Chapter 7 Kristen A. Chasteen and Wendy G. Anderson Hospital communication is crucial to ensuring that seriously ill patients and their families receive adequate information about their illness and prognosis, receive adequate emotional support, and are able to make treatment decisions that are consistent with their goals of care. Seriously ill patients are often hospitalized at turning points in patients’ illness trajectories: a new acute illness, exacerbation of chronic illness, or progression of terminal illness [1]. Many patients die in hospitals and even more are hospitalized in the months preceding death [2]. Because of the severity of illness and rapid pace of diagnostic testing in the hospital, patients often need to assimilate large amounts of information and participate in rapid decision making. Hospitalization is often a time of significant anxiety and emotional distress [3]. Communication of bad news and discussion of preferences for end-of-life care frequently occur in the hospital [4]. Effective communication with hospitalized patients is becoming an increasingly important quality measure. Good communication reduces patients’ psychological distress, lessens physical symptoms, increases adherence to treatments, and results in higher satisfaction with care [5]. Additionally, better communication skills are associated with reduced clinician burnout and fewer malpractice claims [6, 7]. Hospitalists are in many ways well positioned to discuss care preferences with seriously ill patients. They work in teams and coordinate with multiple services and disciplines. They are not constrained to a clinic schedule, so may be able to build trust by visiting patients in multiple short segments throughout the day, or in longer segments of time if needed. After a discussion, they can follow up in a short time frame, compared to waiting for a clinic visit weeks later. Hospitalists also face unique challenges in meeting patients’ communication needs. They often meet patients for the first time in the hospital, and may only follow them for a few days. Hospitalists often have daily schedules that are less predictable than a routine clinic day. They have to quickly establish rapport and build trust, since they are often discussing serious information even during the first encounter [1, 3]. The communication section of this book offers skills and strategies to meet the specific communication needs of hospitalists. Empirical research illustrates that patients want clear, honest information about their disease process and treatment options [8]. However, they do not want to discuss more information than they are ready to hear [9]. Most patients want to know realistic information about prognosis; yet, a significant minority do not want this information [8, 10]. Patients want clinicians to convey empathy and support hope [10]. They want to establish relationships with clinicians who see them as individuals [9] and want to trust clinicians with whom they discuss end-of-life concerns and prognosis [11]. Though hospitalists may worry that their limited relationships are a barrier, research indicates that seriously ill patients want and may even prefer to discuss end-of-life care preferences with hospitalists [12]. Based on this evidence, we suggest three goals for communicating with seriously ill hospitalized patients: (1) conveying desired information clearly, (2) supporting patients and families emotionally, and (3) helping patients and families make decisions that are consistent with their goals. The communication section of this book provides practical evidence-based advice to meet these goals. In this chapter, we detail the general principles and core skills involved in four main domains of hospital communication: opening the encounter, responding to informational concerns, responding to emotional cues, and handling the special situations of discussing bad news, responding to families who say “don’t tell,” and balancing truth telling with hope. Effective communication can be learned, but achieving competence requires more than just reading a book. Practice, feedback, and reflection are essential. We recommend implementing skills described in this book one at a time in practice, and reflecting alone or with a colleague to evaluate what happened when the skill was used and how the patient reacted. Communicating with seriously ill hospitalized patients will continue to be challenging; however, effective communication skills can improve the experience and outcomes for hospitalized patients and help clinicians feel more engaged with their work. We organized the chapter by phases of the encounter: opening, during, and closing; we address special situations at the end of the chapter. The simple act of sitting rather than standing during hospital encounters has a large impact on the patient–clinician interaction. When physicians sit down, patients perceive that encounters last longer and are more satisfied with interactions [13]. The importance of sitting during discussions of serious illness cannot be overemphasized. A warm greeting, good eye contact, and a careful introduction help hospitalists quickly establish rapport. Some patients do not understand the hospitalist model and may feel worried that their primary care physician is not involved. Their concerns may by lessened by a good introduction. Developing an introductory script to use with all new patient encounters may help [14]. Specifics may vary by practice setting. Key components should include name, role (particularly when practicing with trainees), and how hospitalists work in partnership with the primary care physician. For example, “Hello. I’m Dr. Jones. Your doctor, Dr. Fitzpatrick, has asked me to see any patients of hers who need to come to the hospital because I specialize in hospital care. I will send her a full report [or call her after we talk] so she’ll know exactly what’s going on [14].” Asking something about the patient’s life outside of the hospital can help to quickly establish rapport and show patients that clinicians see them as individuals: “I know that we are meeting for the first time. Can you tell me something about yourself so I can get to know you a little better?” [15]. Eliciting concerns is an important beginning to any interaction [16] and can be especially important in discussions of serious illness. Most patients have concerns at hospital admission, yet many are not addressed in encounters with hospitalists [17]. It is especially important to begin discussions of serious illness, such as goals of care discussions or family meetings, by eliciting patient concerns. Concerns are most effectively elicited with open-ended questions and active listening. Questions like “How are you coping with all of this?” let the patient know that the clinician is interested in the patient’s concerns [18]. The phrase “tell me more,” for example, “Tell me more about what information you need at this point?” or “Tell me more about what you mean by that,” can be helpful to elicit concerns, particularly if the clinician feels that there is misunderstanding [15]. Once concerns have been elicited, the clinician and patient can set a collaborative agenda for the discussion. For example, “I would like to ask you some questions about the treatment you’ve had so far, and then we can discuss your concern about your chemotherapy treatment delay. Does that sound okay?” Patient concerns often have both informational and emotional components [18]. Concerns can be elicited by the clinician as described earlier; patients also may spontaneously give cues about their concerns. To respond effectively, clinicians must first recognize concerns and cues, and determine whether they are primarily informational, emotional, or both. Patients indicate need for information in either statements or questions, for example, “I don’t understand the test results,” or “What is the prognosis doctor?” In emotional cues, patients indicate their experience of distress. Emotional cues can be verbal, for example, “I’m scared to face the next steps,” or nonverbal, for example, fidgeting, crying, or looking down. Emotional cues are sometimes masked by what appears on the surface to be a request for biomedical information. For example, a patient may say, “I just don’t understand why the antibiotics aren’t working. There must be something stronger.” It is tempting to only see this statement as a request for information; however, it may also be an expression of negative emotion, such as worry or frustration. Responding to Informational Concerns: “Ask–Tell–Ask” Technique. Hospitalized patients want information about their illness and how it will affect them yet often struggle to understand the huge amount of information conveyed to them by different clinicians. Hospitalized patients often lack an accurate understanding of even basic information about diagnoses and treatments [19]. Also, clinicians need to ensure that patients get the information they want and need, but do not give more detail than patients are ready to hear [8]. The “ask–tell–ask” technique (Table 7.1) allows clinicians to give only the amount of detail that the patient wants and to make sure that the information provided is understood [15]. Table 7.1 Responding to Informational Cues: “Ask–Tell–Ask” [15] “Ask.” The first step is to ask the patient what they already know and what they want to know, for example, “Can you tell me what you understand of your disease?” and “Can you tell me what information would be most helpful?” This first “ask” allows the clinician to tailor the type of information that is provided to what the patient actually needs. This step is particularly important in the hospital, where patients are often receiving information from multiple different members of the clinical team. “Tell.” The next step is to tell the information to the patient in plain language, in a short statement conveying no more than three pieces of information at a time [15]. It is also helpful to start by conveying a big-picture message before disclosing more detailed biomedical information. “Ask.” The second “ask” checks patient understanding or perspective, for example, “What questions do you have so far?” or “What do you think of what I’ve said?” The clinician can also ask the patient to restate what was said in his/her own words. For example, “To make sure I did a good job explaining this, can you tell me what main points you are taking away?” or “How will you explain this to your husband?” The “ask–tell–ask” cycle usually needs to be repeated several times throughout the encounter so that information is always conveyed in small segments. Responding to Emotional Cues: Expressing Empathy.
Effective Communication with Seriously Ill Patients in the Hospital: General Principles and Core Skills
7.1 INTRODUCTION
7.1.1 Why Hospitalists’ Communication with Seriously Ill Patients Matters
7.1.2 Hospitalists Need Skills to Address Their Unique Needs in Discussing Serious Illness
7.1.3 What Patients and Families Want in Hospital Communication about Serious Illness
7.1.4 How to Use this Chapter
7.2 KEY STEPS WHEN OPENING THE ENCOUNTER
7.2.1 Sit-Down
7.2.2 Effective Introductions
7.2.3 Ask about the Patient as a Person
7.2.4 Eliciting Concerns and Setting the Agenda
7.3 KEY SKILLS TO USE THROUGHOUT THE ENCOUNTER
7.3.1 Responding to Concerns and Cues
Encounter Dialogue
Analysis
Patient: “How long do you think I have?”
Clinician: “First, to make sure I give you the most helpful answer, do you find numbers or percentages helpful or just a general estimate?”
1st Ask to find out exactly what information the patient wants
Patient: “I guess I’m more just wondering what to expect”
Clinician: “Let’s first focus on how this illness is likely to impact your life over the next months. The main thing I’m worried about is that you will start to feel weaker”
Tells only the information the patient wants. Uses plain language
Clinician: “Is that the kind of information you were hoping for?”
2nd Ask to check if the patient’s informational needs were met
Stay updated, free articles. Join our Telegram channel