Identifying the need for some assistance in the home can be difficult. The problem is twofold. The individual who needs the care usually does not want to admit it. Or, because of the assistance that they are receiving from others, they do not see that they need help. Then there are the children, or other family members, who do not want to admit that the individual needs help. It becomes a matter of not wanting to admit that they are older and have more limitations on their physical or mental abilities. Admitting that the person you looked up to for advice or direction in life now needs that direction from you or someone else can be very difficult.
That realization does not come over night. It usually takes an acute event of some sort to bring it to the fore front. An acute event would include something like you going into the hospital unexpectedly. All of a sudden it is realized that there is now no one to go shopping or help with the laundry for Mom and Dad. There are some simple questions to ask yourself that will help you determine if you need some help for yourself or a family member:
1. What is the condition of their home environment? Are they keeping up? Is the house being cleaned every week?
2. Do they appear to be losing weight? Is there food in the refrigerator? Is there food in the cupboard? Does it change periodically? (This would indicate that they are using it.) What are some of the expiration dates on the food? Is food being stored properly?
3. When was the last time their medications were refilled? This may indicate that they are not taking their medications as prescribed. Or, do they seem to be running out of medication before they should? They may be forgetting and taking it too often.
4. Does it look like the mail is being opened regularly? Is it piled up in the corner? Have bank statements been reconciled every month?
5. Are they bathing and changing their clothes daily? Are the clothes they are wearing stained?
Make a list of all the things you do for your older relative. Be as detailed as possible. Keep the list for one week. As you do things on different days, add to the list. Share this list with others in the family. Should something happen to you, someone else will know what needs to be done.
Sunday, January 22, 2012
Saturday, January 14, 2012
Telephone...tag you're it
Do you remember the game"Telephone" most of us played as children? We would line up side by side, whisper something totally silly in one person's ear, they would whisper what they thought that they heard in the next person's ear and so on down the line. You were not allowed to repeat it and by the time it got to the end it was nothing like the original message.
I have used this method of illustrating the importance of accurate communication in classes that I have taught. It is easy to feel, "If I say it, they should be responsible for understanding it." Or "They should know what I meant." My children learned early on that if I did not turn and have eye contact with them that I probably was not listening to what they were saying. They learned to make sure that they got my full attention. I did the same with them as I was competing with TV, phone or radio.
Communication is 50-50. Everyone needs to take responsibility for what they say as well as what they hear. There are some simple techniques that can aid in this process.
1. Make eye contact when speaking or listening. Facial expressions and body language help us to understand and remember the message.
2. Avoid doing multiple tasks when you are supposed to be listening. Multi tasking is not conducive to listening and learning.
3. Repeat or summarize the communication for the sender so that you both know what was said is what was heard.
4. Do not be afraid to ask questions to clarify the information.
5. Do not be afraid to repeat anything that has been misunderstood.
6. Make your communication thorough, but not overly detailed. The message can get lost in too many details.
7. Be sensitive to the age of the person you are communicating with. Use verbiage that is consistent with their age.
8. Speak slower with an older person. Their brain does not process information s fast as it used to. Give them time to hear what you have said and formulate an answer or question.
If something is misunderstood, look back to figure out where the breakdown took place. This can help you to identify how this individual hears information, This can help you to provide information in a more effecient way the next time. Stop playing telephone tag.
I have used this method of illustrating the importance of accurate communication in classes that I have taught. It is easy to feel, "If I say it, they should be responsible for understanding it." Or "They should know what I meant." My children learned early on that if I did not turn and have eye contact with them that I probably was not listening to what they were saying. They learned to make sure that they got my full attention. I did the same with them as I was competing with TV, phone or radio.
Communication is 50-50. Everyone needs to take responsibility for what they say as well as what they hear. There are some simple techniques that can aid in this process.
1. Make eye contact when speaking or listening. Facial expressions and body language help us to understand and remember the message.
2. Avoid doing multiple tasks when you are supposed to be listening. Multi tasking is not conducive to listening and learning.
3. Repeat or summarize the communication for the sender so that you both know what was said is what was heard.
4. Do not be afraid to ask questions to clarify the information.
5. Do not be afraid to repeat anything that has been misunderstood.
6. Make your communication thorough, but not overly detailed. The message can get lost in too many details.
7. Be sensitive to the age of the person you are communicating with. Use verbiage that is consistent with their age.
8. Speak slower with an older person. Their brain does not process information s fast as it used to. Give them time to hear what you have said and formulate an answer or question.
If something is misunderstood, look back to figure out where the breakdown took place. This can help you to identify how this individual hears information, This can help you to provide information in a more effecient way the next time. Stop playing telephone tag.
Thursday, January 5, 2012
Procrastination
I did not invent this concept, but I can be one of the best at it. I make my husband crazy because I do not start to pack for vacation until right before we are ready to leave. He begins to pack days before to be sure that nothing is forgotten. Me? Not so much. When people tell my husband how organized I am at work, he thinks they are talking about someone else. My grandmother used the old cliche, "Do not put off until tomorrow what you can do today." (She was usually referring to the need for me to clean my room.) I have always had a tendency to wait until the last minute to do things. I tried to convince myself and others around me that I work better under pressure. I have heard many people use this excuse, and this may be true for some people. But, for most of us, the work that is created in a rush is usually not our best work. Things are missed and forgotten.
I have learned that procrastination has no place in the medical field. Missing or forgetting something could mean the difference between life and death or injury. Planning, implementation of the plan and reassessment is required in order to facilitate a successful outcome. Outcomes refer to the end result. To reach a successful outcome good assessment skills and good communications skills are required. Creating the best plan in the world for a patient means nothing if no one else understands, agrees with or undestands the plan.
Successful outcomes include the following basic ideas:
1. Assess the situation
2. Gather all the information that you can about the situation
3. Make a plan
4. Communicate your plan to others clearly
5. Put the plan into action
6. Reassess the plan. Did you meet your desired outcomes? Does the plan need to be revised?
This approach can be applied to anything from caring for an emergency room patient to planning your next picnic. Break the parts down, make lists as needed and always keep your "desired outcome" in mind. For the patient it may be for them to return to their previous state of health. For your picnic, it will be for everyone to relax and have a good time. (including yourself)
I have learned that procrastination has no place in the medical field. Missing or forgetting something could mean the difference between life and death or injury. Planning, implementation of the plan and reassessment is required in order to facilitate a successful outcome. Outcomes refer to the end result. To reach a successful outcome good assessment skills and good communications skills are required. Creating the best plan in the world for a patient means nothing if no one else understands, agrees with or undestands the plan.
Successful outcomes include the following basic ideas:
1. Assess the situation
2. Gather all the information that you can about the situation
3. Make a plan
4. Communicate your plan to others clearly
5. Put the plan into action
6. Reassess the plan. Did you meet your desired outcomes? Does the plan need to be revised?
This approach can be applied to anything from caring for an emergency room patient to planning your next picnic. Break the parts down, make lists as needed and always keep your "desired outcome" in mind. For the patient it may be for them to return to their previous state of health. For your picnic, it will be for everyone to relax and have a good time. (including yourself)
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