Related Experiment Video
Updated: May 6, 2026
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Patient-centered communication and health assessment with youth
Kristy K Martyn1, Michelle L Munro, Cynthia S Darling-Fisher
1Kristy K. Martyn, PhD, RN, CPNP-PC, FNP-BC, is Acting Professor and Assistant Dean of Clinical Advancement, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA. Michelle L. Munro, MS, RN, CNM, FNP-BC, is Research Fellow, Cynthia S. Darling-Fisher, PhD, RN, FNP-BC, is Clinical Assistant Professor; David L. Ronis, PhD, is Research Scientist; Antonia M. Villarruel, PhD, RN, FAAN, is Professor, Nola J. Pender Collegiate Chair; and Michelle Pardee, DNP, RN, FNP-BC, is Clinical Assistant Professor, School of Nursing, University of Michigan, Ann Arbor. Hannah E. Faleer, BS, is Doctoral Student, Department of Psychology, Northern Illinois University, DeKalb. Nicole M. Fava, PhD, MSW, is Postdoctoral Fellow, Wayne State University, Detroit, MI.
Background:
Patient-centered communication is fundamental to individualizing healthcare, but there has been limited evaluation of provider communication with youth.
Objectives:
The aim was to compare communication outcomes after use of an event history calendar (EHC) and Guidelines for Adolescent Preventive Services (GAPS) to structure interactions during a clinic visit. Patient and provider descriptions of EHC and GAPS communication experiences were also obtained.
Methods:
This is a secondary analysis of data obtained during a randomized controlled trial. A sequential explanatory mixed-methods approach was used. A split-plot design with one between factor (EHC, GAPS) and one within factor (pretest, posttest) was used for the quantitative portion. Qualitative data were collected from open-ended questions, audiotaped visits, and exit interviews. Providers (n = 9) at three clinics were assigned at random and trained to implement either the EHC or GAPS protocol. Male and female youth (n = 186) were randomly assigned to the EHC or GAPS intervention. Before their clinic visit, youth completed assessments of past communication experiences with healthcare providers (pretest); communication during the current visit was assessed immediately after the visit (posttest).
Results:
Communication outcomes from pretest to posttest improved for youth in both the EHC and GAPS groups. Post hoc subgroup analysis suggested that men and Arab Americans derived more benefit from the EHC intervention in some aspects of communication. Qualitatively, the EHC group identified improved outcomes in validating patient perspective, being viewed in context, reaching a shared understanding of needs and preferences, and being helped to share power in the healthcare interaction.
Discussion:
EHC and GAPS provided effective frameworks for structuring communication during a clinic visit. Compared with GAPS, the integrated time-linked assessment captured by the EHC enhanced patient-centered communication in select groups.
Related Concept Videos
01:13Patient-centered Care
01:30Therapeutic Communication
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
01:25Role of Communication in the Nursing Process I: Assessment and Diagnosis
The nursing process considers the patient's emotional and physical well-being. The process can be repeated or stopped at any point if judged essential. Assessment is the first step in the nursing...
01:29Nursing Assessment
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments...
01:15Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
01:24Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...