Feedback Power Point
Feedback Power Point
Feedback Power Point
and
Effective
Communication
Feedback Skills
Facilitator
Guide
Session Overview
Ste
p
Time
Method
5
minute
s
Presentatio
n
10
minute
s
45
minute
s
10
minute
s
45
minute
s
Title
LCD or overhead
projector
LCD or Overhead
Projector
Presentatio
n
Large group
discussion
Presentatio
n
Small group
exercise
Presentatio
n
Brainstorm
LCD or overhead
projector
Flip chart and markers
LCD or overhead
projector
Flip chart and markers
LCD or overhead
projector
Presentatio
n
Role play
Resources
Group
discussion
Worksheet 3.1
30
minute
s
Role play
and
discussion
activity
LCD or overhead
projector
5
minute
s
Presentatio
n
Handout 3.2
Worksheet 3.3
LCD or overhead
projector
Facilitator Guide
Page 3-2
Resources Needed
Worksheets
Handouts
Key Points
Facilitator Guide
Page 3-3
Training Material
Trainer instructions: Step 1 (slides 12)5 minutes
Slide 2
Slide 1
Present slides 12, Introduction and Learning Objectives, and provide participants
an introduction to this session.
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Page 3-4
Slide 4
Slide 3
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Slide 6
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Slide 7
Slide 8
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Slide 9
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Slide 10
Slide 11
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Slide 12
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Slide 13
Topics:
Describe what makes a good
friend.
Describe an accomplishment
you are proud of.
Talk about your earliest
memory.
Describe the best vacation you
have ever taken.
Talk about a scary experience
you have had that turned out
well.
Talk about someone you admire
and why.
Describe a childhood
experience that you remember
fondly.
If you had a day to do anything
you wanted, describe what you
would do.
Debrief:
Ask participants: How
natural did it feel to be a
speaker? A reflective
listener?
Session 3: Effective Communication and Feedback Skills
Basics of Clinical Mentoring
Facilitator Guide
Page 3-12
Slide 14
Slide 15
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Page 3-13
Slide 16
Suggested topics:
If no gloves are available,
should health care workers
(HCW) still draw blood, manage
deliveries, etc., i.e., without
gloves?
HCWs who test HIV-positive
should not be allowed to work
in the hospital.
Women who are HIV-positive
should not have children.
HCWs should be allowed to
refuse to take care of HIVpositive patients if they wish.
Pregnant patients should not
have a choice about HIV
testing; it should be mandatory.
Debrief: After all participants have
gotten a chance to speak, discuss
in a larger group:
Was it more difficult to listen
quietly when you disagreed
with what your partner said?
As a listener, was it difficult to
summarize?
As a speaker, did the listener
summarize correctly?
Session 3: Effective Communication and Feedback Skills
Basics of Clinical Mentoring
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Page 3-14
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Page 3-16
Slide 17
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Slide 18
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Slide 19
Present the basic principles of feedback in slides 3136 and refer participants to
Handout 3.2 for more information on this topic.
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Slide 20
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Slide 21
Slide 22
Ask participants to
brainstorm definitions of the
term feedback as they
understand it.
Write their responses on flip
chart paper.
Facilitator Guide
Page 3-21
Slide 24
Possible answers:
Presence of patients: The
clinical mentor must not
embarrass the health care
worker in front of a patient.
At the same time, the mentor
cannot allow the health care
worker to do anything that
will endanger the health or
well-being of the patient. This
means that sometimes
feedback is held back until
the two can talk in private; in
other cases, feedback must
be given immediately in a
diplomatic, supportive, yet
honest way.
Content and style are both
critical in effective
communication in a health
care setting. The health care
worker needs to cover the
right information, but also
needs to present it in such a
way that it can be received
by the patient. Feedback
from the mentor might
involve saying, The
information you covered
about how HIV is transmitted
was accurate, but Im not
sure the patient was
following you.
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Slide 25
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show the client how best to keep a low risk profile for acquiring HIV. But
ultimately, the patient must make the decision about what behavior she
chooses to adopt.
Do you have questions about what Ive just talked about? How do you think
you can practice being impartial to clients responses about their behavior in
the future?
Discussion questions:
1. What were some differences between these two scenarios?
2. What did the HCW likely learn in the first feedback approach?
3. What did the HCW likely learn in the second feedback approach?
Facilitator Guide
Page 3-25
Slide 26
Slide 27
Session 3: Effective Communication and Feedback Skills
Basics of Clinical Mentoring
Facilitator Guide
Page 3-26
Slide 28
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Slide 29
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Slide 30
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Slide 31
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Step 1
Feedback
Describe what you observed and be specific. State facts, not opinions,
interpretations, or judgments.
Feedback should address what a person did, not your interpretation of his or
her motivation or reason for it.
When making suggestions for improvement, use statements like, You may
want to consider or Another option is
You can provide feedback any time: during the clinic visit, immediately
afterwards, or after you leave the clinic premises.
Dont wait too long to give feedback. The closer the feedback is to the actual
event, the more likely the HCW will remember the teaching point.
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Slide 32
Slide 34
Slide 33
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Slide 35
Slide 36
Session 3: Effective Communication and Feedback Skills
Basics of Clinical Mentoring
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Slide 37
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Step 2
Instructions:
One member of the pair should play the clinical mentor, the second should
play a health care worker (HCW).
Role play, and provide mentor feedback to the HCW based on the scenario.
Scenario 1
The clinical mentor observed a PITC pretest counseling visit and noticed
the following about the HCW she followed:
The HCW did not reassure the patient of the confidentiality between the client
and the HCW.
The HCW did not document the counseling properly in the patient record.
The HCW was good about encouraging the patient to return to the clinic for
follow-up HIV testing in 36 months if her results end up being negative this
visit.
Scenario 2
The clinical mentor observed a PITC posttest counseling visit for an HIVinfected patient and noticed the following about the HCW he followed:
The HCW did not give the client sufficient time to absorb the news about the
HIV diagnosis; instead, he immediately started talking about safe sex
practices and the need for 100% condom use.
At the end of the visit, the HCW told the client about services available for HIV
patients, CD4 counts, clinical management and follow-up, available support
groups, social welfare support, etc.
The HCW did not cross check the clients health passport, register and lab
printout to make sure that the client ID number was consistent for all three.
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Scenario 3
The clinical mentor observed an antenatal care (ANC) visit and noticed
the following about the HCW she followed:
The HCW forgot to enquire whether this patient had young children at home
who might need HIV testing or to enquire whether her partner had been
tested yet.
The HCW told the patient that she should avoid breast feeding and use
Lactogen infant formula to feed her baby.
Scenario 4
The clinical mentor observed on the labor and delivery (L&D) ward and
noticed the following about the HCW she followed:
The HCW did not use gloves with every client; he would use gloves only for
patients who he thought were HIV positive.
The HCW reported to give nevirapene (NVP) to the mother and baby at the
time of delivery, however failed to note this in the patient record.
Immediately following the delivery, the HCW helped guide the mother on how
to prepare infant formula feeds for her baby since the mother had decided to
formula feed prior to her delivery.
Scenario 5
The clinical mentor observed a follow-up visit at the antiretroviral
therapy (ART) clinic. The patient had been on antiretroviral drugs
(ARVs) for 2 months.
The HCW asked whether the patient was taking his medications correctly, and
the patient responded yes. The HCW didnt ask the patient about when and
how he was taking his medications.
The HCW asked helpful follow-up questions about the patients reported
headache and numbness/tingling in his feet.
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Slide 39
Slide 38
Present the key points and ask participants if they have any further questions
about this session.
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