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Communication competence in patient-...

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Communication competence in patient-physical therapist interaction: Conceptualization within a multitheory-multimethod framework.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Communication competence in patient-physical therapist interaction: Conceptualization within a multitheory-multimethod framework./
Author:	Petrosino, Christopher L.
Description:	177 p.
Notes:	Director: Claudia Hale.
Contained By:	Dissertation Abstracts International65-09B.
Subject:	Health Sciences, Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3149023
ISBN:	9780496084166

Communication competence in patient-physical therapist interaction: Conceptualization within a multitheory-multimethod framework.
Petrosino, Christopher L.

Communication competence in patient-physical therapist interaction: Conceptualization within a multitheory-multimethod framework. - 177 p.

Director: Claudia Hale.

Thesis (Ph.D.)--Ohio University, 2004.

Through the development of a new qualitative methodology, called the "Multitheory-Multimethod Framework," this dissertation defines communication competence in patient-practitioner interaction as a "theoretical term." Using three well founded interpersonal theories (Immediacy, Face Wants, and Uncertainty Reduction Theory) and three methods of data gathering (observation, interview, and focus groups) rigorous constant comparisons were utilized in defining communication competence within theoretical boundaries. The participants from which the observation and interview data were gathered were a convenience sample of 18 patients and 9 therapists. A total of 11 hours and 15 minutes of video (18 episodes), 3 hours 54 minutes of interview audiotape (Patients: 2 hours 8 minutes; Therapists: 1 hour 46 minutes) with 62 pages of transcripts, and approximately 12 hours of focus group/panel video viewing/discussion (13 lay panel members) with 72 pages of field notes were gathered for this dissertation. Notes from more than 54 hours of video examination by the researcher contributed an additional 102 pages of transcript. Computer assisted qualitative analysis software, NVivo, was used to manage the data in the cells of the multitheory-multimethod framework. Focusing on patient-physical therapist interaction, core themes of appropriate expressiveness, effectiveness, attentiveness, mindfulness, understanding, good rapport, and outcome orientation were revealed in the data. These themes are incorporated into the definition of "communication competence." That definition can be used as a guideline for the judgment of communication competence in an interaction. In support of past studies, the researcher found that information exchange and relational development comprise most of the behaviors practitioners and patients identify as part of communication competence. This dissertation provides evidence that information exchange dominates the perception of communication competence, and relational work during the health care interview is assumed to fall on the shoulders of the health care practitioner. In contrast to physician-patient interaction, the therapist tends to have more time with the patient, allowing greater opportunity for information exchange and relationship development.

ISBN: 9780496084166Subjects--Topical Terms:

1017921
Health Sciences, Education.

Communication competence in patient-physical therapist interaction: Conceptualization within a multitheory-multimethod framework.
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245 1 0 $a Communication competence in patient-physical therapist interaction: Conceptualization within a multitheory-multimethod framework.
300 $a 177 p.
500 $a Director: Claudia Hale.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4539.
502 $a Thesis (Ph.D.)--Ohio University, 2004.
520 $a Through the development of a new qualitative methodology, called the "Multitheory-Multimethod Framework," this dissertation defines communication competence in patient-practitioner interaction as a "theoretical term." Using three well founded interpersonal theories (Immediacy, Face Wants, and Uncertainty Reduction Theory) and three methods of data gathering (observation, interview, and focus groups) rigorous constant comparisons were utilized in defining communication competence within theoretical boundaries. The participants from which the observation and interview data were gathered were a convenience sample of 18 patients and 9 therapists. A total of 11 hours and 15 minutes of video (18 episodes), 3 hours 54 minutes of interview audiotape (Patients: 2 hours 8 minutes; Therapists: 1 hour 46 minutes) with 62 pages of transcripts, and approximately 12 hours of focus group/panel video viewing/discussion (13 lay panel members) with 72 pages of field notes were gathered for this dissertation. Notes from more than 54 hours of video examination by the researcher contributed an additional 102 pages of transcript. Computer assisted qualitative analysis software, NVivo, was used to manage the data in the cells of the multitheory-multimethod framework. Focusing on patient-physical therapist interaction, core themes of appropriate expressiveness, effectiveness, attentiveness, mindfulness, understanding, good rapport, and outcome orientation were revealed in the data. These themes are incorporated into the definition of "communication competence." That definition can be used as a guideline for the judgment of communication competence in an interaction. In support of past studies, the researcher found that information exchange and relational development comprise most of the behaviors practitioners and patients identify as part of communication competence. This dissertation provides evidence that information exchange dominates the perception of communication competence, and relational work during the health care interview is assumed to fall on the shoulders of the health care practitioner. In contrast to physician-patient interaction, the therapist tends to have more time with the patient, allowing greater opportunity for information exchange and relationship development.
590 $a School code: 0167.
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Rehabilitation and Therapy. $3 1017926
650 4 $a Speech Communication. $3 1017408
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