Using Online Communication Skills Training to Increase Organ Donation Authorization

2020 ◽  
Vol 30 (3) ◽  
pp. 212-219 ◽  
Author(s):  
Laura A. Siminoff ◽  
Heather M. Gardiner ◽  
Gerard P. Alolod ◽  
Maureen Wilson-Genderson
Keyword(s):  
Organ Donation ◽  
Communication Skills ◽  
Online Communication ◽  
Skills Training ◽  
The United States ◽  
Individual Performance ◽  
Decision Makers ◽  
Evidence Based ◽  
Solid Organ ◽  
Family Decision

Introduction: Family denial of organ donation from deceased donor-eligible patients is a major contributor to the deficit of transplantable organs in the United States. Research Question: Does an evidence-based communication intervention improve deceased organ donor authorization rates from family decision-makers? Design: This implementation and dissemination study used Communicating Effectively about Donation on Organ Procurement Organization professionals responsible for discussing donation and obtaining authorization from family decision-makers. A 14-month, nationwide social marketing campaign generated a sample of 682 requesters, yielding a final analyzable sample of 253 participants. Serving as their own controls, participants spent the first 3 months in a preintervention period, completed the web-based intervention, and progressed to a 3-month postintervention period. Participants completed brief online weekly surveys to assess the intervention’s impact on their communication skills. Results: Authorization rates did not improve overall between the pre- and postintervention periods. A differential effect of the intervention on 3 distinct groups of requesters was found: one group exhibited high and stable authorization rates pre–post (78%-74%); a second group had low initial authorization rates that increased after exposure to the intervention (46%-73%); the third had low and variable rates of authorization that failed to improve after the intervention (45%-36%). Conclusion: This study underscores the value of evidence-based communication training. Training targeted to requesters’ skill levels is needed to realize overall improvements in individual performance, the quality of donation discussions, and rates of family decision-maker authorization to solid organ donation.

scholarly journals Cognitive mapping as an approach to facilitate organ donation among African Americans

2021 ◽  
Vol 104 (3) ◽  
pp. 003685042110294
Author(s):  
Jayme E Locke ◽  
Rhiannon D Reed ◽  
Richard M Shewchuk ◽  
Katherine L Stegner ◽  
Haiyan Qu
Keyword(s):  
Decision Making ◽  
African Americans ◽  
Organ Donation ◽  
Cognitive Mapping ◽  
The United States ◽  
Two Dimensions ◽  
Nominal Group ◽  
Solid Organ ◽  
Related Information ◽  
Empirical Framework

Making up 13.4% of the United States population, African Americans (AAs) account for 28.7% of candidates who are currently waiting for an organ donation. AAs are disproportionately affected by end-organ disease, particularly kidney disease, therefore, the need for transplantation among this population is high, and the high need is also observed for other solid organ transplantation. To this end, we worked with the AA community to derive an empirical framework of organ donation strategies that may facilitate AA decision-making. We used a cognitive mapping approach involving two distinct phases of primary data collection and a sequence of data analytic procedures to elicit and systematically organize strategies for facilitating organ donation. AA adults ( n = 89) sorted 27 strategies identified from nominal group technique meetings in phase 1 based on their perceived similarities. Sorting data were aggregated and analyzed using Multidimensional scaling and hierarchical cluster analyses. Among 89 AA participants, 68.2% were female, 65.5% obtained > high school education, 69.5% reported annual household income ≤ $50,000. The average age was 47.4 years (SD = 14.5). Derived empirical framework consisted of five distinct clusters: fundamental knowledge, psychosocial support, community awareness, community engagement, and system accountability; and two dimensions: Approach, Donor-related Information. The derived empirical framework reflects an organization scheme that may facilitate AA decision-making about organ donation and suggests that targeted dissemination of donor-related information at both the individual-donor and community levels may be critical for increasing donation rates among AAs.

scholarly journals The role of standardized patient assessment forms in medical communication skills education

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Grace Peters
Keyword(s):  
United States ◽  
Medical Education ◽  
Communication Skills ◽  
Clinical Skills ◽  
Skills Training ◽  
The United States ◽  
Task Completion ◽  
Routine Practice ◽  
Item Checklist ◽  
Skills Education

Communication skills training is a routine practice in medical education designed to instruct and evaluate future physicians in matters of patient-provider interaction. Based on the United States Medical Licensing Examination Step 2 Clinical Skills (CS), medical schools across the United States hire and train standardized patients (SPs) to act as patients in and evaluators of simulated interactions with medical students (MSs). Using discourse analysis, I examine how a computerized assessment form creates a particularized version of communication skills with implications for future practice. The 39-item checklist is completed by SPs following a simulated interaction designed to prepare third-year MSs for the Step 2 CS. Specifically, I analyze how the form is structured to make recognizable specific communication skills tasks, who should complete said tasks, and what varying degrees of communication skills competency are within the realm of task completion. By analyzing the form, I consider the agency of texts in medical education, the implications of technologizing communication as an institutional skill, and the limitations of enlisting SPs to evaluate communication skills competency under the guise of a patient perspective.

scholarly journals “If They Don’t Like You, They Are Not Going to Eat for You”: Individual and Interpersonal Factors Affecting Certified Nursing Assistants’ Ability to Provide Mealtime Assistance to Residents With Dementia

2020 ◽  
Author(s):  
Joy W Douglas ◽  
Seung Eun Jung ◽  
Hyunjin Noh ◽  
Amy C Ellis ◽  
Christine C Ferguson
Keyword(s):  
Focus Groups ◽  
Communication Skills ◽  
Caregiver Burden ◽  
Health Care Professionals ◽  
Family Members ◽  
Skills Training ◽  
The United States ◽  
Nursing Assistants ◽  
Certified Nursing Assistants ◽  
Term Care

Abstract Background and Objectives In long-term care facilities in the United States, certified nursing assistants (CNAs) provide mealtime assistance to residents with dementia, a task that substantially increases caregiver burden due to the time and attention required. The aim of this qualitative study was to explore the individual and interpersonal barriers and facilitators CNAs experience when providing mealtime assistance to residents with dementia. Research Design and Methods Focus group questions were developed based on the corresponding levels of the Social Ecological Model. Using purposive sampling, 9 focus groups were conducted with 53 CNAs who had at least 1 year of experience as a CNA working with older adults. Focus groups were audio-recorded and transcribed verbatim. Data were analyzed using the directed content analysis approach. Results CNAs reported individual skills, training, and personal characteristics that affected their ability to provide mealtime assistance. At the interpersonal level, CNAs identified their relationships with residents, residents’ family members, and other health care professionals as factors that affect their ability to provide mealtime assistance. Discussion and Implications These findings provide evidence for strategies that administrators can utilize to reduce caregiver burden by improving the mealtime experience. First, CNAs need adequate training, particularly to develop communication skills. Developing verbal communication skills may improve interpersonal relationships between CNAs and residents’ family members and other coworkers. Developing nonverbal communication skills may foster an improved relationship between CNAs and their residents with dementia. Future research should evaluate interventions that seek to improve these skills to determine their impact on the mealtime experience.

Metadiscourse, materiality and morality in communication skills training with simulated patients

2021 ◽  
Vol 16 (3) ◽  
Author(s):  
Grace Peters
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Communication Skills ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Skills Training ◽  
The United States ◽  
Simulated Patient ◽  
Simulated Patients ◽  
Communication Skills Training

Simulated patients (also known as standardized patients) are commonly employed by institutions of medical education to train medical students and assess their communication skills. This article demonstrates that such patients are not translational devices that enact prima facie standards of communication skills as laid out by the institutions that use them, but rather metadiscursively transform communication practices. This is shown via a case study that closely examines a series of interactions between a simulated patient and a third-year medical student during a practice exam designed for the United States Medical Licensing Examination Step 2 Clinical Skills. I use discourse analysis to show how communication skills are transformed in three practices: (1) simulated consultations between standardized patients and medical students; (2) spoken evaluations offered by standardized patients after simulated consultations between standardized patients and medical students; and (3) written evaluations offered by standardized patients in assessment forms. In particular, by attending to how a simulated patient makes the act of draping the patient a relevant communication skill, I explicate the material elements and moral implications of clinical communication. Finally, I consider the instructive role simulated patients play in medical education and how their standards build on and often stand in contrast to communication skills techniques. I conclude by making practical suggestions for communication skills training with simulated patients in medical education.

scholarly journals Practitioner, Coach, and Athlete Perceptions of Evidence-Based Practice in Professional Sport in Australia

2021 ◽  
pp. 1-8
Author(s):  
Edgar Schwarz ◽  
Liam D. Harper ◽  
Rob Duffield ◽  
Robert McCunn ◽  
Andrew Govus ◽  
...  
Keyword(s):  
Communication Skills ◽  
Evidence Based Practice ◽  
Professional Sports ◽  
Individual Performance ◽  
Professional Sport ◽  
Research Translation ◽  
Evidence Based ◽  
Online Questionnaire ◽  
Perceptions Of Evidence

Purpose: To examine practitioners’, coaches’, and athletes’ perceptions of evidence-based practice (EBP) in professional sport in Australia. Methods: One hundred thirty-eight participants (practitioners n = 67, coaches n = 39, and athletes n = 32) in various professional sports in Australia each completed a group-specific online questionnaire. Questions focused on perceptions of research, the contribution of participants’ own experience in implementing knowledge to practice, sources, and barriers for accessing and implementing EBP, preferred methods of feedback, and the required qualities of practitioners. Results: All practitioners reported using EBP, while most coaches and athletes believed that EBP contributes to individual performance and preparation (>85%). Practitioners’ preferred EBP information sources were “peer-reviewed journals” and “other practitioners within their sport,” while athlete sources were “practitioners within their sport” and “other athletes within their sport.” As primary barriers to accessing and implementing research, practitioners highlighted “time constraints,” “poor research translation,” and “nonapplicable research.” Practitioners ranked “informal conversation” as their most valued method of providing feedback; however, coaches prefer feedback from “scheduled meetings,” “online reports,” or “shared database.” Both athletes and coaches value “excellent knowledge of the sport,” “experience,” and “communication skills” in practitioners disseminating EBP. Conclusion: Practitioners, coaches, and athletes believe in the importance of EBP to their profession, although practitioners reported several barriers to accessing and implementing research as part of EBP. Athletes place a high value on experienced practitioners who have excellent knowledge of the sport and communication skills. Collectively, these findings can be used to further stakeholder understanding regarding EBP and the role of research to positively influence athlete health.

Legal Authority to Preserve Organs in Cases of Uncontrolled Cardiac Death: Preserving Family Choice

2008 ◽  
Vol 36 (4) ◽  
pp. 741-751 ◽  
Author(s):  
Richard J. Bonnie ◽  
Stephanie Wright ◽  
Kelly K. Dineen
Keyword(s):  
United States ◽  
Organ Donation ◽  
Cardiac Death ◽  
The United States ◽  
Legal Authority ◽  
Potential Donor ◽  
Deceased Person ◽  
Family Decision

In this paper, we assume that organ donation policy in the United States will continue to be based on an opt-in model, requiring express consent to donate, and that families will continue to have the prerogative to make donation decisions whenever the deceased person has not recorded his or her own preferences in advance. The limited question addressed here is what should be done when a potential donor dies unexpectedly, without any recorded expression of his or her wishes at hand, while a family decision is being sought.

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