instructor manual – module 2 explaining your role to ... · lesson plan a. learning objectives...

Direct Care Workers Training

I. Goal The goal of this module is to help the direct care worker explain appropriate aspects of their caregiver role and help family members develop clear and realistic expectations.

II. Time 1 hour

III. Executive Summary Direct care workers (DCWs, i.e., Certified Nursing Assistants and Home Health Aides) play a vital role in the care of people in need of long-term care. Whether care is provided in the home or in a facility, DCWs regularly interact with family members. By giving DCWs skills, tools, tips and practice time, this training series hopes to enhance the communication skills of DCWs with family members, thereby increasing everyone’s satisfaction and comfort level.

IV. Lesson Plan

A. Learning Objectives

Explain the importance of informing the family about your caregiving tasks

Describe to the family the typical tasks you perform during your work day

Identify observations about your patient to share with family members Demonstrate how to ask for information about your patients that will

help you do a better job

A. Equipment Needed to Train

Projection system

Computer with speaker system

Instructor Manual – Module 2 Explaining Your Role to Family Members and Clarifying Expectations

Instructor Manual – Module 2

Explaining Your Role to Family Members and Clarifying Expectations

Prepared by University of California, Irvine, Program in Geriatrics for The SCAN Foundation For additional training resources, visit http:www.thescanfoundation.org/grants-rfps/direct-care-workforce

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Laser pointer

Flip chart, markers

Watch or Timer

B. Listing of handouts

1 copy of the Practice Activity Worksheet per student (Appendix A)

1 copy of the Key Points Handout per student, available in English, Spanish and Tagalog (Appendix B)

1 copy of Test per student (Appendix C)

1 copy of the Participant Evaluation per student (Appendix D)

Test Answer Key for Instructor (Appendix E)

Practice Activity Worksheet—Alternative Scenarios (Appendix F)

C. Activities with Timeline

Activities Methods Supplies Time (Minutes) Intro and Video (slides 1-10)

Video projection Laptop, projector 5

Caregiver and Family Member Reflections (slides 11-14)

MP3 Files Computer 7

Experiential activity (slide 15)

Large group exercise/sound bytes

Flip chart, markers 10

Content slides (slides 16-30)

PowerPoint Laptop, projector 15

Practice activity (2 videos) (slides 31-34)

Pair work Practice Activity Worksheet

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Review, wrap up and post-test (slides 35-37)

Multiple choice test Paper-based test, pens or pencils

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Total 60 minutes

V. Evaluation

Administer post test 10 minutes prior to the end of class, then collect at the end of 60 minutes.

http://www.thescanfoundation.org/grants-rfps/direct-care-workforce�




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VI. Advance Preparation • Review all training and presentation materials for this module • Know your agency/facility’s policies, resources, and procedures related to issues

that may arise regarding this training content (such as ways in which caregivers may personalize care)

• Review the Practice Activity and determine whether or not to use Practice Activity Worksheet—Alternative Scenarios

• Copy all handouts for participants • Check to ensure that the audio components play smoothly from the PowerPoint

presentation. For example, you might need to update your software or open the player software and check the volume in advance of the presentation.

• Turn on the computer and launch the PowerPoint presentation • Turn on the projector • Set-up the flip chart paper and markers

VII. Instruction Slide 1


1 Instructor: Read the following text to the students: Welcome to Module 2 in this Direct Care Worker continuing education training course.





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Slide 2

What You Will LearnBy the end of this module, you will be able to:

Explain the importance of informing the family about your caregiving tasks

Describe to the family the typical tasks you perform during your work day

Identify observations about your patient to share with family members

Demonstrate how to ask for information about your patients that will help you do a better job

2 Instructor: Read the following text to the students: After you complete this module, you will be able to: •Explain the importance of informing the family about your caregiving tasks •Describe to the family the typical tasks you perform during your work day •Identify observations about your patient to share with family members •Demonstrate how to ask for information about your patients that will help you do a better job Slide 3

Slide Show Begins3





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Tip for the Instructor: You do not need to advance the slides during this portion of the PowerPoint presentation. They will advance automatically until Slide 11. Slide 4

This second module will focus on communication regarding caregiving tasks.

4 Slide 5

During the course of your workday, you do many skilled activities with patients that help to keep them healthy, clean, comfortable, and socially involved.

5 Slide 6





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This course is not designed to teach you these skills, but instead, it is designed to help you learn to talk with the patients’ families about what you are doing and why.

6 Slide 7

While it may be easier and quicker to just get on with your work and do your job, taking the time to talk with family about WHAT you are doing is extremely important.

7 Slide 8

This tells family members that you have confidence in yourself, and helps them trust that you are skilled and able to do a good job.

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Slide 9





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Families that feel a sense of trust in your skill will generally have a better feeling about the care the patient is receiving, and feel less stressed.

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Slide 10

This translates into a better quality of life for the patients. Let’s get started!

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Slide 11

Voices from the community Let’s hear from actual family members talking

about how respectful, open communication between family members and caregivers helps to improve care.





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Instructor: Read the following text to the students: You know how to do the care giving tasks that your patients need your help with. So, why is it important to talk with family about what you are doing? Let’s hear from actual family members talking about how respectful, open communication between family members and caregivers helps to improve care. Instructor Tip: The audio clips for Slides 12-14 will play automatically when you advance each slide.





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Slide 12

“The caregiver should not be afraid to be forthright about any problems that they have, are feeling, or be able to communicate with you how they feel about caring for that person and the problems that they might be having, and could you help them in any way.

There should be that open communication between yourself and the caregiver because you know that person better than anyone, really. The more information they can get from you on how to care for that person and what are their likes and dislikes, that helps.”

A family member describes the importance of open communication…

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Tip for the Instructor: The audio clip will play automatically. {Transcription of sound clip:} “The caregiver should not be afraid to be forthright about any problems that they have, are feeling, or be able to communicate with you how they feel about caring for that person and the problems that they might be having, and could you help them in any way. There should be that open communication between yourself and the caregiver because you know that person better than anyone, really. The more information they can get from you on how to care for that person and what are their likes and dislikes, that helps.” Slide 13

“Caregivers that communicate with me, and I communicate with them, and they are, we are all on the same line. We want the best for that person. ‘This is my problem.’ ‘How can I help you?’Work together. Use two minds to solve a problem.”

A family member describes working together as a team to solve a problem…

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Tip for the Instructor: The audio clip will play automatically.





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“Caregivers that communicate with me, and I communicate with them, and they are, we are all on the same line. We want the best for that person. ‘This is my problem.’ ‘How can I help you?’ Work together. Use two minds to solve a problem.” Slide 14

“They shared little details that they thought I might enjoy hearing. They made it personal. This is my husband. This is my soul mate. And it was a huge separation issue for me, as well as my husband. They shared those little personal things with me: ‘You know what he said today?’ They took the time to share that with me and made me feel good and developed a relationship.”

A family member describes the importance of sharing details and developing relationships…

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Tip for the Instructor: The audio clip will play automatically. {Transcription of sound clip:} “They shared little details that they thought I might enjoy hearing. They made it personal. This is my husband. This is my soul mate. And it was a huge separation issue for me, as well as my husband. They shared those little personal things with me: ‘You know what he said today?’ They took the time to share that with me and made me feel good and developed a relationship.” Instructor: Ask the group to paraphrase what the family members said. Answers might include:

• Don’t be afraid to speak up about problems. • Family members feel like they have useful information to share. • Asking family members for information about their loved one can help you learn

ways to make your work better or easier. • Work together with family members to solve problems as a team.





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• If you share appropriate observations with family members, it can help make them more comfortable and build the relationship.

Slide 15

Experiential Activity

Did you explain what you were doing? What kind of response did you get from the

family member? Did you ask a family member for information

about the patient to help improve the care provided?

Think about times when you encountered family members while taking care of a patient.

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Instructor: Read the following text to the students: These comments really drive home the idea that trust is important to making someone feel comfortable and how important this is to family members. If they don’t feel that trust, they will be more critical, on edge and worried about the patient. Now, let’s hear about your experiences on the job that relate to this. Think about times when you encountered family members while taking care of a patient. •Did you explain what you were doing? •What kind of response did you get from the family member? •Did you ask a family member for information about the patient to help improve the care provided? Instructor Note: Allow participants to talk together in pairs for about 5 minutes. Then, call the group back together and ask participants to share their thoughts and experiences. Write responses on flip-chart. The outcome should include at least the following: What kind of response did you get from the family member?

•Grateful •Confused •Didn’t want to hear





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•Had more questions •Other…

Did you ask a family member for information about the patient to help improve the care provided?

•Family member shared some tips about the patient •They were helpful (How?) •They were not helpful (Why not?) •Family member wasn’t interested (We’ll talk about ways to ask for this information) •Other…

Slide 16

Why is it Important to Inform Family About Caregiving Tasks?

Helps family members:

Understand how the facility operatesKnow the routines of the facilityTrust that you care about the patientKnow that you are confident in yourself.

Trust in your abilities

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Instructor: Read the following text to the students: It’s very important to inform family members about your caregiving tasks. Why? Well, it helps them understand what you do, and how the facility operates. It also helps them understand the routines the facility performs, and gives them a better understanding of who performs what task. Informing family about your caregiving tasks also promotes trust, because they know that you care about your patients. But, the most important part is that it projects your self confidence. When you are confident, the family will have confidence in you!





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Slide 17

Explain Your Role to Family Members WHEN:

You arrive to do a scheduled task

You stop to check on the patient

You respond to a call light

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Instructor: Read the following text to the students: There are certain times when you should explain your role to family members. You should do so when you arrive to perform a schedule task, when you stop in to check on a patient, and when you are responding to a call light. Slide 18

Tasks You Talk About with Family Members May be Related to:

Activities of daily living

Routine health maintenance

Social/emotional needs

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Instructor: Read the following text to the students: Some of the tasks you should talk to family members about are activities of daily living (such as feeding, bathing, and ambulation), routine health maintenance, and social or emotional needs. Each of these topics will be described shortly.





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Slide 19

Activities of daily living

BathingDressingToiletingGroomingFeeding


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Instructor: Read the following text to the students: Activities of daily living are things such as, bathing, dressing, toileting, grooming, and feeding. Slide 20

What You Might Say:

“I’m here to feed your family member her lunch. It usually works best if I help her sit in the chair with the table in front, while I sit here. If it is OK with you, I’ll turn the TV off so it doesn’t distract her from eating.”

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Instructor: Read the following text to the students: An example of something you may say to a patient’s family includes information about WHAT you are about to do, HOW it works best, and (if appropriate) WHY: “I’m here to feed your family member her lunch.





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It usually works best if I help her sit in the chair with the table in front, while I sit here. If it is OK with you, I’ll turn the TV off so it doesn’t distract her from eating.” Slide 21

Routine health maintenance

Taking vital signs

Passing medicationsDressing changes


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Instructor: Read the following text to the students: Another task you may talk about with the family members may be routine health maintenance. Routine health maintenance may consist of taking vital signs, passing medications, and performing dressing changes. Slide 22

What You Might Say:

“It’s time to take Mr. Lee’s vital signs. I’ll take his temperature first. Next I’ll take his blood pressure. Sometimes he has a hard time letting me put the blood pressure cuff on. To help him relax I like to talk to him quietly while I’m doing it.”

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Instructor: Read the following text to the students:





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An example of something you may say to a patient’s family with regards to routine health maintenance is: “It’s time to take Mr. Lee’s vital signs. I’ll take his temperature first. Next I’ll take her blood

pressure. Sometimes he has a hard time letting me put the blood pressure cuff on. To help him relax I like to talk to him quietly while I’m doing it.”

Slide 23

Engaging the patient in conversation

Encouraging the patient to interact with other residents

Facilitating the patient’s participation in activities

Offering a warm greeting to the patient

Patient’s Social and Emotional Needs May Include:

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Instructor: Read the following text to the students: Another task you may talk about with the family members may relate to the patient’s

social and emotional needs. Some of these needs may include engaging the patient in conversation, encouraging interaction with other residents, facilitating participation in activities, or offering a warm greeting.





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Slide 24

What You Might Say:

“There is an art activity starting now. I know your mom really enjoys it. Would you like to join her for the art activity? I can show you where it is.”

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Instructor: Read the following text to the students: An example of something you may say to a patient’s family with regards to social or emotional needs is: “There is an art activity starting now. I know your mom really enjoys it. Would you like to

join her for the art activity? I can show you where it is.” Slide 25

Tell Family Members Things You Have Learned About the Patient:

Builds a sense of trust and caring

Tells family you notice details that allow you to do a better job

Teaches family about the “little things” that make a difference in providing care

Personalizes the care you’re providing

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Instructor: Read the following text to the students:





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Mentioning something personal you have learned about the patient builds a sense of trust and caring. It tells family you notice the details that allow you to do a better job. It also teaches family about the “little things” that make a difference in providing care. Lastly, it personalizes the care you are providing. Slide 26

What You Might Say:

“I notice that your father likes to sit by the window when he has lunch.”

“Your mother has an easier time getting dressed when I get all the clothes ready first and I let her pick out her blouse.”

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Instructor: Read the following text to the students: Some examples of a personal comment about a particular patient might be, “Your mother has an easier time getting dressed when I get all the clothes ready first and I let her pick out her blouse.” or “I notice that your father likes to sit by the window when she has lunch.”





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Slide 27

What You Might Say:

“Mr. Jones didn’t have a good night’s sleep, so I am going to help him to bed for a nap when you’re finished visiting this afternoon.”

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Instructor: Read the following text to the students: Another example of a personal comment to share might be, “Mr. Jones didn’t have a good night’s sleep, so I’m going to help him to bed for a nap when you’re finished visiting this afternoon.” Slide 28

Ask Family Members to Share Information About the Patient:

Helps you relate to the patient better

Helps you do a better job caring for the patient

Lets family members know you care about the job you’re doing

Lets you personalize the care you’re providing

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Instructor: Read the following text to the students: Asking family member to share information about the patient helps you relate to the patient better. You can get a clearer idea of where the patient is coming from.





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It helps you do a better job caring for the patient. You can get a better understanding of how to meet their needs. It lets family members know you care. They will feel more comfortable with you and more confident about your care. It also allows you to personalize the care you intend to provide. It helps you build your relationships with the patient and his or her family. Slide 29

What You Might Say:

“Can you tell me about your grandfather’s interests before he was ill? Then I can talk about those things with him when we go for a walk later today.”

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Instructor: Read the following text to the students: An example of how you may ask for information about a patient through their family member may be, “Can you tell me about your grandfather’s interests before he was ill? If so, then I can talk about those things with him when we go for a walk later today.”





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Slide 30

What You Might Say:

“What does your mom like to eat for breakfast?She doesn’t seem to like cereal.”

“Is there anything I could do to help your dad relax before going to bed at night?”

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Instructor: Read the following text to the students: You can ask a family member about the patient’s preferences, such as, “What does your mom like to eat for breakfast? She doesn’t seem to like cereal,” or “Is there anything I could do to help your dad relax before going to bed at night?” Slide 31

Practice Activity Break into groups of 2

Determine who will be the family member and the caregiver

Practice the scenarios for 5 minutes

Switch roles

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Give your partner feedback

Instructor guidance: * You have been provided two Practice Activity Handouts. The first has more simple scenarios for students to practice with (scenarios 1 & 2). The second (Alternative





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Scenarios) has more advanced scenarios (scenarios 3 & 4). Scenarios 3 and 4 are also presented on slides 32 and 33 so can be done as large group activities. You can do either version or both if time allows. Determine which version your student group would benefit from the most. •Break the group up into pairs •Hand out one copy of the Practice Activity to each student (scenarios 1 & 2) or Practice Activity Alternate Scenarios (scenarios 3 & 4) •Use the timer or watch to keep track of the time and announce when to give feedback, and when to switch roles. Instructor: Read or paraphrase the following text to students: Now, we will break into groups for practice exercises. This gives you a chance to put the ideas we have been talking about into practice. If you can do it here with your peers, you are more likely to do it on your job with family members. Let’s give it a try. Your group has been given two scenarios to work with. Everyone will have a turn playing each role. Now decide who will be the first family member and who will be the first caregiver. Take 5 minutes to practice the skills listed on the form. You can make up some information about the patientThe student playing the family member should observe and write feedback notes on the Practice Activity form.

in each imaginary scenario.

Instructor guidance: Observe groups and offer assistance to those who may need it. After 5 minutes, announce it’s time to wrap-up. Instruct the “family member” to give feedback to the “caregiver”. Solicit feedback from the group about how they did and responses they offered. Instruct students to switch roles so the other student can practice with scenario #2. The student playing the family member should observe and write feedback notes on the Practice Activity form. Observe groups and offer assistance to those who may need it. After 5 minutes, announce it’s time to wrap-up. Instruct the “family member” to give feedback to the “caregiver”. Solicit feedback from the group about how they did and responses they offered.





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Slide 32

Practice Activity cont’d

Scenario #3You are a HHA providing care for a patient, Mrs. Cummings in her home after a stroke. You need to help her with bathing, dressing and breakfast during this visit. Practice talking with her husband about the tasks you will need to do. Ask a question about the patient that may help you do your job.

Instructor Guidance: You may use this scenario as a practice activity to be done as a large group or in pairs. If you choose NOT to use this scenario, click past this slide. Slide 33

Practice Activity cont’d

Scenario #4You are a CNA working in a skilled nursing facility. You are responding to a call light of a patient, Mr. Klein who is very hard of hearing. His daughter is visiting when you enter the room. Practice talking with the patient’s daughter about his needs. Offer the daughter an observation you have made about Mr. Klein’s care.

Instructor Guidance: You may use this scenario as a practice activity to be done as a large group or in pairs. If you choose NOT to use this scenario, click past this slide.





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Slide 34

Discussion

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• How was the activity?• What did people do well?

Instructor: Lead a discussion about the participant responses. Ask for feedback on what people did well. Share examples of what you observed while the pairs were practicing. Slide 35

What You Have LearnedBy completing this module, you should be able to: Explain the importance of informing the family

about your caregiving tasks Describe to the family the typical tasks you

perform during your work day Identify observations about your patient to share

with family members Demonstrate how to ask for information about

your patients that will help you do a better job

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Instructor: Distribute the Key Points handout. Read the following text to the students: In this module, we covered how to: Explain the importance of informing the family about your care giving tasks Describe to the family the typical tasks you perform during your work day Identify observations about your patient to share with family members





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Demonstrate how to ask for information about your patients that will help you do a better job

Try to use the techniques we’ve practiced when you are working. Notice how family respond more positively when you have taken the time to do these simple things. Slide 36

Wrap Up

Post-testStudent Satisfaction EvaluationKey Points Handout

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Hand out the post test 10 minutes before the end of class, and collect them as each participant finishes. Hand out the Student Satisfaction Evaluation, and collect them as each participant finishes. Hand out the Key Points Handout (4 Tips for Better Communication)





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Slide 37

Thank you for your participation!

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Appendices

Appendix A: Practice Activity Worksheet

Appendix B: Key Points Handout (available in English, Spanish and Tagalog)

Appendix C: Test

Appendix D: Test Answer Key for Instructor

Appendix E: Participant Course Evaluation

Appendix F: Practice Activity Worksheet—Alternative Scenarios


Developing Realistic Expectations—Module 2 Practice Activity

Scenario #1 You are a CNA working in a dementia care facility. You are helping your patient, Mrs. Lewis to get dressed when a family member arrives to take her out of the facility to a medical appointment. Practice talking to the family member about the task you are doing and think of some comment that helps the family know you are personalizing her care. Scenario #2 You are a CNA working in a board and care facility for elderly demented patients. You are new on this job and just getting to know the patients. You are feeding Mr. Hernandez his lunch when his son comes to visit. Mr. Hernandez speaks very little so you engage his son in a conversation about what you are doing. Ask Mr. Hernandez’ son a question that will help you provide for his care. A. As your activity partner plays the caregiver role, see if she or he does the

following:

1. Tell family members about the care giving tasks that she or he does for their loved one? (write your notes here)

Yes Maybe No

2. Describe the task as she or he does it? (write your notes here)

Yes Maybe No

3. Scenario #1: Share observations about the patient with family members? (write your notes here)

Yes Maybe No

4. Scenario #2: Ask family members questions about the patient that will give information to help her/him do a better job? (write your notes here)

Yes Maybe No

5. Use communication to make the family member feel more at ease about their loved one’s care? (write your notes here)

B. What did your activity partner do the best? ______________________________________________

C. What does your activity partner need to practice the most? ___________________________ _________________________________________________________________________________________________________

4 Tips for Better Communication: Helping Family Members Understand

What They Can Expect

1. Tell family members about the caregiving tasks that you do for their loved one.

2. Describe the task you’re doing as you do it. “I’m going to take your father’s blood pressure now.”

3. Share observations about your patient with family members. “I’ve noticed that your mother doesn’t like cereal.”

4. Ask family members questions about your patients that will give you information to help you do a better job. “What kinds of foods does your mother like for breakfast?”

7 Ayudas Para Una Mejor Comunicación

1. Haga contacto visual2. Salude a la(s) otra(s) persona(s)3. Dígales cuál es su nombre4. Explique la tarea5. Diga cuánto tiempo tomará (si

corresponde)6. Agradézcales7. Diga adiós

7 Paraan para sa mas Mabuting Komunikasyon

1. Tumingin ng deretso sa kausap 2. Batiin ang mga kausap ninyo3. Banggitin ang pangalan mo4. Ipaliwanag kung ano ang gagawin.5. Sabihin kung gaano tatagal ang

ang gawain6. Pasalamatin niyo sila7. Magpaalam ka sa kanila

Module 2: Explaining Your Role to Family Members and Clarifying Expectations

Multiple Choice Test

1. Why is it important to tell the family about your care giving tasks? a. So they know the routines of the facility b. So that they trust that you care about the patient c. So they know that you are skilled at what you are doing d. All of the above 2. When should you explain your role to family members? a. Before you meet them b. When you stop to check on the patient c. Before you respond to a call light d. Before you arrive to do a scheduled task 3. What should a caregiver do when family members ask him/her questions about a patient’s medications, diagnosis or progress in treatment? a. Do the best they can to answer the questions b. Let the family know that the patient is doing really well and there is nothing to worry about c. Inform the family members that they are not able to answer questions about medical issues and direct them to the licensed nursing staff d. Tell the family members that they don’t know the answer to their questions 4. What questions would be good to ask family members about your patient? a. The patient’s food preference b. The patient’s interests c. The patient’s daily routine d. all of the above

10. If you ask a family member for information about the patient’s interests they will

a. feel that you are intruding on their privacy. b. think you are getting too personal with the patient. c. see that you are interested in helping the patient feel comfortable in the facility. d. think you are concerned about the wrong things.

Module 2: Explaining Your Role to Family Members and Clarifying Expectations

Test Answer Key

1. Why is it important to tell the family about your care giving tasks? a. So they know the routines of the facility b. So that they trust that you care about the patient c. So they know that you are skilled at what you are doing d. All of the above 2. When should you explain your role to family members? a. Before you meet them b. When you stop to check on the patient c. Before you respond to a call light d. Before you arrive to do a scheduled task 3. What should a caregiver do when family members ask him/her questions about a patient’s medications, diagnosis or progress in treatment? a. Do the best they can to answer the questions b. Let the family know that the patient is doing really well and there is nothing to worry about c. Inform the family members that he/she is not able to answer questions about medical issues and direct them to the licensed nursing staff d. Tell the family members that they don’t know the answer to their questions 4. What questions would be good to ask family members about your patient? a. The patient’s food preference b. The patient’s interests c. The patient’s daily routine d. all of the above

10. If you ask a family member for information about the patient’s interests they will

a. feel that you are intruding on their privacy. b. think you are getting too personal with the patient. c. see that you are interested in helping the patient feel comfortable in the facility. d. think you are concerned about the wrong things.

Participant Course Evaluation

Module Two: Explaining Your Role to Family Members and Clarifying Expectations

In order to better meet the needs of caregivers like yourself, please mark your responses on this sheet. You do not need to give us your name. Your opinion is important to us.

Thank you for your participation!

1. Do you agree with this statement?

“What I learned from the training will help me to communicate better with family members

of my patients.” (circle one answer)

Not really Not Much Yes, a little Yes, Very Much

2. What parts of the training, if any, do you feel will be most useful for you?

3. What parts of the training, if any, did you like the most?

4. What parts of the training, if any, do you feel will be least useful/not useful for you?

5. Will you be able to use the things you learned in this training on your job?

Not really Not Much Yes, a little Yes, Very Much

6. What will you do differently in dealing with family members of your patients over the next

two months?

7. Comments/Suggestions for Improvement:

Developing Realistic Expectations—Module 2 Practice Activity with Alternative Scenarios

Scenario #3 You are a HHA providing care for a patient, Mrs. Cummings, in her home after a stroke. You need to help her with bathing, dressing and breakfast during this visit. Practice talking with her husband about the tasks you will need to do. Ask a question about the patient that may help you do your job. Scenario #4 You are a CNA working in a skilled nursing facility. You are responding to a call light of a patient, Mr. Klein, who is very hard of hearing. His daughter is visiting when you enter the room. Practice talking with the patient’s daughter about his needs. Offer the daughter an observation you have made about Mr. Klein’s care. B. As your activity partner plays the caregiver role, see if she or he does the

following:

1. Tell family members about the caregiving tasks that she or he does for their loved one? (write your notes here)

Yes Maybe No

2. Describe the task as she or he does it? (write your notes here)

Yes Maybe No

3. Scenario #1: Share observations about the patient with family members? (write your notes here)

Yes Maybe No

4. Scenario #2: Ask family members questions about the patient that will give information to help her/him do a better job? (write your notes here)

Yes Maybe No

5. Use communication to make the family member feel more at ease about their loved one’s care? (write your notes here)

B. What did your activity partner do the best? ______________________________________________

C. What does your activity partner need to practice the most? ___________________________ _____________________________________________________________________________________

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