LEADER 05325nam 2200625 450 001 9910463605703321 005 20200520144314.0 010 $a0-8261-2518-2 035 $a(CKB)2670000000577725 035 $a(EBL)1866500 035 $a(SSID)ssj0001381020 035 $a(PQKBManifestationID)12500359 035 $a(PQKBTitleCode)TC0001381020 035 $a(PQKBWorkID)11393210 035 $a(PQKB)10230330 035 $a(MiAaPQ)EBC1866500 035 $a(Au-PeEL)EBL1866500 035 $a(CaPaEBR)ebr10989923 035 $a(CaONFJC)MIL664477 035 $a(OCoLC)899248972 035 $a(EXLCZ)992670000000577725 100 $a20141211h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCommunication case studies for health care professionals $ean applied approach /$fMichael P. Pagano 205 $aSecond edition. 210 1$aNew York :$cSpringer Publishing Company,$d2015. 210 4$d©2015 215 $a1 online resource (450 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-2517-4 311 $a1-322-33195-2 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; Title; Copyright; Contents; Preface; How to Use This Book; For the Classroom; For a Small Group; Individually; Share Communication Case Studies for Health Care Professionals, Second Edition: An Applied Approach; Section I: Provider Communication; Communication Theory-Interpersonal Communication; Bibliography; Chapter 1: Learning to Talk Like a Health Care Provider; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points 327 $aTake-Away ConsiderationsChapter 2: See One, Do One, Teach One; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 3: The Biomedical Model; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 4: The Biopsychosocial Model 327 $aInitial InteractionRole Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 5: Autonomy Is a Myth; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 6: Bad News; Initial Interaction; Role Play and/or Analyze the Following Example 327 $aDiscussion QuestionsInteractive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 7: Closings; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 8: Follow-Up; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite 327 $aEnhanced Interpersonal CommunicationFollow-Up Discussion; Key Points; Take-Away Considerations; Chapter 9: I've Got the License, So We're Doing It My Way; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite; Enhanced Interpersonal Communication; Follow-Up Discussion; Key Points; Take-Away Considerations; Chapter 10: I Just Need to Put Your Information in the Computer; Initial Interaction; Role Play and/or Analyze the Following Example; Discussion Questions; Interactive Activity; Interaction Rewrite 327 $aEnhanced Interpersonal Communication 330 $aPraise for the first edition:. "". . . allows students and faculty to explore real-life health communication behaviors through role-playing, interactive exercises, and examples . . . easily adapted for use in many situations, sensitivity and diversity training . . . very worthwhile book for every medical faculty member working to instill professionalism . . . in students."". - Vincent Carr , DO, MSA, FACC, FACP. Uniformed Services University of the Health Sciences. The importance of good communication between health professionals and patients has been well documented. Not only does it foster p 606 $aCommunication in medicine 608 $aElectronic books. 615 0$aCommunication in medicine. 676 $a610.69/6 700 $aPagano$b Michael P.$0875403 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463605703321 996 $aCommunication case studies for health care professionals$91954413 997 $aUNINA LEADER 01180nam a22002771i 4500 001 991001872099707536 005 20040404144735.0 008 040407s1965 au |||||||||||||||||fre 035 $ab12836084-39ule_inst 035 $aARCHE-081570$9ExL 040 $aDip.to Scienze Storiche$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a907.2 111 2 $aCongrès international des sciences historiques$n<12. ;$d1965 ;$cVienna>$0399616 245 10$aHistoire des continents 260 $aHorn ;$aWien :$bFerdinand Berger & Söhne,$c[dopo il 1965] 300 $a262 p. ;$c25 cm 440 0$aXII Congrès international des sciences historiques ;$v2 650 4$aStoriografia$xMetodi 710 2 $aComité International des sciences historiques 907 $a.b12836084$b02-04-14$c16-04-04 912 $a991001872099707536 945 $aLE016$g1$lle016$on$pE10.00$q-$rn$so $t0$u0$v0$w0$x0$y.i14477890$z05-06-07 945 $aLE009 STOR.01/a-8/1$cV. 2$g1$i2009000120679$lle009$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13388769$z16-04-04 996 $aHistoire des continents$9297516 997 $aUNISALENTO 998 $ale016$ale009$b16-04-04$cm$da $e-$ffre$gau $h0$i2