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PubMedDate not supplied

Positive communication and management techniques: essential components of effective QA programs.

Communication is a process that is complex but of great importance in successful development of quality assurance programs. Good communication is never fully achieved by an individual, but is constantly being developed. The quality assurance program is for everyone in the organization, not just the quality assurance staff. In summary, the following techniques will help you in your role as quality assurance coordinator or in any management role. 1. Use positive feedback. 2. Prepare for meetings by using an agenda and displaying data graphically or visually. 3. Be available to talk to staff and physicians by letting people know when they can find you. Return phone calls and answer correspondence. 4. Learn to listen. People often have excellent ideas for problem resolution. Let others help you!

Communication↗
PubMed1993

Staffing patterns and practices in programs in communication disorders.

Allied health programs in higher education present unique academic and administrative challenges. Clinical education, the practice of providing students with hands-on experience, is frequently the norm rather than the exception. This paper reports results of a study that examined faculty staffing patterns and practices in undergraduate and master's programs in communication disorders. Specifically, the study examined 1) employment of full- and part-time faculty/supervisors, 2) teaching/supervisory responsibilities of faculty/supervisors, 3) degree requirements for clinical supervisors, 4) teaching load for clinical supervisors, and 5) methods for determining supervisory load in clinical teaching. Results address the "traditional" model for determining the number of faculty positions needed and the implications for change in communication disorders. This study is directly related to allocation of faculty resources.

Allied Health Personnel↗
PubMed2003

Communication between programs and applicants during residency selection: effects of the match on medical students' professional development.

PURPOSE: Communication between programs and applicants during the Match has raised concern among medical educators. This study explores the patterns of such communication and its effect on the ethical and professional development of medical students. METHOD: In March and April 2001, the authors made a secure, anonymous questionnaire available online to 1,362 medical students who were graduating from ten U.S. medical schools and who participated in the 2001 Match. Data analysis included chi square, ANOVA, and correlation tests as appropriate. RESULTS: A total of 740 students (54.3%) completed the questionnaire. Patterns of communication between programs and applicants varied significantly by medical school and specialty. Communication initiated by applicants came predominantly from those from less highly ranked medical schools (p =.000), and those applying to specialties with lower fill rates (p =.000). Programs initiated significantly more communication with applicants from more highly ranked schools (p =.006), and with those applying to specialties with higher fill rates (p =.000). The amount of pressure felt by applicants was related to the level of communication, whether initiated by applicants (p =.028) or programs (p =.000). Applicants who felt more pressure were significantly more likely to make misleading statements to programs (p =.000). CONCLUSIONS: Communication between applicants and programs during the Match varies and may have adverse effects on the ethical and professional development of medical students. This study provides support for proposals to limit communication between programs and applicants during the residency selection process.

Analysis of Variance↗
PubMed1988

An evaluation of a communications training program within a self-help group for sexually abusive families.

Remediating the dysfunctional communications patterns of sexually abusive families is an important step in treating them. No communications training program for such families has been evaluated, however. This paper describes an evaluation of a communications training program carried out within the context of a self-help group for sexually abusive families. Group members were randomly assigned to receive an eight-week communications training program or to continue participating at self-help meetings. No group differences were apparent on a preintervention communications questionnaire, but the posttraining scores of experimental subjects were higher than controls. Experimental subjects maintained these scores upon follow-up and the scores of controls increased when the program was administered to them by a student therapist. It is suggested that the procedures and findings of this study contribute to the community mental health field by a) underscoring communications concepts that are helpful to abusive families; b) modeling a novel design for evaluating interventions that includes self-help participation as a nonspecific treatment; and c) illustrating the value of collaborative efforts between self-help groups and human services providers when they serve their mutual interests.

Adult↗
PubMed1997

Hazardous chemical exposure: guidelines for the optometric office.

BACKGROUND: The Occupational Safety and Health Administration (OSHA) Hazard Communication Standard (HCS) applies to all types of employers, including optometrists. The purpose of the standard is to ensure that employees are aware of chemical hazards in the workplace and know how to protect themselves. Any optometric office that uses chemicals such as acetone, alcohol, lens-tinting dyes, or disinfection chemicals must comply with HCS. METHODS: Optometrists must develop, implement, and maintain a written Hazard Communication Program for their practices. The program must describe how they plan to meet the requirements of HCS. It should include the development of a listing of all hazardous chemicals used in the office, the collection of appropriate Material Safety Data Sheets (MSDS) for each chemical, the labeling of hazardous chemical containers, and the provision of an effective employee-training program. RESULTS: The implementation of an effective Hazard Communication Program will help ensure employee safety. A sample outline for a Hazard Communication Program for an optometric office is provided. CONCLUSIONS: Optometrists with one or more employees have an obligation to ensure these employees are provided with a healthy and safe workplace. OSHA has established specific requirements relating to employees' potential exposure to chemicals. Failure to comply with OSHA regulations may result in significant fines.

Hazardous Substances↗
PubMed2001

The creation of ergonomic data sheets for hazard communication of work-related musculoskeletal disorders.

Information on human health hazards caused by chemical exposure has traditionally been supplied through Material Safety Data Sheets (MSDS). This report describes development of an analogous Ergonomic Data Sheet (EDS) to address hazards of work-related musculo-skeletal disorders (WRMSD) from use of hand tools. The EDS includes sections on risk factors for WRMSD, design aspects of the tool that decrease risks, precautionary measures, and objective testing of the tool compared to other comparable tools. The EDS can be used within an Ergonomic Communication Program similar to a Hazard Communication Program.

Communication↗
PubMed2000

Evaluation of communication training programs in nursing care: a review of the literature.

An important aspect of nursing care is communication with patients. Nurses' major communication tasks are not only to inform the patient about his/her disease and treatment, but also to create a therapeutically effective relationship by assessing patients' concerns, showing understanding, empathy, and providing comfort and support. In this review, 14 studies, which focus on the evaluation of the effects of communication training programs for nurses, have been evaluated. The selected studies were screened on several independent, process and outcome variables as described by Francke et al. [8]. In this way not only is the training program taken into account as a variable which may be responsible for nurses' behavioural change and for changes in patient outcomes, but also a range of other variables which can give more nuanced explanations for a training program's degree of effectiveness. On the whole, the studies reviewed showed limited or no effects on nurses' skills, on nurses' behavioural changes in practice, and on patient outcomes. Finally, the majority of the studies had a weak design. The use of experimental research designs should be pursued in future studies in order to eliminate the influence of confounding variables.

Clinical Competence↗
PubMed1983

A pragmatic approach to increase expressive language skills in young autistic children.

This paper is a description of a pilot communication program for autistic children designed to increase communication skills in the context of establishing reciprocal communication exchanges. The methods involved intensive modeling of verbal responses within joint activity routines and using a reinforcement system based on fulfilling the intent of the child's communication. Five male subjects ranging in age from 36 to 68 months participated in the communication program for 6 weeks during an inpatient stay at the Iowa Autism Program, Child Psychiatry Service. Communication exchanges involving requests for actions and objects, descriptions of actions and objects, comments on existence and nonexistence, and requests for recurrence were targeted. Individual gains for each subject are outlined. Posttreatment results indicated a significant increase in the mean length of response, in the mean receptive language level, and in the mean number of semantic-grammatical rules expressed. Suggestions regarding future research are discussed.

Autistic Disorder↗
PubMed1993

The effects of two continuing medical education programs on communication skills of practicing primary care physicians.

PURPOSE: To evaluate and compare the effects of two types of continuing medical education (CME) programs on the communication skills of practicing primary care physicians. PARTICIPANTS: Fifty-three community-based general internists and family practitioners practicing in the Portland, Oregon, metropolitan area and 473 of their patients. METHOD: For the short program (a 4 1/2-hour workshop), 31 physicians were randomized to either the intervention or the control group. In the long program (a 2 1/2-day course), 20 physicians participated with no randomization. A research assistant visited all physicians' offices both one month before and one month after the CME program and audiotaped five sequential visits each time. Data were based on analysis of the content and the affect of the interviews, using the Roter Interactional Analysis Scheme. RESULTS: Based on both t-test analysis and analysis of covariance, no effect on communication was evident from the short program. The physicians enrolled in the long program asked more open-ended questions, more frequently asked patients' opinions, and gave more biomedical information than did the physicians in the short program. Patients of the physicians who attended the long program tended to disclose more biomedical and psychosocial information to their physicians. In addition, there was a decrease in negative affect for both patient and physician, and patients tended to demonstrate fewer signs of outward distress during the visit. CONCLUSION: This study demonstrates some potentially important changes in physicians' and patients' communication after a 2 1/2-day CME program. The changes demonstrated in both content and affect may have important influences on both biologic outcome and physician and patient satisfaction.

Communication↗
PubMed1977

Communicating cancer control to the public.

A fifty-year historical review of public communications research, an analysis of factors influencing communication effectiveness, descriptions of fifteen cancer public communication programs, and recommendations for future cancer communications programs are presented. The programs described were specific to five cancer sites, were targeted to six types of audiences and included several types of educational objectives and communication modes. Recommendations include greater use of social science literature and evaluative designs in program planning; cooperative research to provide data suitable for educational diagnosis; and standardization of evaluation results to document effectiveness of techniques and strategies.

Adolescent↗
PubMedDate not supplied

The effects of a walking/talking program on communication, ambulation, and functional status in residents with Alzheimer disease.

The purpose of this study was to investigate the effects of a walking/talking program on residents' communication, ambulation, and level of function when there were two residents to one care provider (2:1). A randomized control trial design was used. Subjects were residents with Alzheimer disease in three geriatric long-term care facilities in Metropolitan Toronto. Residents who met the inclusion criteria were randomly assigned to one of three groups: walk-and-talk group (30 min, 5 times per week for 16 weeks, walking/talking in pairs), talk-only group (30 min, 5 times per week for 16 weeks, talk only in pairs), or no intervention. The outcome measures were the Functional Assessment of Communication Skills for Adults, the 2-min walk test, and London Psychogeriatric Rating Scale. Residents who received the walk-and-talk intervention did not demonstrate statistically significant differences in the outcome variables measured posttest when compared with residents who received the talk-only intervention or no intervention, even after controlling for individual differences. Variability in the outcomes measured posttest is explained by differences in the residents' level of cognitive impairment before the study rather than by study group membership. These findings are contradictory to those of previous studies.

Activities of Daily Living↗
PubMed1995

The Carolina Children's Communicative Disorders Program. An opportunity for North Carolina's children.

The CCCDP provides devices and services to underprivileged children with communication disorders. Since its organization, the program has helped 197 children, including 21 given cochlear implants, and has disbursed 258 hearing aids or devices. It is cost-efficient program that has potential to help many of our state's needful children. We solicit referrals from all NC physicians, audiologists, speech pathologists, educators, and other professionals. Applications and financial forms will be furnished on request.

Adolescent↗
PubMed1985

Establishing pre-language signalling behaviour with profoundly mentally handicapped students: a preliminary investigation.

The purpose of this investigation was to ascertain the effectiveness of a specific pre-language communication programming technique on the development of pre-language communication signalling behaviour in a group of profoundly mentally handicapped students. Results indicate that the procedure produced desired effects. Problems related to defining pre-language communication behaviours and communicative stimuli for this population, as well as issues pertaining to generalization, were discussed. Concluding comments stress the preliminary nature of the results and the need for future research in the validation of pre-language communication programming techniques.

Adolescent↗