PTHA 1225 · Communications · Exam 3
Health literacy, emotions, and clear instruction
Learning · 16 cards · Priority A: 14 / B: 2
Say or write your answer before opening the card. A is the first pass; B remains fair course material. Source notes appear with each answer.
E3-0045 · Priority A
What does the health-literacy discussion focus on?
Difficulty understanding and acting on healthcare information, including words and numerical directions.
Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0046 · Priority B
Why can a patient portal fail to solve an information-access problem?
The patient may lack internet access, digital skills, or the ability to use the portal.
Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0047 · Priority A
How can the PTA address low health literacy during a visit?
Slow down, use understandable language, invite questions, and check what the patient understood.
Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0048 · Priority A
Why is a nod not reliable evidence of understanding?
A patient may agree without understanding the words, numbers, or required actions.
Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0049 · Priority A
What is the purpose of the course's “Ask 3” questions?
Ensure the patient can state the functional goal, required action, and reason it matters before leaving.
Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0050 · Priority A
Why should explanations be clear, concise, and organized?
Patients may remember only familiar words; rambling or technical explanations can cause misunderstanding.
Purtilo Ch 8-9 2026.pptx slide 14; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0051 · Priority A
How do clarity and voice affect communication?
Being too quiet or hurried reduces clarity; tone conveys attitude and volume affects interpersonal distance.
Purtilo Ch 8-9 2026.pptx slide 14; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0052 · Priority A
How should vocabulary differ between patients and healthcare professionals?
Use understandable lay language with patients and appropriate professional terminology with colleagues.
Purtilo Ch 8-9 2026.pptx slides 14, 16; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0053 · Priority A
Why should you assess the patient's emotional state before important teaching?
Anger, fear, pain, or grief may limit what the patient can take in.
Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0054 · Priority A
What is useful humor in patient care?
Humor that helps cope with stress or express feelings constructively, without making fun of the patient.
Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0055 · Priority A
What makes humor destructive?
Repeated self-putdowns or hostile verbal fencing disguised as joking between patient and therapist.
Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0056 · Priority A
How can the therapist's attitude affect a patient?
The patient responds to perceived caring or to perceived frustration, fear, or favoritism.
Purtilo Ch 8-9 2026.pptx slide 16; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0057 · Priority A
What should a PTA do when a patient becomes tearful?
Provide privacy when possible, listen, allow expression, and acknowledge the difficulty without needing to fix everything.
Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0058 · Priority B
What can help when emotional distress prevents productive treatment?
Acknowledge the difficult day, consider rescheduling, or help connect the person with appropriate support such as social work.
Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0059 · Priority A
How should you respond to sensory overload during instruction?
Adjust the amount and pace of information to what the individual patient can process.
Purtilo Ch 8-9 2026.pptx slide 21; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26
E3-0060 · Priority A
Why pair written HEP instructions with verbal teaching?
Organized written directions provide visual cues and can be reread after the visit.
Purtilo Ch 8-9 2026.pptx slide 21; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26