Module 7 Live Discussion Questions Based On Your Identity Po
Module 7 Live Discussion Questionsbased On Your Identitypositionality
Module 7 Live Discussion Questions Based on your identity/positionality: How might this impact the care you give? Where is a blind spot when providing care? A patient comes into the clinic with a website regarding the “Dirty Dozen” because they want to know if they should be worried about it, as they consume several of the fruits listed. Using a motivational interviewing approach, how will you discuss this? Using EBP principles, how will you appraise the source the patient is referring to? How will you help the patient appraise sources of medical/health information in general?
Paper For Above instruction
The integration of personal identity and positionality into healthcare practice significantly influences the quality and nature of patient care. Healthcare providers' awareness of their own cultural, social, and personal backgrounds allows for more empathetic, culturally sensitive, and patient-centered care (Campinha-Bacote, 2011). Conversely, unaware biases or blind spots can inadvertently compromise patient outcomes and diminish trust. Recognizing these potential pitfalls is essential to deliver equitable healthcare services.
One profound impact of a provider’s identity on patient care pertains to cultural competence. For example, a clinician's own cultural assumptions might influence how they interpret patient concerns or health behaviors. If a provider is unaware of their biases, they risk misjudging patients' values or dismissing culturally specific health beliefs (Betancourt et al., 2003). This can lead to miscommunication, non-adherence to treatment plans, or feelings of alienation from the healthcare system. A common blind spot is underestimating the role of social determinants of health, such as socioeconomic status or health literacy, which profoundly affect patient understanding and engagement (Smedley et al., 2003).
In the context of a patient presenting with concerns about the “Dirty Dozen” list—a compilation of fruits and vegetables containing pesticide residues—using motivational interviewing (MI) methods can be highly effective. MI is a patient-centered counseling style that enhances intrinsic motivation to change behavior by exploring and resolving ambivalence (Miller & Rollnick, 2013). Beginning with empathetic listening, the provider can acknowledge the patient’s concerns and ask open-ended questions such as, “What worries you most about consuming these fruits?” This approach allows the patient to express their fears and beliefs about health risks associated with pesticides.
Subsequently, the provider can reinforce the patient’s autonomy, emphasizing that the decision to modify dietary habits is theirs, supported by evidence-based information. The provider might ask, “What are some ways you’re already managing your health? How might changing your fruit intake fit into your overall health goals?” Through reflective listening and affirmations, the provider can guide the patient toward weighing the actual risks and benefits. This technique empowers the patient to consider evidence-informed choices rather than reacting based solely on fear or misinformation.
Appraising the source that the patient refers to, such as the website on the “Dirty Dozen,” requires an application of evidence-based practice (EBP) principles, which include critically evaluating the credibility, accuracy, and relevance of the information (Titler, 2008). The provider can introduce the concept of appraisal by asking, “How do you usually decide if an online source is trustworthy?” Educationally, the provider can inform the patient about characteristics of credible health information: author credentials, publication date, references to scientific studies, and whether it is associated with reputable organizations like the USDA or the CDC.
Helping the patient develop media literacy skills is vital. For instance, the provider can suggest cross-referencing information with trusted health organizations, peer-reviewed journals, or consulting with healthcare professionals. Teaching patients to check for evidence backing claims and to be wary of sensational language or anecdotal reports can mitigate the influence of misinformation (Chou et al., 2010). Moreover, promoting the habit of consulting multiple sources helps ensure a balanced understanding of health topics.
In general, assisting patients to appraise health information involves fostering critical thinking and skepticism of unverified claims. Providers can recommend specific strategies, such as visiting official government websites, leveraging reputable medical portals like Mayo Clinic or WebMD, and avoiding sources that lack transparency or cite no scientific evidence. By actively educating patients on how to evaluate sources, clinicians empower them to become more autonomous and informed decision-makers, ultimately enhancing health literacy and promoting healthier behaviors.
In conclusion, healthcare providers must reflect on how their identity and biases influence patient interactions, aiming to address blind spots that could compromise care. Employing motivational interviewing techniques facilitates respectful and effective communication, particularly when addressing health misinformation. Coupled with critical appraisal skills rooted in evidence-based practice, providers can guide patients toward reliable health information sources, fostering better understanding, trust, and health outcomes.
References
Betancourt, J. R., Green, A. R., Carrillo, J. E., & Park, E. R. (2003). Cultural competence and health care disparities: Key perspectives and trends. Health Affairs, 24(2), 499-505.
Campinha-Bacote, J. (2011). Delivering patient-centered care in the midst of a cultural conflict: The role of cultural competence. Osteopathic Family Physician, 13(7), 78-82.
Chou, W. Y. S., Gaysynsky, A., Vanderpool, R. C., & Nelson, N. R. (2010). The role of web-based health information in patient-provider communication. American Journal of Preventive Medicine, 39(4), 434-440.
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.
Smedley, B. D., Stith, A. Y., & Nelson, A. R. (Eds.). (2003). Unequal treatment: Confronting racial and ethnic disparities in health care. National Academies Press.
Titler, M. G. (2008). Evidence-based practice: What it is. And what it isn’t. Critical Care Nursing Clinics of North America, 20(4), 417-426.