IHL Unit 1&2

• Communication


  All methods that can convey thoughts or feelings between persons. It is a process of sending & receiving messages.

  
• Effective communication


  • Use appropriate language that is appropriate to client's level of understanding
  • Make sure client has knowledge, but not feel overwhelmed
  • Develop relationship with clients/patients
  • Talk in a way that relieves anxiety and helps clients to recall
  • Provide feedback
• Effective communication CAN'T be taught, it requires lifelong practise.
• Supportive communication climate


  • Descriptive rather than evaluative
  • Problem oriented rather than manipulative
  • Provisional rather that dogmatic
  • Egalitarian rather than superior
  • Empathetic rather that neutral
• Paraphrasing


  Make sure receiver understands message as intended by sender. Avoid talking too much & too soon.
• Communication


  All methods that can convey thoughts or feelings between persons. It is a process of sending & receiving messages.
• Effective communication


  • Use appropriate language that is appropriate to client's level of understanding
  • Make sure client has knowledge, but not feel overwhelmed
  • Develop relationship with clients/patients
  • Talk in a way that relieves anxiety and helps clients to recall
  • Provide feedback
• Effective communication CAN'T be taught, it requires lifelong practise
• Supportive communication climate


  • Descriptive rather than evaluative
  • Problem oriented rather than manipulative
  • Provisional rather that dogmatic
  • Egalitarian rather than superior
  • Empathetic rather that neutral
• Paraphrasing


  Make sure receiver understands message as intended by sender. Avoid talking too much & too soon.
• Non-verbal communication


  Refers to appearance, personal space, signals/gestures. Stronger than verbal message as receiver intuitively senses that non-verbal message is less conscious, more authentic.
• Skills to practise during communication

  • Facial expression, tone of voice, eye contact, gesture, touch, posture (body language)
  • Sensitivity: Language / culture
  • Alertness to non-verbal signals (sender & receiver)
  • Consistent affect
  • Interference management / Positioning
• Interpersonal Communication model


  1. Sender

  2. Message

  3. Receiver

  4. Feedback

  5. Barriers/interference

  
• Listening skills


  • Remember: Most people have a limited attention span, stop listening when uninteresting or don't see benefit, trust their instinct (non-verbal communication/judgement of speaker), media is competition to professional advice
  • Improve listening skills: Remember / decide to listen, be objective & open-minded, watch for non-verbal clues, take your time, find the real meaning, respond to confirm your understanding
• Negotiation skills


  1. Prepare & plan

  2. Define ground rules

  3. Clarify & justify one another's position

  4. Bargaining & problem-solving discussion

  5. Closure & implementation
• Negotiation


  The process in which 2+ parties exchange goods or services & attempt to agree on the exchange rate for them. The exchange of alternatives for health behaviour between health professional & client/patient.
• Tips when negotiating


  • Begin on a positive note, address problems not personalities, pay attention to initial discussions & efforts, emphasize win-win solutions, create & open & trusting climate
• Primary health care (PHC)

  Essential health care based on practical, scientifically sound & socially acceptable methods & technology made universally accessible to individuals & families in the community through their full participation & at a cost that the community & country can afford to maintain at every stage of their development in the spirit of self-reliance & self-determination.
• Shift from bio-medical model of healthcare

  • Focused on physical/biological aspects of diseases & illness, involved management of illness conditions once symptoms are present, cantered around health professionals & hospitals who administer treatment
• Re-orientation of the healthcare provision model

  • Health is a Human Right not a privilege, health & healthcare services are affected by social, cultural, & other political circumstances, emphasis on equitable access to health, decentralisation of health services, limit unsustainable hospital based curative services, focus on efficient & cost-effective healthcare services
• Principles of Primary Health Care

  • Accessibility
  • Public participation
  • Health promotion
  • Appropriate technology
  • Collaboration
• Health is a continuum. Will not end after appointment with doctor
• Priority rankings


  • Preventive
  • Promotive
  • Curative
  • Rehabilitative
• Sustainable Developmental goals (SDG) are global goals to make WORLD better
• Universal Health Coverage (UHC)


  PHC is starting point for good health. UHC means everyone should get health care without facing financial problems.
• Health promotion


  The process of enabling people to increase control over, & to improve, their health. To reach a state of complete physical, mental & social well-being, an individual or group must be able to identify & to realize aspirations, to satisfy needs, & to change or cope with the environment.
• Ottawa Charter on health promotion

  • Building healthy public policies
  • Creating supportive environments
  • Strengthening community actions
  • Developing personal skills
  • Reorienting health services
• Community engagement


  • Leadership & ownership
  • Secure human rights
  • Enhance quality of living
  • Promote social justice
  • Participation
  • Assets/capital/resource mobilization
  • Sustainability
  • Respect indigenous views & local culture
  • Resilience & empowerment
• Creating a successful health promotion program starts with a careful needs assessment by a thoughtful healthcare advocate
• Outcomes


  • To describe/define health education/promotion, asset-based approach, health needs, SMART goals, Scaling a goal, Goal achievement
  • To identify health educational needs
  • To identify the message, you would like to convey using the interpersonal communication model
  • To graphically depict & formulate SMART goals based on the educational needs determined
  • To evaluate a health education programme
• Health promotion Program


  Process of enabling people to increase control over & improve their health. Covers a wide range of social & environmental interventions designed to benefit & protect individual's health & QOL by addressing & preventing the root causes of ill health, not just focusing on treatment & cure.
• Health education principles & concepts

  • Promoting health & preventing diseases
  • Utilization of available resources & health services – accessibility & effectiveness
  • Highlight significance of early diagnosis & effective disease management
  • Empowering individuals to take proactive measurements of their well-being
• Types of prevention


  • Primary: Improve population health, intended for communities with limited resources, invoke agency within different community stakeholders
• 5 key action areas of Ottawa Chater for health promotion


  • Public Health policy
  • Supportive environment
  • Strengthen community action
  • Develop personal skills
  • Reorient health services
• Needs & asset assessment

  • Importance: health is a resource not the objective living
  • Health needs are those that pertain to a particular group or community that can benefit from health care or from wider social & environmental changes
  • Health needs assessment is a review of health issues facing a group or community (unmet needs)
  • Informal approach – discussions with key informants
  • Formal approach - Written survey (pre-set list of Q's)
  • Asset-based approach: (strengths & assets) - When recognising assets, promote sense of contribution & equality within community. Also, emphasises building upon existing structures & skills in community, fostering sustainability & self-reliance
• Health promotion in South Africa: Significantly higher burden of diseases, majority of causes are preventable, one of the PHC programmes, based on intersectoral collaboration, funding from Department of health budget & donor agencies (UN), well-coordinated, monitored & evaluated
• Impact of NOT doing health promotion: Disease & illness are never just physical. They are also & always social, psychic & spiritual, & utterly human
• SMART goals


  Goals are built up using up to 4 parts: Target activity, Support needed, Quantification of performance, Time period to achieve. Goal attainment scaling is needed for well-defined & measurable goals. Goal setting is not a once off event, it's an ongoing process that requires evaluation to identify when progress is or is not made.
• Writing & weighting goals

  • Weight according to importance & difficulty. Importance determined by the community, difficulty determined by healthcare professionals. The goal is weighted on a 3-point scale: 1 = little importance & difficulty, 2 = Moderate importance & difficulty, 3 = very important & difficult. Then determine how will you measure performance by setting 4 more performance levels - 2 better & 2 worse.
• Quantification of performance


  Time period to achieve