FAR153 Past Year Question and Answer

7/25/2019 FAR153 Past Year Question and Answer

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FAR153/2 COMMUNICATION SKILLS IN PHARMACY PRACTICE

2014/2015

I) Describe the PAR technique in patient counseling at the Out-Patient pharmacy. (25m)

PAR is a technique used in effective communication

P - being !e"!e#. This is prior to counseling and means being alert for

- potential barriers to communication,- possible compliance problems,- the need for privacy,- or the likelihood that increased counseling time will be required

e need to know

- the prescription of the patient- the patient profile- the personal knowledge of the patient. !peak to his"her level- the state of the pharmacy and the people who are waiting. e need to emphati#e.

- $ur own mental state-be mentally ready.

A - "$$e$$ %&e $i%'"%i(n

- %ook and listen for clues to barriers- %ook for verbal clues, and listen for nonverbal.- &ou may use certain phrases to draw out further clues from the patient- !tart the assessment from the moment of identification and keep looking and listening

throughout the conversation

R - !e$(n# %( %&e nee#$ "n# b"!!ie!$

- Reflect to the patient your understanding of the content of their words and the feelings theye'press

- Acknowledge their concerns as being genuine- (larify any doubts or uncertainties towards their medicine- )ocus on helping them remove their barriers- !peak to encourage them, not to instill guilt- *o+s encourage them to ask questions, empathi#e and respond- *on+ts fake listening, talk down to them, or use unclear terms

II) (A) Deine non-!erbal communication an" "escribe the characteristics o non-!erbal

communication. (#$m)


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on-verbal communication is a system of symbolic behaviours that includes all forms of

communication e'cept words. t is messages transmitted by vocal means that do not involve

language.

There are / characteristics of non-verbal communication0

- S'b)(n$)i('$ on-verbal communication is often sent and received on a subconscious

level. e are usually not aware of the messages we send non-verbally.

- C(n%e*%'"+ on-verbal communication depends on the situation in which is occurs.

- A,big'('$ The meaning is open to interpretation and often confusing.

- C'+%'!"+ on-verbal communication has a distinct cultural nature.

(%) &hat are the unctions o non-!erbal communication' i!e eamples or each unction.

(#5m).

There are 1 functions of non-verbal communication0

1 Ree"%ing / Rein.(!)e

- The use of non-verbal behaviour to say what you are saying in words.

- 2mblems the non-verbal behaviours that we use to display what we mean

- 2'ample0 head nods at the same time as someone saying 3yes+

2 S'b$%i%'%ing

- The use of non-verbal behaviours to say things rather than words

- e often answer questions others ask by responding non-verbally rather than verbally- 2'ample0 nodding your head to answer a question rather than saying 3yes+

3 C(,+e,en%ing

- The use of non-verbal behaviours to strengthen what is being said with words

- llustrators non-verbal behaviours that support what is being said verbally

- 2'ample0 A friend says 4+m sorry5 and at the same time makes a sincerely sad face.

4 A))en%ing

- The way we emphasi#e certain words in order to clarify what we mean.

- 2'ample0 4$65 or 4o77775

5 Reg'+"%ing

- on-verbal behaviours that control the flow of the conversation, and tell us when it is our

turn to talk, or when the other person is finished talking.

- 2'ample0 hile telling a story to a friend, one may pause to allow room for comments

C(n%!"#i)%ing


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- hen people are saying one thing yet their non8verbal behaviour is telling us something

completely different.

- 2'ample0 A friend says, 4+m sorry5 while smiling

Li$%ening

- A physical and psychological process that involves acquiring, assigning meaning and

responding to symbolic messages from others

- The primary reason for listening is to acquire oral messages from others.- Active listening is a form of therapeutic listening which focuses fully on the patient in order

to accurately see the world as they see it.

III)

*ist out the common barriers an" ho+ to o!ercome the barriers in the interpersonal communication.

(25m)

(ommon barriers0

1 Un)+e"! !()e$$

- The receiver and sender may not share the same language, slang, 9argon, vocabulary,

symbols.

2 C&"in (. )(,,"n#

- There may be too many layers that a message passes through between sender and

receiver

3 L"!ge $ie (. "n (!g"ni"%i(n ge(g!"&i) #i$%"n)e- %arge numbers of receivers require good message sending methods

4 Pe!$(n"+ +i,i%"%i(n$

- Physical and mental disabilities, and differences in intelligence and education may interfere

with mutual understanding

5 H',"n n"%'!e

- Peoples+ egos, pre9udices and traditions can get in the way

C(n.+i)%ing .ee+ing$ g("+$ (ini(n$- f people feel on opposite sides of an issue they may not share

P(e!

- The idea that knowledge is power can lead to information hoarding

N(i$e


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- P&$i)"+ / E*%e!n"+ n(i$e noise that occurs outside of the sender and receiver.

- P&$i(+(gi)"+ n(i$e noise of a biological nature

- P$)&(+(gi)"+ / In%e!n"+ n(i$e noise comprised of a communicator+s biases, pre9udices

and feelings toward a person and message

- Se,"n%i) n(i$e noise that comes from our attributing different meanings to words.

ays to overcome0

1 U$e .ee#b")6 ask a set of questions about a message to determine whether it was

understood as intended

2 Si,+i. +"ng'"ge tailor the language to the audience for whom the message is intended

3 Li$%en ")%i7e+ listen for full meaning :listen to understand;

4 C(n$%!"in e,(%i(n$ stop communicating until composure has been restored

5 E,&"$ie n(n-7e!b"+ )'e$ ensure that actions align with words

I,) tate the prime question an" "iscuss ho+ it can be use" to i"entiy patients "rug relate"

problems.(DRPs) (25m)


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3 8&"% #i# %&e #()%(! %e++ (' %( e*e)%9

=erifies beneficial effects and outcome e'pected by the patient

The potential side effects

Action to be taken, une'pected outcome to occur

Through questioning, determines the patients+ symptoms

As well as what progress is considered successful to the patient

4 Fin"+ 7e!i.i)"%i(n Asking the patient to 4play back5-

%istening to their response

(orrect any misinterpretation

Reemphasi#e important points

Add any missing information

Prevents misuse of drug

,)) A nurse calle" the me"ical +ar" to D/0 to get inormation on amphotericin % a"ministration. 1sing

"ierent questions obtain inormation rom the nurse.(#$m)

A continuum of questions will be asked, narrowing down from open-ended to closed-ended

questions. t should lead the conversation in the desired direction

Hig&+ (en en#e# :'e$%i(n$

- Asked to obtain more information from the nurse.- ill use the terms- who, what, how, when, describe- 2'ample0 (an you tell me what is this drug being used for7

M(#e!"%e+ (en en#e# :'e$%i(n$- >ay know what did the doctor tell you to do with the drug7

M(#e!"%e+ )+($e# en#e# :'e$%i(n$

- ill be used to obtain specific, detailed information.- %imits the possible answers- )rom the list of dosage forms, which did the doctor tell you to use7

Hig&+ )+($e# :'e$%i(n$

- s amphotericin ? to be given orally or parenterally7

T(%"++ )+($e#

- *id the doctor tell you to in9ect the drug7

Sen$i%i7e :'e$%i(n$

- This is a very common concern among nurses. The wrong method of administration happens

from time to time.

Re.+e)%i7e :'e$%i(n$


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- *emonstrates that you are listening.- Provides feedback- 2'ample0 t seems that you are not too sure on the amount of the dose to be administered.

>ay reconfirm with you7

i) 3ou are require" to "o a presentation on a ne+ "rug calle" sitagliptin to the me"ical oicer. &hat are

the preparation "o you nee" to ma4e "uring the presentation' #5m6

;e.(!ethe presentation,

- @nderstand the audience- the medical officer- and his perspective.- Research thoroughly on the sub9ect and be the e'pert.- *ocument all your sources to convince the audience.- rite out the speech, and prepare the slide show.- Rehearse the presentation repeatedly until you are bored.- Rehearse the presentation with someone else in a #!e$$ !e&e"!$"+.- >odify the presentation after getting feedback- Prepare yourself- imagine you standing in front of the medical officer presenting flawlessly.

aintain control over the flow of the session.- Repeat the question when you get it, so the audience can hear it as well.- Take a few moments to think before answering.- 2'it the stage, thanking everyone for their attention- >ention if you will be available for further consultation

The %&!ee E=$

- 2nthusiasm- 2nergy- 2'citement


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2013/2014

,. Discuss the systemic approach or ans+ering a "rug inormation request. (A me"ical helper

calling rom the +ar" as4ing about Amoicilin "osage) (#5m)

1 Se)'!e !e:'e$%(! #e,(g!"&i)$

The requestor+s profession should indicate educational e'perience and knowledge base

Therefore, the individual receiving the query can use this information to determine the

appropriate mannerism :in terms of educational level; to formulate and deliver the

response.

n this case :referring question;, medical helper should have a broad knowledge base

about medical, so we can tell him"her more about and professionally, the Amo'icilin

dosage.

2


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F(!,'+"%e "n# !(7i#e !e$(n$e

Restate the question and any pertinent background information

This allow the requestor to be informed of the question and focused on the impending

resources

A brief review of the search strategy and references reviewed may be included in the

response as a confirmation to the comprehensive search conducted

(ompose the response at the requestor+s comprehension level

C(n#')% .(++( ' "n# #()',en%"%i(n

>ethod of #()',en%"%i(n>

Paper form

%og book

(omputer database

Reasons of documentation0

Dustification of pharmacist+s professional value to the institution

)uture references for repetitive drug information requests Protective measure against legal liability

>ethod of .(++( '

>ail survey

Phone call

ritten communication

Reasons of follow up

Provide the requestor with additional information that supports or changes a prior

recommendation, e.g.0 recent publications or guidelines $btain feedback concerning the quality of the service.

2012/2013

I,. (A) *ist out 5 elements o the non-!erbal communication. Discuss each element. (#$m)

The elements of the non-verbal communications0


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1 P!(*e,i)$ ?#i$%"n)e@

*ifferent cultures have different comfort levels of distance

As children grow old and becomes less dependent on parents, they require more space

>en tend to take up more space than woman

2dward T. Eall+s / levels of distance0

ntimate0 8-irroring building rapport with others by mimicking their non-verbal cues

People like those who are similar or equal to them

Posture e.g. sitting bend forward shows more attentive listening

>uscle tone and tension

Bestures

The movement of part of body

(an be seen as subtle or not so subtle cues

@se to take place of words, or help us to increase understanding of what is being

said

Bait movement of limbs


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Physical appearance

>ore attractive people are 9udged to be happier, more intelligent, friendlier,

stronger and kinder, and are thought to have better personalities, better 9obs, and

greater marital competence.

Attractive people get more dates, higher grades, higher tips and lighter court

sentences than unattractive people

5 A!%i.")%$ ?#!e$$ be+(nging$ e%)@ >aterial ob9ects as an e'tension of oneself

(lothing has the power to influence

)ragrance and odor

!everal studies show that fancy suits, uniform and high-status clothing are realted to

higher rates of compliance.

()"+i) ?"!"+"ng'"ge@

@se of voice to communicate includes elements such as pitch, rate, pauses, volume,

tone of voice, silences, laughs, screams, sighs, etc.

!tudies have found that people who talk louder, faster and more fluently are more

persuasive

*eep voices are often viewed as more credible

Powerless style of communication lowers perceptions of credibility.

2mphasis on certain words will convey importance and enhance recell

@sing a soft, calm and even tone suggests support and comfort

!lowing down parts of our speech conveys importance and patients will tend to recall

that part of the message

En7i!(n,en%

hat we surround ourselves with

2'ample0 the way we decorate our house tells others a lot about us.

(%) 7plain the questioning s4ills

Bood questioning is one of the most widely used social skills. t can be an asset to the

pharmacist to get essential information from the patient in order to respond to his enquires and also

need when dealing with other health professional, staff training, implementation of procedures,

ordering and supplying goods

Type of questions0


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1 Oen en#e# :'e$%i(n$

t allows people to respond in their own way, to provide more detailed information and

elaboration on their complain or enquiry

2 C+($e# en#e# :'e$%i(n$

2ncourage the respondent to become involved in the interchange and enable answers

to be provided with relative ease.

Permits answers which are short, factual or which are selected from a limited number ofoptions

Types0

T&e $e+e)%i(n :'e$%i(n:forced choice question; e.g. do you want dissolvable

or non-dissolvable tablets7

T&e e$/n( :'e$%i(n e.g. has there been any bleeding7

T&e i#en%i.i)"%i(n :'e$%i(n, which requires the respondent to provide

considered response containing information e.g. can you tell me the medication

you are currently taking7

3 Le"#ing :'e$%i(n$ %ead the respondent towards an e'pected response

4 P!(bing :'e$%i(n$

*esigned to e'plore responses and elicit further information

Particularly useful in e'ploring the patient+s medical history, may take the form of, 4what

do you mean e'actly by 3stomach ache+75

Pausing is a techniques linked to probing, which can be used before :to draw the

respondent+s attention in preparation of the beginning of an interaction; and after

questioning :suggests to the respondent that further information is required;.

5 Re)"++ :'e$%i(n$

hich are lower order cognitive questions, involve simple recall of information and

testing of memori#ed information

2ssential in diagnosis of illness

P!()e$$ :'e$%i(n$

Eigher order cognitive questions, e.g. opinion, 9ustification, analysis of information

4hy do you think this medicine is making you feel ill75

(0) 7plain listening s4ills

%istening is the process of understanding. True listening involves both the eyes and ears.

Li$%ening $6i++$>


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(onsider topic uninteresting

(ritici#e the speaker instead of the

message

(oncentrating on detail, not main

ideas

Avoid difficult listening situation

Tolerate or failing to ad9ust to

distractions

)aking attention


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Re.+e)%i7e Re$(n$e$ ?10,@

T&e '!($e- to resolve challenging situations that arise

8&"% i% #(e$


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patient profile

refill record

S'bBe)%i7e E7i#en)e

patient respond during counseling

use reflective responses

I I#en%i.

*etermine the causes of noncompliance with supportive probing questions, empathic responses, and

other universal statements.

J nowledge deficit

J Practical impediments

J Attitudinal barriers

M - M"n"ge

*evelop partnerships with patients.

FAR153 Past Year Question and Answer

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