Wednesday, August 31, 2016

CPHW40

Patient Personalities

Patient Personalities 101

Gregory J. Warth, MD
Disclosures | July 22, 2011
As you progress in your medical training and career, you will encounter many different types of patients who have a wide range of personality traits and circumstances. These individuals will be faced with depression, terminal illnesses, chronic pain, addiction, and other problems. Some of them will be kind and a joy to see; others will be angry, frustrating, and challenging.
As a physician, you will need to get along with almost everybody well enough to do your job and, at the same time, develop a decent reputation. Your mission, of course, is to assure that your patients receive the best medical care that you can deliver, in a nonjudgmental way, no matter what their personal characteristics are. How well you accomplish this mission will in large part determine the kind of physician you are.
By carefully considering your patients' personality traits and circumstances, you'll be able to provide compassionate as well as scientific care to your patients. Keeping in mind that people are much more complex than any one of these characteristics, you might consider the following "types" of patients:
• Pleasant patients are usually very easy to care for. Most patients fall into this category. However, there are still some preventable problems that may occur. You have to guard against getting too attached, which decreases your objectivity. You may want to be more reassuring and optimistic than you should be when realism dictates otherwise. In addition, you may be tempted to honor requests that may not be in the best interests of good medical care.
• Courageous patients have emotional strength, fortitude, acceptance, and understanding in the face of great adversity. We deeply admire these people and hope we can muster the same strength in ourselves when we need it.
• Angry patients and/or families often arouse in us an instinctive response to retaliate with our own anger. Responding with anger almost always makes the problem worse both for you and the patient. Try to understand why the person is angry and be on their side in helping them resolve the source of the frustration, if it is reasonable to do so. Allow them to vent and then try to correct the problem quickly. If you can't correct the problem, explain calmly why things are the way they are, for example, by showing the person how the current policy or plan benefits them and reduces risk.
Remember that anger may be the patient's defense mechanism for some other underlying emotion such as fear, anxiety, or depression. Anger may also be an attempt to manipulate others into doing something they would not ordinarily do. If you are at an impasse in trying to resolve the problem, or you feel yourself becoming angry, then excuse yourself and get someone else to try to rectify the situation -- perhaps a family member or chaplain, or someone who can provide an objective view. Most of the time, problems can be resolved to the patient's satisfaction if you remain calm and concerned for their welfare and if you go out of your way to make things better.
• Manipulative patients have learned how to get what they want whether it's good for them or not. We need to be able to recognize when we are being manipulated and be careful to avoid "giving in" when we know it's not in the patient's best interests.
• Demanding patients require a lot of attention, insisting that you go out of your way to perform various tasks that may not be necessary or that they could potentially do themselves. They usually are not doing this intentionally. Sometimes you have to gently set limits on what you can and cannot do for them.
• Drug-seeking patients may also be angry, manipulative, or demanding. These individuals are sometimes difficult to spot. Certain red flags to consider include the ongoing need for higher doses of opioids when symptoms are out of proportion to physical findings, frequently "losing" opioid prescriptions, or always running out of pain medications too early. Drug-seekers are very nice in the beginning but can become angry or manipulative if you try to decrease their dosages. It's important to be firm but never judgmental in these (or any of the above) situations. Encourage them to seek counseling for addiction, though this is sometimes difficult to sell.
• Direct patients like to be in control. They tell you what they want and don't hesitate to disagree with you if they don't like what you are saying or doing, or not doing. They are not always angry -- it just seems that way.
• All-knowing patients tend to believe that they are very knowledgeable about medical subjects and know as much or more than you do about certain topics. They may actually have some limited knowledge about a subject, but they often don't have enough experience with it to put it into the proper perspective. They like to bring in newspaper or Internet articles about medical issues so that you can become as knowledgeable as they are about the subject. It's best to be patient and understanding. Don't try to compete with them.
• Noncompliant patients can be frustrating because they never seem to want to carry on with the treatment you prescribe despite continuing to complain about the symptoms that brought them to you in the first place -- like smokers whose lungs continue to worsen despite being told not to smoke, or severely hypertensive patients who won't take their medicine and won't show up for follow-up visits. Sometimes, however, you find out it's because they don't understand the importance of certain treatments, or in some cases, can't afford the medicine and are too embarrassed to let you know that.
• Anxious patients can be time-consuming and often require a lot of reassurance. The extreme here is the hypochondriacal patient who runs to the emergency department with every back pain, worrying that their kidneys are failing, or that they have cancer. However, there is a significant risk for missing diagnoses in these patients because sometimes you find yourself reassuring them for a symptom that really is a sign of something serious. You have to remember that these people can get sick too.
• Psychosomatic patients present with very confounding dilemmas. Their symptoms are real but defy diagnosis despite usually large, expensive work-ups. You're worried that you might be missing something, and, of course, the patient is convinced that something has to be wrong. When the evaluation turns out normal and you try to convince the patient that the problem may be psychosomatic or "stress-related," they often become upset and disbelieving. They sometimes think you don't understand them or don't take them seriously. You have to convince them otherwise.
• Depressed patients are commonly seen in private practice. Some people know they are depressed and will tell you, whereas others will come in with a variety of symptoms including fatigue, lack of energy, sleeplessness at night and tiredness during the day, or lack of interest in anything. They may also think of depression as a sign of weakness in character. It's important to find out whether they have been having thoughts of suicide, and if they do, call the psychiatric center.
• Confused or demented individuals often require a lot of patience, especially when they ask the same questions or tell the same stories over and over again. Sometimes they are challenging if they become agitated, which happens often because they are frightened and feel that they have lost control. They frequently don't understand the need for certain tests or procedures. You may have to explain and re-explain things. Of course, in these situations the families should be involved in helping make decisions.
• Nonterminal patients with chronic pain are one of the most challenging types you will encounter, because there are very fine lines within the spectrum of need, abuse, and danger. Beware of certain inherent risks to both you and the patients. The patients are at risk for accidental overdose and death for a nonmalignant condition. The physician is at risk both professionally and legally; licenses have been lost and careers destroyed because of a desire to help people who are in severe pain. For these reasons, many physicians avoid these types of patients as much as possible, which is unfortunate because many of them are needlessly suffering, miserable, and nonfunctional due to inadequate treatment.
• Dying patients are sometimes difficult to care for because the sadness surrounding them tends to be infective and pervasive, and sometimes you take it home at night. Some physicians withdraw from these patients because it forces them to recognize their own mortality, or they don't think there is anything more they can do, they don't know what to say, or they fear that they will say the wrong thing. However, this is the time that the patient needs you the most. They need you to be honest and compassionate and to explain what's happening and why. They also need to know that you won't allow them to suffer needlessly. Although sad, it is often ultimately a gratifying experience if you can provide comfort to the patient and the family in this time of great need.
These characteristics occur in all walks of life, not just in medicine. However, illness or stress can bring out patients' personal strengths and weaknesses.
In addition, most people you encounter will fit into more than one of these types. For example, you may see a kind patient who also happens to be very demanding and somewhat manipulative. Or you may care for someone who is anxious and depressed and has a number of psychosomatic complaints, or an anxious patient who is also noncompliant. This is part of what makes patient care so interesting and challenging. It would be boring if they, and we, were all the same.
How will you respond to different types of patients? Remember that your reactions are a product of your own background, set of values, and characteristics, some of which may not be perfect. Consider your own personality, and be honest with yourself as you think about the following questions:
  • Am I easily angered, irritable, defensive?
  • Do I become emotional, easily saddened, or even fearful about certain situations?
  • Am I too abrupt or impatient?
  • How much compassion or concern do I have for others who are total strangers?
  • What is my flexibility level?
  • Am I congenial, or antisocial?
  • Can I appear calm even when I feel anxious?
  • Do I have a sense of humor, and do I know how to use it appropriately?
  • Do I have to be in control?
  • Can I take criticism well?
  • Do I have prejudices that might influence my ability to be objective?
If you can answer all these questions easily and honestly, you probably know yourself pretty well. This will help you interact with others. You may realize that you need to practice tempering some of your emotions or having more patience than you might otherwise have in certain situations. Remember, nobody is perfect.
Lastly, there are some guidelines that you may consider when encountering any and every patient. These will almost always be helpful in almost every situation. (Notice the word almost.)
  • Put your patient first -- not yourself, not the nurses, not the hospital administrators, not the insurance companies. Be your patient's advocate.
  • Be as compassionate and empathetic as you can.
  • Never respond to anger (or any other frustrating situation) with anger.
  • Try to understand why the patient is acting or responding the way s/he is. (Is it loss of control? Underlying fear?)
  • Don't be judgmental. You may have ended up the same way had you not been lucky enough to be born and grow up where you did.
  • Remember your mission -- to deliver the best medical care possible to all your patients, no matter what personality traits or characteristics they might have.

Thursday, August 25, 2016

CPHW 40

FALL 2016 WOOSONG UNIVERSITY CPHW SOPHOMORE CLASS SYLLABUS – NURSING

Course Name:

CPHW_TBD

Class Code:

TBD

Class Location:

TBD

Semester & Day(s):

Fall 2016 TBD

Teacher:

TBD

Office & Office Hours:

TBD

Textbook:

International Consultation Scenarios. KOHI

Course Description: This course uses the communicative approach to language teaching/learning. It pays equal attention to

developing all four language skills, listening, speaking, reading and writing, with a special emphasis on the oral aspects of

speaking English, to provide students a well-rounded development progress in all areas of language learning. The primary goal

is for students to become deeply familiar with the scenarios, dialogues, and vocabulary.



Course objectives:

The general objectives for this course are to:

 Develop speaking, listening, reading and writing competence, with a focus on memorizing scripts.

 Expand the range of vocabulary and expressions used.

 Develop critical thinking skills.

 Practice speaking skills through class discussions and presentations.

 Apply target language during class discussions and presentations.

 Be comfortable in a student-centered classroom environment.

By the end of this course you will have:

 Learned vocabulary, grammar, listening and speaking skills necessary to communicate effectively in medical

settings.

 Used target language when discussing unit questions and themes.

 Learned to think independently and generated a range of opinions and ideas.

 Participated actively and effectively in cooperative group work and pair work.

 Performed and memorized dialogues and role plays based on medical situations.

Teaching Strategies:

Video, audio, group/pair work, role-plays, demonstrations, presentations, debates, modeling, in-class presentations, and

others as the instructor sees fit.

Assessments:

 Week 8: Midterm 1 (20%)

Midterm 1 will be an oral exam covering Units 1-6 of the textbook.

 Week 15: Final Exam (40%)

The final exam will be a written standardized exam (30%) based on the textbook and the English Post Test (10%).

 Exams subject to change due to departmental policies.

Course Assessment:

 Attendance = 20%

 Homework & Participation = 20%

 Homework = 10%

 Participation = 10%

 Midterm Exam = 20%

 Final Exam = 40%

 Written Exam = 30%

 Post Test = 10%

Grade Curve:

***GRADE CURVE MAY CHANGE***

A+ A0 ≤ 30%

B+ B0 ≤ 40%

C+ D0 ≥ 30%

F = at teacher’s discretion



COURSE CALENDAR *Subject to change due to departmental policies

Week Unit information Unit Outcome:

1 Functions of International

Consultation Centers

 Instructor’s Materials

 Introductions

 Pages 4-6

2 Medical Situation Scenarios  Outpatient Consultation 6-12

3 Gastroenterology 

4 Neurology 

5 Psychiatry 

6 Surgery 

7 Orthopedics 

8 Midterm Exam



Midterm Exam

9 Rehabilitation Medicine 



10 Neurosurgery 



11 Thoracic Surgery 



12 Plastic Surgery



Obstetrics and Gynecology 

14 Pediatrics  Instructors materials/review/ prepare for final

15 Final Exam

Attendance

If a student is absent, they must first talk to their Department Head and obtain an excused absence form.

That form must then be given to the instructor. Only absences for sickness, car accidents, military service

interviews, training for army reservists, departmental events, and mourning will be considered with

documentary evidence. Students can have up to TWO CLASSES excused per semester. Allowance for any

further excuses is up to the instructor's discretion.

If a student is absent (unexcused) from one third of the classes in that semester, the student will automatically

receive an “F.” Students should check their attendance as often as possible to avoid mistakes.

A student will lose 0.5 points from their attendance every time they are tardy.



This course will have two exams: a Midterm Exam and a Final Exam. The instructor may also administer quizzes

or other assignments at any time during the course. Homework and Participation will be assessed at the

discretion of the instructor as per standard Woosong policy.

If you miss a class, it is your responsibility to make up missed class work.
Leaving class without permission or for extended periods of time may impact your attendance and participation grades.

CPHW 56






Sophomore SYLLABUS
Stretch 2


Course Name:
English Conversation 1
Class Name:
TBD
Class Location:
TBD
Semester/Days/Times:

Units/Hours:
2/4
Textbook:
Stretch 2:6 Skills to expand your English, Oxford



Teacher:
TBD
Office & Office Hours:
TBD


ASSESSMENT







Attendance
20% of final grade


Homework & Participation
20% of final grade


Midterm Exam (Oral)
(Covering Units 1-6)
20% of final grade
Interview, Dialog, or Group Discussion
(Standard-provided by program-tweaked by teacher)
Week 8
(either/both  lessons)
Final Exam (Written)
(Covering Units 7-12; a small number of Qs may be drawn from Units 1-6)
40% of final grade
40%: Standardized written exam drawn from question banks provided (Teacher-created)
Week 15






*CURVE  
(*CURVE  MAY CHANGE*)

A0-A+ ≤ 25%
B0-B+ ≤ 40%
D0-C+ ≥ 35%
F = i) score below 40, ii) did not sit final exam, iii) 33% absence, iv) proven cheating in exam(s)







COURSE DESCRIPTION & OBJECTIVES


Course Description: This course uses the communicative approach to language teaching/learning. It pays equal attention to developing all four language skills, listening, speaking, reading and writing, with a special emphasis on the oral aspects of speaking English, to provide students a well-rounded development progress in all areas of language learning. Students will also be exposed to basic presentation skills.
Course objectives:
     The general objectives for this course are to:
  • Listening: Listen for understanding
  • Speaking: Hold short conversations on a variety of topics
  • Reading: Indentify and use strategies to read for understanding
  • Writing: Write a short paragraph with a topic sentence.
  • Develop basic presentation skills
  • Develop critical thinking skills
  • Develop inter-cultural awareness

By the end of this course you will have
  • Held conversations: expressing personal opinions and responding to others’ opinions, asking for and giving information and examples, asking for and giving advice, shown appropriate emotions when speaking.
  • Listened for: main ideas, specific information, speaker’s attitudes and opinions
  • Used target language when discussing unit questions/topics.
  • Given short presentations about topics in the book
  • Used previewing, prediction, context clues, and scanning for understanding texts
  • Written a short paragraph using a strong topic sentence.
  • Created and performed a dialog and/or Q&A-based conversation for your midterm exam
  • Participated actively and effectively in cooperative group work
Teaching Strategies:
Video, audio, group/pair work, role-plays, demonstrations, presentations, debates, portfolio, modeling, in-class preparation, and others as the instructor sees fit.


REQUIRED FROM STUDENTS

Textbook
All students must BUY the assigned textbook. PHOTOCOPIED TEXTBOOKS WILL NOT BE ALLOWED IN CLASS. Persistent refusal to comply with this directive may result in disciplinary action.
Materials
Each student should come to class with all their necessary books as well as pens and pencils and other required materials.
Cell phone
Cell phone use is permitted for dictionaries but should be limited for phone calls and messaging unless absolutely urgent. STUDENTS SHOULD POLITELY ASK TO BE EXCUSED TO TAKE/MAKE A CALL IF URGENT.
Behavior
Students are expected to behave respectfully toward the teacher, their classmates, Woosong property, and any Woosong staff. Students should pay attention, participate willingly, and always do their best. Effort and good attitude will be rewarded as well as ability.
Attendance
Attendance comprises 20% of each student’s final score. Attendance is calculated in half-hour increments. Persistent absence and/or tardiness will affect a student’s final score. 33% absence will result in a Fail.







COURSE CALENDAR


Week/Dates*
Unit/Page Information
Outcomes*
Week 1
Introductions
Unit 1
  • Students have been made familiar with the course
  • Students and Teacher have introduced themselves
  • Students must have an original textbook
  • Listen for main ideas about hobbies
  • Sound polite by softening opinions
  • Be able to use verbs + infinitives
  • Identify details in a reading
  • Ask questions before watching a video
  • Use gestures when giving a short presentation
Week 2
Unit 2
  • Listen for reasons in conversations about clothes
  • Ask for opinions about clothes
  • Use comparatives to describe clothes
  • Make a T-chart before writing
  • Be able to identify comparisons
  • Make eye contact while giving a short presentation
Week 3
Unit 3
  • Be able to predict content about sports
  • Repeat information to show interest
  • Use verbs + nouns
  • Guess the meanings of new words
  • Identify cause and effect
  • Stress key words in a presentation
Week 4
Unit 4
  • Listen for main ideas about public transportation
  • Use expressions to interrupt politely
  • Be able to form indirect questions
  • Make an outline before writing
  • Take notes while watching a video
  • Ask the audience questions in a presentation
Week 5
Unit 5
  • Make inferences about personality from clues
  • Be able to use expressions to show surprise
  • Use the simple present and the present continuous
  • Recognize key words in a reading
  • Be able to notice key words while watching a video
  • Use phrases to change the focus in a presentation
Week 6
Unit 6


  • Listen to follow the order of events in cooking
  • Be able to use expressions to show understanding
  • Use imperatives and sequence markers
  • Show steps in a process with sequence markers
  • Be able to notice cultural differences
  • Use a series of images to explain a process
Week 7
Supplemental & Review for Midterm
  • Supplemental Activities
  • Review for MidTerm Exam
Week 8

MIDTERM EXAM
  • Exam practice
  • Oral MidTerm Exam
Week 9
Unit 7
  • Listen for key words about the weather
  • Ask questions to confirm understanding
  • Use the superlative forms of adjectives
  • Make predictions about a reading
  • Use visuals to learn vocabulary
  • Focus on key information while giving a short presentation
Week 10
Unit 8
  • Listen for everyday activities
  • Use expressions to apologize
  • Use the past continuous
  • Make a timeline to organize ideas
  • Use visuals to understand main ideas
  • Contrast information in a presentation
Week 11
Unit 9
  • Listen for details about school subjects
  • Soften opinions about how students feel
  • Use adjectives ending in –ing and -ed
  • Make inferences from reading
  • Being able to identify motivation while watching a video
  • Rank things in order of importance
Week 12
Unit 10
  • Make predictions about school events
  • Use expressions to show agreement
  • Use the present perfect
  • Give feedback to a partner
  • Be able to identify examples
  • Explain a diagram while giving a short presentation
Week 13
Unit 11
  • Identify favors while listening
  • Use reasons to explain why students can’t do something
  • Be able to make requests
  • Use the title and headings to preview a reading
  • Make predictions before watching a video
  • Be able to summarize the main points
Week 14
Unit 12 &
Review for Final
  • Listen for verb phrases related to traveling
  • Ask follow-up questions to show interest
  • Use have to and have got to for obligation
  • Proofreading their writing
  • Make connections to a video
  • Repeat a key phrase
  • Review for Final Exam
Week 15

FINAL EXAM
  • Written Final Exam

* Note that for this semester, academic weeks begin on a Monday and finish on Friday. So, Lesson 1 of an academic week will be a Monday
* It is HIGHLY RECOMMENDED that teachers also cover the vocabulary listed at the end of each unit. This will heighten students’ preparedness for the post-test.
* It is upon the discretion of the teacher with understanding of the level and abilities of their class whether all or only some of the suggested unit outcomes are achievable or even desirable though it is entirely expected that teachers will not stray far from the spirit of the syllabus. For higher-achieving classes or when otherwise considered desirous, additional outcomes may be sought by the teacher upon studied and professional consideration.
* If a teacher wishes to seek outcomes vastly different to or at the exclusion of those found in the syllabus, they must seek the direct approval of the Programs Coordinator or Academic Director in a timely manner and must accept the considered verdict of the Coordinator or Director in question.


STAR ENGLISH, ENGLISH CORNER, ENGLISH TUTORING LAB
(Extra non-credit services offered to assist students)


Star English
W6 #101, M-Th
  • 15-minute conversation, one-on-one
  • 1 stamp per visit
  • 5 stamps for 1 participation point
  • Maximum = 3 points (15 stamps)
English Corner
W6 #101, M-Th
  • One-hour lessons
  • 1 stamp per visit
  • 3 stamps for 1 participation point
  • Maximum = 3 points (9 stamps)
English Tutoring Lab
n/a, M-Th
  • “Drop-in” class for General English students to provide one-on-one assistance for any kind of English study question
  • No stamps/points given for attendance


  • Lost cards (stamps) will not be replaced (student may start over with new card)
  • Maximum 3 points per student per semester
  • One or more cards may be submitted to KET or NET but points given may never exceed 3
  • Submitted cards used to obtain points should be taken by teacher and included with archiving
  • Card(s) must include student name and ID number
  • Points accrued are added to HW/Participation grade (as raw points out of 20)
  • A column for Star/Corner points is included on the CAS to assist with calculating points; USE THIS COLUMN IF YOU TAKE STAR/CORNER POINTS FROM STUDENTS
  • Attendance needs to be logged in special sheets shared and linked in Google Drive (WSU GEL > [semester] > 06. Special Programs)
  • If you have any questions, please speak with Special Programs Coordinator, Assistant Special Programs Coordinator, or Lead Teacher.
If you miss a class, it is your responsibility to make up missed class work.
Leaving class without permission or for extended periods of time may impact your attendance and participation grades.