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A Multi-level Approach to Treating Social Risks to Health for Health Providers
Published in James Matheson, John Patterson, Laura Neilson, Tackling Causes and Consequences of Health Inequalities, 2020
Understanding a patient’s background through a thorough social history is a crucial step towards addressing poverty and social determinants. The IF-IT-HELPS tool (Figure 3.2) provides a comprehensive approach [29]. Effective social history collection incorporates a narrative approach, using open-ended questions and a patient-directed structure.
History taking and examination
Published in Peter Kopelman, Dame Jane Dacre, Handbook of Clinical Skills, 2019
Peter Kopelman, Dame Jane Dacre
The social history often offers the interviewer an opportunity to get to know the patient better, but can obviously be a sensitive area of enquiry. It is important that you are aware of such sensitivities and use common sense when asking questions. However, do not be reluctant to enquire about the patient’s current or past occupations – it is sometimes fascinating to learn of a patient’s background and their skills. A suggested general line of questioning is shown in Box 1.3. You may begin, for example, with the patient’s occupation.
Consider the Social History in Your Assessment
Published in Scott A. Simpson, Anna K. McDowell, The Clinical Interview, 2019
This technique can be used with all patients and is particularly helpful when working with patients from cultural backgrounds less familiar to the clinician. Sociocultural factors directly and indirectly influence the patient’s health and disease course; the clinician should emphasize social history in the interview to understand these factors. Further, asking specific questions about the patient’s social history avoids the risk of the clinician making broad assumptions about an individual based on heritage or socioeconomic status. Exploration of social history yields accurate, contextualized, and helpful information that improves the patient’s care.
Prevalence and determinants of psychosocial disorders in children and adolescents with asthma in Enugu, Nigeria: a comparative cross-sectional study
Published in Journal of Asthma, 2023
Kenechukwu M. Agu, Joy N. Eze, Uzoamaka V. Muoneke, Samuel N. Uwaezuoke
A clinical and social questionnaire, two standardized questionnaires for screening for anxiety and depression, and asthma control test questionnaires were administered to each subject. The clinical and social history questionnaire was used to obtain each participant's clinical and social history. Relevant information obtained included personal data, socioeconomic background of the family, social adjustments, academic adjustments, and coping mechanisms. For the subjects with asthma, additional information included duration of asthma, present symptoms, frequency of attacks and hospitalization, current medications, level of asthma control; and family history of asthma. The questionnaires (written in English) were also translated to the preferred local language and back-translated to English to ensure internal consistency.
Development of autonomy on placement: perceptions of physiotherapy students and educators in Australia and the United Kingdom
Published in Physiotherapy Theory and Practice, 2022
Lynn Clouder, Mark Jones, Shylie Mackintosh, Arinola Adefila
Others discussed a variety of strategies to assess students’ capability: Quite early on I’ll give them a lot of things to do repetitively. Going and taking down a subjective history from the medical notes or going and starting a social history from the patient. And just start increasing those little things (UKCE6).It’s quite a gradual process … but probably starts off with giving them small opportunities to do things on placement supervised and then if they do that well, you let them do something independently that you know is quite safe, because safety is probably one of the big things that you want. So then I usually give them opportunity to try something on their own and then depending how that goes, you get that bit of trust that you go to the next step (AUSCE3).
Recommendations for integrating peer mentors in hospital-based addiction care
Published in Substance Abuse, 2020
Honora Englander, Jessica Gregg, Janie Gullickson, Onesha Cochran-Dumas, Chris Colasurdo, Juliet Alla, Devin Collins, Christina Nicolaidis
There is practice variation across peer-delivered services as to whether peers take a social history or document in the electronic health record (EHR). In our hospital, peers do not take a formal medical or social history. This is due largely because IMPACT leadership felt charting responsibilities could make the peer role too clinical and detract from peers’ focus on relationship, and in part because of barriers within the EHR, which has no mechanism to label notes from nontraditional staff. IMPACT peers do communicate daily (or more) with physician and social work team members who may relay key information in their daily notes. Peers spend only approximately 60% of their time delivering direct patient service. They spend their remaining time in supervision, participating in meetings with other peers, networking, and participating in hospital team meetings.