'I will never ever go back'

Patients' written narratives of health care communication

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

Context
Although communication with patients is essential to health care, education designed to develop patient‐centred communication often ignores patients’ voices. Patient stories may offer a means to explore patient experiences to inform patient‐centred communication skills education design.

Objectives
Our research questions were: (i) What are the features of patients’ health care communication narratives? (ii) What differences exist between patient narratives evaluated as positive and those evaluated as negative? (iii) How do patients narrate emotion in their narratives?

Methods
This interpretivist research was underpinned by social constructionism. We employed a narrative approach to design an online questionnaire that was advertised to patients in the community. Analysis of the stories that were generated involved analysis of what was written (i.e. framework analysis) and of how it was written (i.e. attending to linguistic features).

Results
Participants shared 180 written narratives about previous health care professional (HCP) communication interactions. Narratives commonly included those of female patients seeking help for musculoskeletal or psychological concerns, which most frequently had occurred within the previous 6 months with male general practitioners in community settings. Framework analysis revealed four key themes: (i) patient actions during consultations; (ii) patient actions afterwards; (iii) lasting legacy, and (iv) interpersonal factors. Patients in narratives evaluated as positive actively engaged during and after interactions, had ongoing positive relationships with HCPs and felt valued in these relationships. Patients in narratives evaluated as negative were either passive or active during the interaction, but mostly failed to return to the HCP and felt devalued in their interaction. Further analysis of the linguistic features of select narratives revealed rich constructions of positive and negative emotions emphasising the lasting legacies of these interactions.

Conclusions
Analysis of patient narratives provides a detailed way of exploring patients’ experiences, emotions and behaviours during and after consultations. Educational implications include emphasising the importance of valuing the patient, and of seeking and acting on patient feedback to calibrate HCPs’ patient‐centred communication practices.
Original languageEnglish
Pages (from-to)757-771
Number of pages15
JournalMedical Education
Volume52
Issue number7
DOIs
Publication statusPublished - Jul 2018

Cite this

@article{0f75b6f972bf4c44811d755da3b14e90,
title = "'I will never ever go back': Patients' written narratives of health care communication",
abstract = "ContextAlthough communication with patients is essential to health care, education designed to develop patient‐centred communication often ignores patients’ voices. Patient stories may offer a means to explore patient experiences to inform patient‐centred communication skills education design.ObjectivesOur research questions were: (i) What are the features of patients’ health care communication narratives? (ii) What differences exist between patient narratives evaluated as positive and those evaluated as negative? (iii) How do patients narrate emotion in their narratives?MethodsThis interpretivist research was underpinned by social constructionism. We employed a narrative approach to design an online questionnaire that was advertised to patients in the community. Analysis of the stories that were generated involved analysis of what was written (i.e. framework analysis) and of how it was written (i.e. attending to linguistic features).ResultsParticipants shared 180 written narratives about previous health care professional (HCP) communication interactions. Narratives commonly included those of female patients seeking help for musculoskeletal or psychological concerns, which most frequently had occurred within the previous 6 months with male general practitioners in community settings. Framework analysis revealed four key themes: (i) patient actions during consultations; (ii) patient actions afterwards; (iii) lasting legacy, and (iv) interpersonal factors. Patients in narratives evaluated as positive actively engaged during and after interactions, had ongoing positive relationships with HCPs and felt valued in these relationships. Patients in narratives evaluated as negative were either passive or active during the interaction, but mostly failed to return to the HCP and felt devalued in their interaction. Further analysis of the linguistic features of select narratives revealed rich constructions of positive and negative emotions emphasising the lasting legacies of these interactions.ConclusionsAnalysis of patient narratives provides a detailed way of exploring patients’ experiences, emotions and behaviours during and after consultations. Educational implications include emphasising the importance of valuing the patient, and of seeking and acting on patient feedback to calibrate HCPs’ patient‐centred communication practices.",
author = "Charlotte Denniston and Elizabeth Molloy and Rees, {Charlotte E.}",
year = "2018",
month = "7",
doi = "10.1111/medu.13612",
language = "English",
volume = "52",
pages = "757--771",
journal = "Medical Education",
issn = "0308-0110",
publisher = "Wiley-Blackwell",
number = "7",

}

'I will never ever go back' : Patients' written narratives of health care communication. / Denniston, Charlotte; Molloy, Elizabeth; Rees, Charlotte E.

In: Medical Education, Vol. 52, No. 7, 07.2018, p. 757-771.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - 'I will never ever go back'

T2 - Patients' written narratives of health care communication

AU - Denniston, Charlotte

AU - Molloy, Elizabeth

AU - Rees, Charlotte E.

PY - 2018/7

Y1 - 2018/7

N2 - ContextAlthough communication with patients is essential to health care, education designed to develop patient‐centred communication often ignores patients’ voices. Patient stories may offer a means to explore patient experiences to inform patient‐centred communication skills education design.ObjectivesOur research questions were: (i) What are the features of patients’ health care communication narratives? (ii) What differences exist between patient narratives evaluated as positive and those evaluated as negative? (iii) How do patients narrate emotion in their narratives?MethodsThis interpretivist research was underpinned by social constructionism. We employed a narrative approach to design an online questionnaire that was advertised to patients in the community. Analysis of the stories that were generated involved analysis of what was written (i.e. framework analysis) and of how it was written (i.e. attending to linguistic features).ResultsParticipants shared 180 written narratives about previous health care professional (HCP) communication interactions. Narratives commonly included those of female patients seeking help for musculoskeletal or psychological concerns, which most frequently had occurred within the previous 6 months with male general practitioners in community settings. Framework analysis revealed four key themes: (i) patient actions during consultations; (ii) patient actions afterwards; (iii) lasting legacy, and (iv) interpersonal factors. Patients in narratives evaluated as positive actively engaged during and after interactions, had ongoing positive relationships with HCPs and felt valued in these relationships. Patients in narratives evaluated as negative were either passive or active during the interaction, but mostly failed to return to the HCP and felt devalued in their interaction. Further analysis of the linguistic features of select narratives revealed rich constructions of positive and negative emotions emphasising the lasting legacies of these interactions.ConclusionsAnalysis of patient narratives provides a detailed way of exploring patients’ experiences, emotions and behaviours during and after consultations. Educational implications include emphasising the importance of valuing the patient, and of seeking and acting on patient feedback to calibrate HCPs’ patient‐centred communication practices.

AB - ContextAlthough communication with patients is essential to health care, education designed to develop patient‐centred communication often ignores patients’ voices. Patient stories may offer a means to explore patient experiences to inform patient‐centred communication skills education design.ObjectivesOur research questions were: (i) What are the features of patients’ health care communication narratives? (ii) What differences exist between patient narratives evaluated as positive and those evaluated as negative? (iii) How do patients narrate emotion in their narratives?MethodsThis interpretivist research was underpinned by social constructionism. We employed a narrative approach to design an online questionnaire that was advertised to patients in the community. Analysis of the stories that were generated involved analysis of what was written (i.e. framework analysis) and of how it was written (i.e. attending to linguistic features).ResultsParticipants shared 180 written narratives about previous health care professional (HCP) communication interactions. Narratives commonly included those of female patients seeking help for musculoskeletal or psychological concerns, which most frequently had occurred within the previous 6 months with male general practitioners in community settings. Framework analysis revealed four key themes: (i) patient actions during consultations; (ii) patient actions afterwards; (iii) lasting legacy, and (iv) interpersonal factors. Patients in narratives evaluated as positive actively engaged during and after interactions, had ongoing positive relationships with HCPs and felt valued in these relationships. Patients in narratives evaluated as negative were either passive or active during the interaction, but mostly failed to return to the HCP and felt devalued in their interaction. Further analysis of the linguistic features of select narratives revealed rich constructions of positive and negative emotions emphasising the lasting legacies of these interactions.ConclusionsAnalysis of patient narratives provides a detailed way of exploring patients’ experiences, emotions and behaviours during and after consultations. Educational implications include emphasising the importance of valuing the patient, and of seeking and acting on patient feedback to calibrate HCPs’ patient‐centred communication practices.

U2 - 10.1111/medu.13612

DO - 10.1111/medu.13612

M3 - Article

VL - 52

SP - 757

EP - 771

JO - Medical Education

JF - Medical Education

SN - 0308-0110

IS - 7

ER -