Contributors |
|
xvii | |
|
Section 1 Principles of communication |
|
|
|
|
3 | (14) |
|
|
|
|
The importance of communication in anaesthetic practice |
|
|
4 | (1) |
|
When communication breaks down |
|
|
5 | (2) |
|
Benefits of improved communication |
|
|
7 | (1) |
|
|
7 | (3) |
|
Communication skills training in anaesthesia |
|
|
10 | (1) |
|
|
11 | (2) |
|
What can anaesthetists learn about communication from other disciplines? |
|
|
13 | (4) |
|
|
17 | (13) |
|
|
|
|
Communication concepts of relevance to the practice of anaesthesia |
|
|
17 | (1) |
|
The anatomy of communication |
|
|
18 | (1) |
|
Explicit/conscious and implicit/tacit/subconscious aspects of communication |
|
|
19 | (1) |
|
Human interaction: the patient and anaesthetist |
|
|
19 | (1) |
|
|
20 | (1) |
|
Communications that enhance patient autonomy and the perception of control |
|
|
20 | (1) |
|
Understanding and accepting different realities |
|
|
21 | (1) |
|
|
21 | (1) |
|
The `LAURS' of communication and a `GREAT' way to structure interactions |
|
|
22 | (8) |
|
|
30 | (8) |
|
|
|
Negative suggestions and how to look out for them |
|
|
31 | (1) |
|
Placebo and nocebo effects |
|
|
31 | (1) |
|
Minimizing words and negating words |
|
|
32 | (1) |
|
Negating words---when `Don't worry' means there is `Something to worry about!' |
|
|
33 | (1) |
|
|
33 | (1) |
|
Therapeutic communication |
|
|
33 | (2) |
|
The ethics of communication |
|
|
35 | (3) |
|
4 Language and the subconscious |
|
|
38 | (8) |
|
|
|
|
The conscious and the subconscious |
|
|
39 | (1) |
|
|
39 | (1) |
|
|
40 | (1) |
|
|
41 | (1) |
|
|
42 | (1) |
|
|
42 | (1) |
|
|
42 | (1) |
|
|
42 | (1) |
|
|
43 | (1) |
|
|
43 | (1) |
|
|
43 | (1) |
|
Truisms and the development of a `Yes set' |
|
|
43 | (1) |
|
Time---distortion and progression |
|
|
44 | (2) |
|
|
46 | (13) |
|
|
|
46 | (2) |
|
Narrative as a way of knowing |
|
|
48 | (1) |
|
Narrative in education, well-being and reflection |
|
|
49 | (1) |
|
Metaphor: ubiquity and import |
|
|
50 | (1) |
|
Metaphor: dehumanizing, patronizing, yet persistent |
|
|
51 | (1) |
|
Using metaphor to understand difficult communication situations |
|
|
52 | (1) |
|
Metaphor: embedded in practice, perception and research |
|
|
53 | (6) |
|
Section 2 Routine clinical applications |
|
|
|
6 The pre-anaesthetic visit |
|
|
59 | (9) |
|
|
Anatomy of a suboptimal pre-anaesthetic communication |
|
|
59 | (1) |
|
Using templates to improve pre-anaesthesia communication |
|
|
60 | (1) |
|
Using `GREAT' to structure the pre-anaesthesia evaluation |
|
|
61 | (7) |
|
|
68 | (12) |
|
|
|
Risk of anaesthesia in context |
|
|
69 | (2) |
|
|
71 | (1) |
|
|
71 | (1) |
|
Optimizing the consent process |
|
|
71 | (2) |
|
Using `GREAT' to structure the consent process |
|
|
73 | (4) |
|
|
77 | (1) |
|
|
78 | (2) |
|
|
80 | (17) |
|
|
|
|
|
80 | (3) |
|
Using `GREAT' in an emergency |
|
|
83 | (1) |
|
|
84 | (5) |
|
Using `GREAT' to structure the acute pain round |
|
|
89 | (2) |
|
|
91 | (6) |
|
Section 3 Specific clinical contexts |
|
|
|
|
97 | (14) |
|
|
|
Addressing unique concerns in obstetric anaesthesia |
|
|
98 | (1) |
|
|
98 | (3) |
|
|
101 | (3) |
|
|
104 | (4) |
|
|
108 | (1) |
|
Using `GREAT' for an emergency GA Caesarean section |
|
|
109 | (2) |
|
10 The paediatric patient |
|
|
111 | (15) |
|
|
|
How to make communicating with kids child's play! |
|
|
112 | (1) |
|
Children or adults: same---same but different |
|
|
112 | (1) |
|
Social development in the communication context |
|
|
113 | (1) |
|
The child's journey and using `GREAT' |
|
|
114 | (8) |
|
|
122 | (4) |
|
|
126 | (17) |
|
|
|
|
127 | (1) |
|
Prioritizing communication |
|
|
128 | (1) |
|
|
129 | (1) |
|
|
130 | (1) |
|
Using `GREAT' to structure the interaction |
|
|
130 | (1) |
|
Using `SPIKES' to structure the interaction |
|
|
131 | (1) |
|
Recording and relaying communication |
|
|
132 | (1) |
|
|
133 | (1) |
|
`Do you have any questions?' |
|
|
134 | (1) |
|
The ICU patient with a tracheostomy |
|
|
135 | (1) |
|
Withdrawing life-prolonging treatment |
|
|
135 | (1) |
|
Being positive in a bleak situation |
|
|
136 | (2) |
|
Personalizing communication |
|
|
138 | (2) |
|
|
140 | (3) |
|
12 When bad things happen |
|
|
143 | (13) |
|
Diana C Strange Khursandi |
|
|
Principles of breaking bad news (`SPIKES') |
|
|
144 | (5) |
|
Critical incidents and open disclosure |
|
|
149 | (1) |
|
Critical incident support---`the second victim' |
|
|
150 | (2) |
|
|
152 | (4) |
|
13 Patients with special needs |
|
|
156 | (11) |
|
|
|
Patients with communication difficulties |
|
|
156 | (1) |
|
Using `GREAT' to structure the interaction |
|
|
157 | (2) |
|
Patients with intellectual and behavioural disability |
|
|
159 | (8) |
|
|
167 | (8) |
|
|
|
|
167 | (1) |
|
Understanding the conscious-subconscious aspects of needle phobia |
|
|
168 | (1) |
|
Appreciating the origin of the problem |
|
|
168 | (1) |
|
Utilizing metaphor to promote patient rapport |
|
|
169 | (1) |
|
|
170 | (1) |
|
Using `GREAT' for needle phobia |
|
|
170 | (1) |
|
|
171 | (1) |
|
|
172 | (1) |
|
|
173 | (2) |
|
15 Intraoperative awareness |
|
|
175 | (14) |
|
|
|
175 | (1) |
|
|
176 | (1) |
|
|
176 | (1) |
|
Adverse sequelae of awareness |
|
|
176 | (1) |
|
Recommended preventive measures |
|
|
177 | (1) |
|
Mitigating the adverse effects of awareness |
|
|
177 | (4) |
|
Using `GREAT' in awareness |
|
|
181 | (8) |
|
Section 4 Communication with colleagues |
|
|
|
16 Safety-critical communication |
|
|
189 | (15) |
|
|
Communication errors---the mammoth in the room |
|
|
189 | (1) |
|
|
190 | (2) |
|
|
192 | (2) |
|
Systematic handover and briefing techniques |
|
|
194 | (3) |
|
The communication roles of leadership |
|
|
197 | (1) |
|
Other communication tools |
|
|
198 | (2) |
|
|
200 | (4) |
|
|
204 | (17) |
|
|
|
The nature of surgeon-anaesthetist interactions |
|
|
205 | (2) |
|
Using `GREAT' with surgeons |
|
|
207 | (2) |
|
Real-life approaches to resolving conflict |
|
|
209 | (4) |
|
Communicating with nurses |
|
|
213 | (1) |
|
Handover between anaesthetists |
|
|
214 | (2) |
|
Using `GREAT' for handover |
|
|
216 | (1) |
|
Communicating with secretarial staff |
|
|
217 | (1) |
|
|
218 | (3) |
|
|
221 | (9) |
|
|
|
|
Giving feedback to trainees |
|
|
221 | (2) |
|
Communicating for supervision |
|
|
223 | (1) |
|
Encouraging and motivating the failing trainee |
|
|
224 | (2) |
|
Communicating with an examiner during a viva |
|
|
226 | (1) |
|
Communicating with an editor of a journal as an author and responding to reviewers |
|
|
226 | (2) |
|
Communicating with an editor of a journal as a reviewer |
|
|
228 | (2) |
|
|
230 | (19) |
|
|
Appreciating different perspectives |
|
|
231 | (3) |
|
|
234 | (1) |
|
Negotiating with management |
|
|
235 | (1) |
|
The one-page Executive Summary |
|
|
236 | (2) |
|
The communication setting |
|
|
238 | (1) |
|
Promoting `win-win' as a possible solution |
|
|
239 | (1) |
|
Recognizing the emotional components |
|
|
239 | (1) |
|
Converting `matters of principle' to `matters of fiscal accountability' |
|
|
240 | (1) |
|
Maintaining profile and a sense of urgency |
|
|
241 | (1) |
|
Using `GREAT' in the context of administration |
|
|
242 | (7) |
|
Section 5 Advanced communication techniques |
|
|
|
|
249 | (14) |
|
Marie-Elisabeth Faymonville |
|
|
|
|
|
250 | (1) |
|
|
251 | (1) |
|
What is important before using hypnotic techniques? |
|
|
251 | (1) |
|
Prerequisites for hypnosis |
|
|
252 | (1) |
|
|
253 | (1) |
|
|
254 | (1) |
|
Managing negative suggestions |
|
|
254 | (2) |
|
Awake craniotomy without sedation |
|
|
256 | (7) |
Index |
|
263 | |