Section 3 Advanced Communication Skills Can the student reflect other people’s emotions? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Can the student read the “hidden messages” in questions and statements? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student react appropriately to the “ hand on the door” phenomenon? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student have good listening skills? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student play an “interpreting role” for people’s feelings, for example, about childcare, dying, and bereavement? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Section 4 Assessment Skills Is the student aware of possible biases in person perception? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Is the student good at assessing other people’s psychological needs? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess
Is the student good at assessing other people’s moods? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Section 5 Patient Management Skills Does the student try to satisfy the patient’s psychological needs? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Is the student good at forming a professional relationship with people in a variety of environments? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Is the student good at forming a professional relationship with a variety of people? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student enhance self-care by encouraging the perception of self-determination? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student anticipate and react appropriately to the patient’s change of mood? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Is the student sensitive about when to attempt attitude change techniques? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess When attempting to change attitudes, does the student use the most effective presentation of material? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess
Section 6 Relative/Friend/Carer Management Skills Does the student react appropriately to the needs of relatives? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student react sensitively to family dynamics? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Is the student aware that he/she could promote stability within the family? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student try to involve others, where appropriate, in giving care? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student anticipate and react appropriately to relatives’/friends’/carers’ changes of mood? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Does the student react sensitively to relatives’/friends’/carers’ coping mechanisms? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess
Section 7 Professional Relationships Does the student try to communicate with other health personnel? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Is the student tactful when communicating with other health personnel? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Can the student be assertive (but non-aggressive) when appropriate? Never Almost never Seldom Sometimes Often Almost always Always Unable to assess Further details concerning the meaning and interpretation of questions Section 1 Basic Non-verbal Communication Skills Level of eye contact is a signal that we like or dislike someone. We tend to look at people we like and avoid eye contact with people we dislike or find uninteresting. The student should engage in a level of eye contact which indicates liking. However, too much eye contact can be intrusive and intimidating. The absolute amount of eye contact needed depends on the sex and the cultural background of the patient and so the student’s level of eye contact should be appropriate for the particular setting. For example, women tend to engage in more eye contact than men, and people from Middle Eastern and Latin American cultures engage in more eye contact than people from the . Eye contact is a signal that the speaker is about to stop speaking. Questions should be terminated by looking at the other person. If you look away when asking a question (e.g., taking something out of a bag while saying “How are you today?”) then this gives the impression that you are not interested in the reply. Cues which show interest include head nods, making “uh-hu” nosies, and smiling at appropriate moments when the patient is speaking. These cues are sometimes referred to under the heading of “active listening”. The student should show through her non-verbal behaviour that she is listening to what is being said. Correct orientations include, where appropriate: sitting on the bed rather than standing aloof, facing the patient, letting the patient observe your face, sitting/standing neither too close nor too far away (correct distance depends on sex and culture). Instrumental physical contact occurs when contact is needed to perform a procedure. Expressive physical contact occurs when feelings are expressed through contact, for example holding someone’s hand when they are feeling upset. The student should be able