(Lesson 4- Table of Contents)

LESSON 4 POSTTEST

1. List three real or perceived barriers that might prevent a person from accessing genetic services.

2. List three things you can do to promote the patient-provider interaction.

LESSON 4 POSTTEST: ANSWERS

1. The answer to this question will vary, however, the list could include (1) financial constraints, (2) distance from the clinic, (3) lack of child care for the unaffected sibs, (4) family or community rules, (5) cultural beliefs, (6) grief, (7) the need to cope with a more immediate crisis, etc.

2. The answer to this question will also vary. Some possible responses include:
(1) let patients or their parents establish the agenda, or direction of discussion,
(2) ask open-ended questions, (3) recognize and respond to non-verbal cues,
(4) assess your personal values and determine whether they might interfere with your ability to work with certain patients, (5) facilitate referral to community programs or support groups, etc.

REFERENCES

1. Janz NK, and Becker MH. The health belief model: a decade later. Health Education Quarterly 1984;11(1):1-47.

2. Becker MH, Kaback MM, Rosenstock IM, and Ruth MV. Some influences on public participation in a genetic screening program. Journal of Community Health 1995;1(1):3-14.

3. Lubinsky MS. Bearing bad news: dealing with the mimics of denial. Journal of Genetic Counseling 1994;3(1):5-12.

4. Hospice training. Hospice of the Hills Training Manual. p. 65.

5. Harrington V. Look, listen, and support. Nursing Mirror 1982;154(2):21-28.

6. Olshansky S. Chronic sorrow: a response to having a mentally defective child. Social Casework 1962;43:190-193.

7. Engel GL. Grief and grieving. American Journal of Nursing 1964;64:93-98.

8. Bowlby J, and Parkes CM. Separation and loss within the family. In: Anthony EJ, Koupenik C, editors. The child in his family. New York: Wiley; 1970.

9. Kubler-Ross E. On death and dying. New York: Macmillan Publishing Company; 1970.

10. Davidson GW. Understanding the death of the wished for child. Springfield, Illinois: OGR Service Corporation, 1979.

11. Moses KL. The impact of initial diagnosis: mobilizing family resources. In: Mellick JA, Pueschel SM, editors. Parent-professional partnerships in developmental disability services. Cambridge, Massachusetts: Academic Guild Publishers; 1983. p. 11-24.

12. Blaska JK. A new look at chronic sorrow: what it really means. Workshop sponsored by St. Cloud State University, Moorhead, Minnesota; 1992.

13. Solari-Twadell P, Schmidt-Bunkers S, Wang C, and Synder D. The pinwheel model of bereavement. Images: Journal of Nursing Scholarship 1995;27(4):323-326.

14. Frank A. At the will of the body. New York: Houghton-Mifflin; 1991.

15. Sprinthall RC, and Sprinthall NA. Educational psychology a developmental approach, 3rd Edition. Reading, Massachusetts: Addison-Wesley Publishing Company, Inc., 1981. p. 328.

16. Raths LE, Harmin M, and Simon S. Values and teaching: working with values in the classroom. Columbus, Ohio: Charles E. Merrill, 1966. p. 30.

17. Steele SM, and Harmon VM. Values clarification in nursing, 2nd Edition. Norwalk, Connecticut: Appleton-Century-Crofts, 1983.


Lesson 4- Table of Contents