PLEASE REORGANOIZE AND DONT TAKE ANY INFORMATION AWAY :Person-Centred Care, Effective Communication, and Supporting Respectful Care Interactions

Objective

Introduction

Part 1.

Foundations of Person-Centred Care (PCC)

Effective Communication in Healthcare

Supporting Respectful Care Interactions

Part 2:

Optimizing Patient Care Through Spatial Awareness

Negotiation and Shared Decision making for Care Plans

Conclusion and Key Takeaways

Train the Trainers’ Resource Pack: A Comprehensive Guide for Train the Trainer Programs

9.1 Lesson Plan Templates

9.2 Role-Playing Scenarios

9.3 Case Study Discussion Guides

9.4 Visual Aids for Spatial Awareness

9.5 De-Escalation Resources

Train the Trainer Program Outline

10.1 Introduction (10 minutes)

10.2 Part 1: Foundations of Person-Centred Care (PCC) (30 minutes)

10.3 Part 2: Effective Communication in Healthcare (30 minutes)

10.4 Part 3: Supporting Respectful Care Interactions (45 minutes)

10.5 Part 4: Optimizing Patient Care Through Spatial Awareness (40 minutes)

10.6 Part 5: Persuasion Techniques for Care Plans (40 minutes)

10.7 Conclusion and Key Takeaways (15 minutes)

Lesson Plans:

Module 1 Person-Centred Care, Effective Communication, and Supporting Respectful Care Interactions

Objective: Equip healthcare workers with the knowledge and skills to deliver person-centred care (PCC), communicate effectively, and maintain a respectful and safe environment while applying spatial awareness, communication, and negotiation techniques in healthcare settings.

This module This module also aligns with Accreditation Canada’s Qmentum 2025 Standards, specifically under the following criteria:

People-Centred Care (PCC) Standards: Partnering with clients and families to deliver safe and respectful care.

Leadership Standards: Promoting a culture of person-centred service and ethical care delivery

Introduction (10 minutes)

• Define Person-Centred Care (PCC): An approach that respects and responds to individual patient needs, values, and preferences, ensuring that care is tailored to the unique person rather than focusing solely on their medical condition.

• Emphasize the importance of effective communication and spatial awareness: Fostering trust, improving patient outcomes, and enhancing satisfaction through open, clear, and empathetic communication. Spatial awareness enhances the physical and emotional comfort of both patients and healthcare professionals.

• Respectful Care Interactions: Introduction to Vancouver Coastal Health Authority's (VCH) policies and the importance of creating a respectful workplace environment for staff, clients, and support persons. This ensures that all interactions uphold dignity and respect.

Key Principles of PCC:

Respect for Individual Values and Preferences: Involve patients in decision-making, honoring their preferences and treating them with dignity.

Holistic Approach: Address physical, emotional, social, and psychological needs beyond just the medical condition, recognizing the patient as a whole person.

Partnership and Shared Decision-Making: Collaborate with patients as equal partners in their care decisions, promoting autonomy and informed choices.

Coordination of Care: Ensure seamless integration of clinical care, ancillary services, and transitions between settings for a continuous care experience.

Information and Education: Provide clear, accessible information to empower patients to participate in their care process.

Emotional Support: Address anxiety, concerns, and emotional needs to provide comfort and stability for patients.

Family Involvement: Involve family or friends in the care process, as appropriate, recognizing their support in the patient’s well-being.

Physical Comfort and Safety: Create a safe, comfortable environment where patients can feel at ease.

Individualization: Tailor care to meet each patient’s unique circumstances and needs. (Qmentum PCC Standards 1.0: Demonstrates a commitment to person-centred care in vision, mission, and daily practices.)

*Transition question:

Question to the group: “Does what matter to you today differ from what mattered to you yesterday? This is key to the importance of dialogue

The "What Matters to You?" Campaign vs traditional question “What is the matter with you”

The shift in focus from "What's Wrong with you?" to "What Matters to you?" gained traction following a 2012 publication in the New England Journal of Medicine by Michael Barry and Susan Edgman-Levitan. Building on this concept, Norwegian healthcare providers in 2014 developed a system designed to enable older adults to live according to their wishes. This initiative served as a basis for the "What Matters to You?" movement.

The "What Matters to You?" approach integrates seamlessly with Person-Centred Care (PCC) by fostering meaningful dialogues among healthcare providers, patients, families, and caregivers. By posing this key question, care can be better aligned with individual priorities, which can lead to improved health outcomes, greater satisfaction, and increased engagement for both patients and healthcare staff.

How It All Ties Together

Patient Outcomes: Asking “What matters to you?” shifts focus from symptoms to personal goals, fostering better-tailored care

Staff Engagement: The campaign also supports healthcare staff by asking them what matters at work, promoting joy in their roles while reducing burnout

Organizational Impact: Embedding this approach across workflows strengthens PCC practices within health organizations, ensuring care aligns with patient priorities while inspiring empathy and innovation among staff

By integrating the "What Matters to You?" campaign into PCC principles, healthcare organizations can create a culture of listening deeply, respecting individuality, and delivering care that truly addresses what is most important to each person they serve

Activity:

• Group Discussion: How do these principles apply to real-world scenarios in healthcare? Participants will discuss examples from their practice and how they implement these principles with patients.

Outcome: Participants can articulate what PCC is and why it matters in Canadian healthcare, especially in compliance with

Qmentum’s People-Centred Care guidelines. Meets Qmentum PCC 1.2–1.4: Emphasizes information sharing and client/family participation.

Supports Service Excellence Criteria for tailoring care to client preferences and feedback.

Effective Communication in Healthcare

Objective: Participants will develop skills in effective verbal and non-verbal communication with clients, families, and colleagues to enhance person-centred care. This module aligns with Accreditation Canada’s Qmentum 2025 Standards in the following ways:

People-Centred Care (PCC) Standards 1.3 & 1.4: Promoting shared decision-making and accessible, respectful communication.

Service Excellence and Ethics Standards: Supporting culturally competent, inclusive, and respectful interactions.

Core Communication Strategies:

Active Listening: Maintain eye contact(depends) , avoid interruptions, and repeat key points for clarity to ensure the patient feels heard and understood.

Clear Language: Use plain language to explain diagnoses, treatment plans, and any medical terms to avoid confusion and foster patient comprehension.

Empathy and Rapport Building: Establish rapport and empathize with patients’ feelings, creating a safe environment for open communication.

Cultural Competence: Recognize and respect cultural differences that may affect communication preferences, ensuring all patients feel valued. This is done by asking questions

Non-Verbal Communication: Be mindful of body language, facial expressions, and gestures to reinforce the verbal message and demonstrate attentiveness.

Open-Ended Questions: Use open-ended questions to encourage patients to share their concerns freely, fostering an inclusive dialogue.

Patient Education: Check for understanding of diagnoses, treatment plans, and preventive measures to ensure informed decision-making.

Activity:

Option(s)

Role-play Exercise: Participants practice active listening, clear communication, and cultural competence through simulated patient interactions, offering feedback to each other.

Tabletop discussion: open the floor to discussion

Outcome: By the end of this module, participants will be able to demonstrate effective communication skills that foster clear, compassionate, and culturally sensitive interactions with clients, families, and colleagues. They will understand and apply communication techniques that promote collaboration, reduce misunderstandings, and support person-centred care.

This aligns with Accreditation Canada’s Qmentum 2025 Standards by enhancing client and family engagement (Qmentum PCC 2.0), supporting team communication excellence (Qmentum LEAD 3.1), and contributing to a safe, respectful care environment (Qmentum Safety and Risk Management Standards).

Participants will leave equipped to improve care outcomes through purposeful communication and continuous feedback.

Supporting Respectful Care Interactions

Objective: Participants will learn strategies to foster respectful, culturally safe, and inclusive care interactions. This module supports Accreditation Canada’s Qmentum 2025 standards by emphasizing ethical behavior, cultural competence, and creating environments free from discrimination and harassment.

Introduction to VCH’s Respectful Workplace Policy:

• Overview of VCH Policy: The policy aims at ensuring a safe and respectful environment for staff, clients, and support persons within healthcare settings. Key principles include:

Treat everyone with respect, including clients and support persons.

Address disrespectful behavior through clear consequences.

Respond promptly to safety concerns, ensuring the psychological and physical safety of all involved.

Tailor communication methods to individual needs in accordance with the Human Rights Code and Health Care Consent Act.

People-Centred, Trauma-Informed, and Culturally Safe Care:

Trauma-Informed Approach: Understand and address the underlying causes of challenging behavior by creating a collaborative, non-coercive care environment. Acknowledge patients’ trauma histories to foster trust and cooperation.

Cultural Safety & Anti-Racism: Acknowledge cultural differences in communication and care preferences, ensuring all care practices are culturally sensitive and anti-racist. Ask questions

Activity:

Case Study Discussion: Review a hypothetical scenario involving disrespectful behavior. Participants will practice de-escalation techniques and apply the VCH policy to resolve the situation effectively. How can we respectively ask questions?

Outcome: Participants will develop skills to support respectful, culturally safe, and professional care interactions that align with Accreditation Canada’s Qmentum 2025 standards. They will be equipped to foster inclusive environments, manage difficult conversations ethically, and contribute to a positive organizational culture committed to equity and respect.

Module 2 : Optimizing Patient Care Through Spatial Awareness

Objective: Participants will learn how physical space and environmental awareness impact patient experience and safety. This module aligns with Accreditation Canada’s Qmentum 2025 standards focusing on safe, supportive care environments and respectful care interactions.

Understanding Spatial Dynamics (Edward Hall’s Proxemic Zones)

Edward Hall’s proxemics theory highlights the importance of spatial zones in human interactions. In healthcare settings, understanding these zones can help providers navigate patient interactions respectfully while ensuring safety.

Intimate Zone (0-18 inches): This zone involves close physical contact, such as during medical exams or procedures. Patients may feel vulnerable in this space, so healthcare providers should explain their actions clearly, obtain consent, and use empathetic communication to reduce discomfort

Personal Zone (18 inches – 4 feet): Suitable for personal interactions, such as discussing sensitive medical information. Seating arrangements should prioritize patient comfort while avoiding overcrowding. This distance fosters trust while maintaining professionalism

Social Zone (4 feet – 12 feet): Appropriate for less intimate interactions, such as general consultations or team discussions. Maintaining this distance helps patients feel respected while enabling effective communication

Adjusting the Environment for Patient Comfort

Creating a welcoming and adaptable physical environment can significantly improve patient experiences and communication.

Flexible Chair Arrangements: Moveable seating allows healthcare providers to adapt the space to suit the nature of the discussion—whether formal or informal—ensuring patients feel at ease. For example, arranging chairs to maintain eye contact while respecting personal space can enhance rapport

Lighting, Acoustics, and Layout: Soft lighting, good acoustics, and a well-organized layout reduce stress and facilitate clear communication. These elements contribute to a calming atmosphere that supports effective care delivery (time of day)

Privacy Considerations: Use partitions or screens to create private spaces for sensitive conversations, respecting patients’ need for confidentiality and minimizing territorial intrusion (Family in the room to be discussed)

Health professional role interpretation

Cultural Sensitivity in Spatial Preferences

Hall emphasized that perceptions of personal space vary across cultures. Healthcare providers must remain aware of cultural norms to ensure respectful interactions.

Respect Cultural Norms: Some cultures value closer proximity during interactions, while others prefer more distance. ASK patients about their preferences rather than assuming comfort levels

Examples of Culturally Sensitive Practices:

Providing information in a patient’s native language.

Engaging family members in decision-making when culturally appropriate

Activity – Room Setup Exercise

Option: Participants will review a healthcare room layout (or room where session is held) and adjust it based on principles of spatial awareness, cultural sensitivity, and the unique needs of patients. This exercise encourages participants to apply proxemics theory practically by creating environments that balance safety, respect, and cultural sensitivity.

By combining Hall’s proxemics theory with culturally sensitive practices, healthcare providers can optimize patient care by respecting personal space preferences while fostering trust and collaboration. This approach enhances communication, reduces stress, and improves overall patient satisfaction.

Outcome:

Participants will be able to recognize and optimize the physical environment and spatial interactions to improve patient comfort, safety, and dignity, fully aligned with Accreditation Canada’s Qmentum 2025 standards.

They will enhance communication through spatial awareness and contribute to creating safer, more respectful care environments.

Negotiation and Shared Decision making for Care Plans

Objective: Participants will develop effective negotiation and shared decision-making skills to collaboratively create person-centred care plans. This module supports Accreditation Canada’s Qmentum 2025 standards on client partnership, communication, and ethical care.

Tactical Empathy and Communication Strategies:

Mirroring: Repeat key phrases or behaviors to build rapport and demonstrate understanding.

Labeling: Acknowledge and name emotions to foster trust and cooperation, helping patients feel heard and validated.

Setting Boundaries: Establish and maintain respectful boundaries to ensure both patient and healthcare worker safety and promote quality care.

Activity:

Role-playing Negotiations: Participants practice using mirroring, labeling, and setting boundaries in simulated patient-provider scenarios, with peer feedback to refine techniques (group discussion) . To add to practical, have groups of three, one health care worker, patient and a family member . Have dialogue regarding discharge plan/care plan etc and check in after to see how the patient and family member received your information

Conclusion and Key Takeaways

Integrating PCC, Effective Communication, and Spatial Awareness: Healthcare workers can create a supportive, collaborative environment that fosters trust, improves patient satisfaction, and enhances overall care quality. Understanding spatial dynamics and communication strategies enhances the effectiveness of care interactions.

Respectful Care: By following VCH’s policies and applying trauma-informed, culturally safe care practices, healthcare workers contribute to a safer, more respectful workplace for all.

Outcome

Participants will confidently apply negotiation and shared decision-making techniques to develop collaborative; person-centred care plans that respect client and family preferences. This integrated approach supports Accreditation Canada’s Qmentum 2025 standards for communication, client partnership, cultural safety, and ethical care practice.

Train the Trainer Manual: Person-Centred Care, Effective Communication, and Supporting Respectful Care Interactions

1. Introduction

Objective:

Equip educators with the tools and knowledge to effectively train healthcare staff at their respective sites on Person-Centred Care (PCC), communication strategies, and respectful care interactions, promoting a culture of safety and empathy in healthcare settings.

Adult Learning Principles:

Adults are self –directed and bring valuable experience to the learning process

Learning is most effective when immediately applicable to real life situations

Training should problem –centered and relevant to to participant's daily work

Encourage active participation, reflection, and peer learning

Adult Learning Theory Reminder: Adults are self-directed learners and prefer to see how the learning will apply to their own lives. It is essential to connect these concepts to real-world healthcare scenarios to engage them. Emphasize immediate application of the knowledge gained during training.

2. Train the Trainer Program Outline

Introduction (15 Minutes)

Objective: 

To introduce the purpose and benefits of the Train the Trainer model.

Empower educators to deliver content and support learning within their healthcare environments.

Define the key concepts of Person-Centred Care, Effective Communication, and Respectful Care Interactions.

Highlight the importance of these principles in improving care quality and staff satisfaction.

Adult Learning Theory Reminder: Adults bring prior experiences to the learning process. Use those experiences in group discussions to ground new concepts in real-life examples that resonate with healthcare professionals. Encourage the learners to share their own experiences to create relevance and engagement.

Trainer Preparation Checklist

Review all lesson plans and objectives

Prepare materials

Set up room for activities (if applicable)

Familirize yourself with Adult Learning Principles

Ensure all technology is available and functioning (if needed)

Print handouts and evaluation form

Lesson 1: Foundations of Person-Centred Care (45 Minutes)

Key Principles of PCC:

Respect for individual values and preferences

A holistic approach to care.

Shared decision-making.

Activity: Group discussion on applying PCC principles in various healthcare settings.

Objective: Help trainers understand and apply PCC principles in practice.

Adult Learning Theory Reminder: Adults are problem-centered rather than content-oriented. Focus the discussion on how PCC principles solve specific problems they encounter daily in healthcare settings. By addressing the real challenges of applying these principles, learners will see the immediate benefit of the content.

Effective Communication in Healthcare

Objective: Trainers develop skills in modeling effective communication and empathy.

Core Communication Strategies:

Active listening.

Empathy and rapport building.

Cultural competence and non-verbal communication.

Activity: Role-play exercises to practice communication scenarios.

Adult Learning Theory Reminder: Adults learn best through active involvement. Role-playing allows them to practice and immediately apply new skills. This hands-on experience will make communication techniques more memorable and effective.

Supporting Respectful Care Interactions

Objective: Trainers learn how to manage difficult interactions while promoting a respectful care environment.

Introduction to Respectful Workplace Policies: Understanding how policies impact patient interactions.

De-Escalation Techniques:

Calm verbal interventions.

Maintaining a safe distance.

Recognizing when to escalate to clinical leadership.

Activity: Case study discussion on applying de-escalation techniques and workplace policies.

Objective: Trainers learn how to manage difficult interactions while promoting a respectful care environment.

Adult Learning Theory Reminder: Adults prefer experiential learning. Case studies and role-playing are valuable as they allow participants to analyze real-world scenarios and reflect on their own practices. Allow ample time for reflection, encouraging the trainer to ask open-ended questions to explore different viewpoints

2 Optimizing Patient Care Through Spatial Awareness

Objective: Trainers learn how room setup and physical distance can affect patient comfort and communication

Edward Hall’s Proxemic Zones:

Intimate, personal, social zones.

Activity: Room setup exercise to practice applying spatial awareness principles.

Discussion on Reading the Room

Adult Learning Theory Reminder: Adults are motivated by internal drives, and seeing a connection between physical space and patient comfort will create immediate relevance. Trainers should allow time for hands-on practice in the room setup exercise and encourage trainers to discuss how spatial awareness changes patient outcomes.

Persuasion Techniques for Care Plans

Objective: Trainers learn to use persuasive communication techniques in care planning.

Tactical Empathy and Communication Strategies:

Mirroring.

Labeling.

Setting boundaries.

Activity: Role-play negotiations between patients and healthcare providers.

Adult Learning Theory Reminder: Adults are motivated by problem-solving and prefer learning to be goal-oriented. Role-playing helps connect theoretical strategies to the practical goal of improving patient-provider communication. It reinforces learning by allowing them to experiment with and refine new skills in a supportive environment.

3. Detailed Lesson Plans

3.1 Part 1: Foundations of Person-Centred Care (PCC)

This section prepares the trainers to teach others the foundational principles of PCC, ensuring they can tailor these to their site-specific needs.

Key Principles of PCC:

Trainers will be instructed to:

Respect for Individual Values and Preferences:

Teach how to involve patients in decision-making, honoring their preferences, and create scenarios to illustrate these principles.

Holistic Approach and Shared Decision-Making:

Lead group discussions on how to address the emotional, social, and psychological aspects of care at respective sites.

Application to Local Settings:

Trainers will practice customizing these principles with real examples from their local sites.

Activity:

Group Discussion for Trainers:

How would these principles apply in various healthcare settings? Educators will discuss and adapt the principles to local examples at their sites, making them relevant to their trainees.

Adult Learning Theory Reminder: Adults need relevance and practicality. Encourage trainers to connect PCC principles with the specific challenges and experiences they face in their healthcare environments. This promotes active learning and deeper engagement.

3.2 Part 2: Effective Communication in Healthcare

Trainers will learn how to teach communication strategies that they can incorporate into their sessions, ensuring that their teams communicate effectively in a variety of healthcare settings.

Core Communication Strategies:

Trainers will focus on the following core strategies:

Active Listening:

Teach trainees to engage with patients without interruptions.

Empathy and Rapport Building:

Educators will learn how to model empathy through training and incorporate role-playing activities.

Cultural Competence and Non-Verbal Communication:

Trainers will focus on teaching cultural sensitivity and reinforcing positive body language.

Activity:

Role-Play Exercise for Trainers:

Trainers will practice facilitating role-plays with each other, ensuring they understand the key techniques and can guide trainees through real-life simulations.

Adult Learning Theory Reminder: Adults need to be actively involved in their learning. Ensure that role-plays mimic real scenarios they will face, allowing them to experiment with communication strategies in a safe environment and receive immediate feedback.

3.3 Part 3: Supporting Respectful Care Interactions

Trainers will be taught how to guide their teams in adhering to respectful care policies and managing difficult situations with empathy and professionalism.

Introduction to VCH’s Respectful Workplace Policy:

Trainers will familiarize themselves with policies, including:

Treating everyone with respect.

Managing disrespectful behavior and the roles of the healthcare team.

Recognizing the importance of trauma-informed, culturally safe care.

De-escalation Techniques:

Trainers will focus specific approaches to de-escalate aggressive situations, including:

Calm Verbal Interventions

Maintaining Safe Distance

Recognizing when to escalate to clinical leadership

Activity:

Case Study Discussion for Trainers:

Trainers will practice facilitating case studies based on real scenarios, teaching their trainees how to apply de-escalation techniques and VCH policies.

Adult Learning Theory Reminder: Adults bring rich life experiences to the learning process, so case study discussions should include multiple perspectives and solutions. This collaborative approach encourages peer-to-peer learning, making the lesson more engaging and valuable.

Part 2 : Optimizing Patient Care Through Spatial Awareness

This section focuses on the physical and psychological aspects of care and will equip trainers to help staff create a welcoming and safe environment.

Understanding Spatial Dynamics:

Trainers will be taught how to apply Edward Hall’s proxemic zones to various healthcare settings:

Intimate Zone (e.g., physical exams).

Personal Zone (e.g., conversations about treatment).

Social Zone (e.g., group consultations or team meetings).

Activity:

Room Setup Exercise:

Trainers will practice reviewing room layouts and adjusting them based on principles of spatial awareness, cultural sensitivity, and patient needs.

Adult Learning Theory Reminder: Adults learn best when involved in practice. Involve them in active decision-making about room setups, helping them see the direct link between spatial awareness and patient comfort. This hands-on approach reinforces learning through direct experience

Part 5: Persuasion Techniques for Care Plans

Trainers will be prepared to guide their teams in handling sensitive care discussions using effective negotiation techniques.

Tactical Empathy and Communication Strategies:

Trainers will focus on:

Mirroring: Demonstrating understanding through verbal and non-verbal cues.

Labeling: Teaching how to acknowledge and validate patient emotions.

Setting Boundaries: Educators will learn how to guide staff in setting respectful boundaries in care.

Activity:

Role-playing Negotiations:

Trainers will practice simulating patient-provider negotiations with peers to refine their teaching approach.

Adult Learning Theory Reminder: Adults are motivated when they see practical applications of the skills they’re learning. Role-playing allows participants to practice negotiation techniques, making them feel more confident in their ability to influence and communicate effectively in care planning.

3.6 Conclusion and Key Takeaways (15 minutes)

Trainers will learn how to wrap up their sessions and reinforce the integration of Person-Centred Care, Communication, and Spatial Awareness.

Wrap-Up for Trainers:

Importance of Applying PCC, Communication, and Spatial Awareness:

Discuss how these principles apply in their healthcare settings.

Focus on Self-Reflection:

Encourage trainers to support self-reflection among their trainees, helping them see how these strategies can improve both patient satisfaction and the work environment.

4.Trainers’ Resource Pack: A Comprehensive Guide

This Trainers' Resource Pack has been designed to empower educators to effectively deliver training on Person-Centred Care (PCC), Effective Communication, and Supporting Respectful Care Interactions. Each trainer will receive a toolkit with various resources to facilitate a successful, context-specific learning experience that fosters improved patient care and a supportive, respectful workplace environment. Below is a breakdown of the complete resource pack:

4.1 Lesson Plan Templates

Purpose: These structured templates are designed to guide the trainer through the process of delivering each session of the Train the Trainer program. They provide a clear framework that includes session objectives, key activities, discussion points, and reflection exercises.

Lesson Plan Format:

Session Title: The focus of the lesson (e.g., Foundations of Person-Centred Care, Effective Communication).

Learning Objectives: Clear, measurable goals for what participants will be able to achieve by the end of the session.

Session Overview: A summary of the session, providing an outline of what will be covered.

Materials Needed: List of any handouts, slides, or props needed for the session.

Activities: Engaging and interactive methods to help participants apply concepts (e.g., group discussions, role-plays).

Discussion Points: Key questions for discussion that encourage critical thinking and application to real-world healthcare settings.

Assessment: Methods for gauging participant understanding and success. (if warranted)

Adult Learning Theory Reminder: Adults need clear goals and structure to guide their learning. The lesson plan templates should offer clear, measurable objectives, allowing trainers to stay focused on the desired outcomes while encouraging participation and engagement.

4.2 Role-Playing Scenarios

Purpose: These detailed scripts for role-playing exercises are designed to help trainers guide participants in practicing real-life healthcare scenarios that involve Person-Centred Care, effective communication, and de-escalation techniques.

Adult Learning Theory Reminder: Adults thrive when they can immediately apply their learning. Role-playing scenarios help them practice new skills in a realistic, low-risk environment before applying them in their workplace.

Example Scenarios:

Scenario 1: Dealing with Patient Anxiety

Role-Play Description: A nurse interacts with a patient who is anxious about an upcoming procedure.

Nurse’s Approach: Active listening, empathy, providing reassurance, explaining the procedure in clear, simple terms.

Patient’s Concerns: Expressing fears about pain and uncertainty.

Objective: Teach active listening, empathetic responses, and clear communication.

Scenario 2: Handling Aggressive Behavior

Role-Play Description: A staff member de-escalates a verbally aggressive patient who is refusing treatment.

Staff’s Approach: Calm verbal interventions, maintaining safe physical distance, and recognizing when to involve clinical leadership.

Objective: Practice de-escalation techniques and recognize the importance of safety and intervention escalation.

4.3 Case Study Discussion Guides

Purpose: These case studies provide realistic scenarios encountered in healthcare settings. The guides focus on fostering discussion about applying respectful care, managing difficult situations, and using de-escalation techniques effectively.

Example Case Study:

Case Study 1: Agitated Elderly Patient with Dementia

Scenario: An elderly patient with dementia becomes agitated during medication administration.

Discussion Questions:

What might be causing the patient’s agitation (e.g., confusion, fear, pain)?

How can staff use de-escalation techniques to calm the patient?

How should communication differ with patients suffering from dementia?

What non-verbal cues should staff be aware of in this situation?

When should clinical leadership or other specialists be involved?

Case Study 2: Family Involvement in Decision-Making

Scenario: A patient wishes to make decisions about their care, but their family members strongly disagree.

Discussion Questions:

How can healthcare providers facilitate shared decision-making between patients and their families?

What strategies can be used to ensure respect for the patient’s autonomy while acknowledging family concerns?

How can staff maintain empathy and clear communication in this difficult scenario?

4.4 Visual Aids for Spatial Awareness

Purpose: This section includes diagrams and instructions for optimizing healthcare spaces by understanding and applying spatial zones (proxemics) to enhance communication and comfort for both patients and staff.

Spatial Zones:

Intimate Zone (0-18 inches): Used during procedures like physical exams or providing personal care. Be mindful of the patient’s comfort and vulnerability.

Personal Zone (1.5-4 feet): Suitable for conversations about treatment, diagnosis, or discussing sensitive matters.

Social Zone (4-12 feet): Common in group discussions or team meetings. Ensuring adequate personal space is important in reducing tension.

Room Setup Tips:

Intimate Zone: When conducting a physical exam or assisting with personal care, ensure clear communication and explain your actions to reduce patient anxiety.

Personal Zone: Maintain a respectful distance when discussing care plans or addressing concerns. Be aware of cultural preferences regarding proximity.

Social Zone: Ensure that team discussions or consultations in group settings allow for open communication while maintaining comfort and focus.

Adult Learning Theory Reminder: Adults learn well when presented with visual aids and practical tools that enhance understanding. Diagrams and instructions help learners visualize how spatial awareness affects patient interactions, creating a more concrete connection between theory and practice.

Participant Pre/Post-Training Self-Assessment

Purpose: Measure participants’ confidence and knowledge before and after training.

Format: Likert scale (e.g., 1 = Not confident, 5 = Very confident) on session objectives.

Sample Statements:

“I feel confident applying [skill/topic].”

“I understand the importance of [concept].”

Instructions: Complete the same assessment at the start and end of the session to track growth.

Session Feedback Form

Purpose: Collect anonymous feedback on session effectiveness and trainer performance.

Includes:

Ratings (1–5) on clarity, engagement, and relevance.

Open-ended questions, such as:

“What was the most valuable part of today’s session?”

“What could be improved?”

“How confident do you feel in applying these skills?”

Trainer Self-Reflection Form

Purpose: Help trainers evaluate their own performance and identify areas for improvement.

Guiding Questions:

“What aspects of the session went well?”

“Were there any unexpected challenges?”

“How engaged were the participants?”

“What will I do differently next time?”

Conclusion: By consistently using these assessment and feedback tools, trainers can continuously improve the learning experience and outcomes for healthcare staff.

Conclusion

Wrap-Up for Trainers:

Focus on Self-Reflection: Trainers to support self-reflection among their trainees. Adult learners benefit from reflecting on how the training connects to their personal experiences and work practices. This encourages continuous improvement and reinforces the idea that learning is a lifelong process.

By embedding these reminders from Adult Learning Theory, the training will be more engaging, relevant, and effective, ensuring that healthcare staff are better equipped to implemen