve been waiting in the exam room.

19. Use touch to keep the patient relaxed and focused.

20. Say goodbye, to end the visit on a positive note.

Getting your team readyCommunication is not an exact science; you will need to experiment and find

which strategies work best for you and your staff. You will also need to remember

that different patients have different communication needs, which may require

different techniques. However, if you begin with the tips provided and if you train

your staff to follow them, you will find increased levels of comfort and satisfaction

among your elderly patients, and you will be better able to care for this growing

population.

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