By Lynn S. Bickley, Robert A. Hoekelman, Barbara Bates
Univ. of Rochester, manhattan. Textbook, for scientific and nursing scholars, to the actual examination and heritage taking. prior version, c1995, was once at the Brandon/Hill scientific checklist and entitled: A advisor to actual exam and background Taking. Chapters are thumb-tabbed. DNLM: actual Examination--methods.
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Additional info for Bates' Guide to Physical Examination & History Taking
For people of Asian descent in the United States, however, this may not be the case at all. Work on an appropriate and informed clinical approach to all patients by becoming aware of your own values and biases, developing communication skills that transcend cultural differences, and building therapeutic partnerships based on respect for each patient’s life experience. This type of framework, described in the following section, will allow you to approach each patient as unique and distinct. CLINICIAN GOALS FOR CULTURAL COMPETENCE ■ ■ ■ Self-awareness.
The single most important rule is to be nonjudgmental. The clinician’s role is to learn about the patient and help the patient achieve better health. Disapproval of behaviors or elements in the health history will only interfere with this goal. Explain why you need to know certain information—doing so makes patients less apprehensive. ” You should use speciﬁc language. ” Choose words that the patient understands. ” Find opening questions for sensitive topics and learn the speciﬁc kinds of data needed for your assessments.
You should also inquire about how other caretakers or companions handle these situations. The Mental Health History. Many cultures make ingrained distinctions between mental and physical illnesses causing marked differences in social acceptance and attitudes. Think how easily people talk about diabetes and taking insulin compared to discussing schizophrenia and using psychotropic medication. Use both open-ended and directed questions to elicit the individual and family history of mental illness.