EBPWB - GCSE Health and Social Care - Unit 1


	AIMS To enable the students to explore the skills required in overcoming barriers to communication. OUTCOMES To enact the body language and dialogue needed to overcome barriers to communication in the setting of a podiatrist's clinic.

SETTING THE SCENE
	RUNNING THE WORKSHOP Discuss with the group the follow facts about Podiatry and define all the words in bold. Ask them questions first about what they think it is. Has any one been to one before? Podiatrists are also called Chiropodists.
	Facts about Podiatrists and Podiatry They diagnose and treat abnormalities in the lower limb (legs and feet). Podiatrists may treat people from any client group for a variety of reasons: Children with problems in walking. People with diabetes who may have circulation problems in their feet. Sporting injuries in legs and feet. People needing minor surgery on their toe nails. People needing advice on footwear. Dancers with injuries to their legs and feet. People needing their toenails cut who can no longer do it for themselves.
	Going to a Podiatrist is just like any other clinic. Ask a member of the group how they go about seeing their doctor. It is just like going to any other clinic. You must make an appointment. You must wait in the waiting area to be seen after you have told reception that you have arrived. You may have been referred by your doctor. You must have patience as it is very difficult to predict how long a patient will need to be treated.

	CREATING THE CONFLICT Sit the group into a circle. The focus of this workshop is communication skills and is based on a true story. The students will be encouraged to write a script and play out their dialogue. Encourage the group to make names up for the people involved.
	Scenario Explain to the students that a patient has arrived at the clinic and is at the reception desk demanding to have her toe nails cut immediately. The woman is in her sixties (elderly) and she has explained that her usual podiatrist no longer visits her sheltered housing. The receptionist cannot make her understand that she needs to make an appointment. The receptionist calls out the podiatrist to deal with the situation. In groups of three, the students must complete the following tasks. Give them a number or a fruit name to ensure that they are working in random groups.

	TASK A - MAKE A DECISION Discuss and decide what the podiatrist should do. Should they: give her an appointment. tell her to make an appointment right away for next week. send her away and tell her to ring for an appointment. One person must describe and explain their decision to the whole group very briefly. Outcome The Podiatrist does in fact tell the woman to make an appointment for next week as they are too busy today to see her. The woman walks out of the clinic.

	TASK B - WRITE A SCRIPT The group must write a short script between the elderly woman needing attention, the receptionist and the podiatrist. They must take on a role and be responsible for the lines of one of the people. Everyone in the group can advise each other however.

	TASK C - PERFORM THE CONFLICT One group or all may wish to perform their piece or part of it to the others.

	TASK D - COMMUNICATION SKILLS The group must then identify the skills that the podiatrist must use to assert herself in this situation. The group can write these out on a large piece paper and one group or all could present their ideas to the others. THESE MAY INCLUDE: touch eye contact clear and simple language calm voice smiling repetition positive posture calming gestures respecting personal space

	TASK E - REVIEW YOUR DECISION In fact the woman did leave but she came back again in an hour and tried to demand another immediate appointment. This time when the podiatrist spoke to her she broke down in tears. Review your decision. Discuss as a group what to do now. Describe and explain your decision to the other groups. The Podiatrist still did not give her an immediate appointment but an appointment was made for the next week. Discuss why the Podiatrist did not give in. What were her priorities? (her other patients?). Discuss why this elderly person behaved in this way. Loneliness, depression, confusion, something may have happened to upset her etc.

	EXTENSION For your chosen health professional you must identify the barriers to communication that they must overcome and what skills that they use to overcome them. Write a play or create a scenario for your chosen health professional in a typical situation that they find themselves in. Evaluate the communication skills that the play/scenario demonstrates and the barriers that are overcome. Evaluate your own communication skills. What are you good and bad at and how could you improve?