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Sexually
Transmitted Diseases > Program Guidelines > Partner Services
Appendix PS-HSKILLS INVENTORY Interviewing Skills Individual Feedback Record Interview date: How did the Disease Intervention Specialist perform in the following areas? Write N/O (not observed) in the satisfactory column if the interview did not present an opportunity to observe the skill.
Observations:
Observations:
Observations:
Definitions of Elements in Interviewing and Field Activities Skills Inventories Needs Improvement Should be checked anytime the supervisor makes a constructive recommendation that the DIS is to follow. Excellent Should be checked anytime the supervisor compliments the DIS on a specific aspect that is clearly above the expectations for satisfactory performance. The supervisor should be able to articulate exactly what led to this rating. Check marks should be placed in the center of the appropriate box so that the DIS does not interpret performance as almost satisfactory or excellent. If the supervisor is unable to observe a particular skill element for any reason, N/O should be placed in the Satisfactory box. An effort should be made to create an opportunity for observation before the completion of the next skills inventory. Supervisors may role-play to find out whether the DIS makes appropriate responses but should see how the DIS performs with an actual patient before making a determination on the skills inventory. Interviewing Satisfactory ratings indicate that the Disease Intervention Specialist consistently: 1. Demonstrates professionalism Displayed self-confidence, competence, dependability, preparation, integrity, and appropriate seriousness. Convincingly conveys the capability (expertise, training, knowledge, devotion) and commitment to maintaining a patient's confidentiality. Smoothly preempts a patient's likely concerns about confidentiality and effectively reinforces it when discussing sex partners and when resolving a patient's special problems. Was nonjudgmental and objective about patient's behavior and conveyed tolerance for patient's lifestyle. 2. Establishes rapport Displayed respect, empathy, and sincerity to patients, e.g., introduced self, was polite, used plausible and factual motivations and sought out and dealt with patient's concerns. 3. Listens effectively Did not interrupt patients unnecessarily. Responded to patients' questions appropriately and gave evidence that important information was noted, such as following up with additional questions or mentioning specifics in the post-counseling critiques. 4. Uses open-ended questions Phrased questions (beginning with who, what, when, where, why, how, tell me) to stimulate meaningful responses. Used open-ended questions, particularly where the patient might avoid giving candid answers by using negative or condescending responses. 5. Communicates at the patient's level of understanding Avoided technical terms, jargon, or words deemed beyond the comprehension of patients. Clearly explained necessary medical and technical terms and concepts. 6. Gives factual information Demonstrated an accurate knowledge of STDs. Corrected patient's misconceptions and provided comprehensive disease information. Avoided extraneous information. 7. Solicits patient feedback After delivering messages, asked appropriate questions to determine whether patients understood and how they intended to comply. Used content (rephrasing what the patient said) and feelings (interpreting how the patient felt) responses to verify patients' meanings. 8. Uses reinforcement Sincerely complimented or acknowledged patients after hearing intentions to use, or descriptions of, healthful behaviors. Used smiles and affirmative nods and words effectively. 9. Uses appropriate nonverbal communication Conveyed sincere interest by maintaining eye contact, minimizing physical barriers, and leaning toward the patient. Avoided negative nonverbal signals that communicate anger, surprise, distaste, or fear of contagion; avoided finger shaking, arm crossing, and expressions of disinterest. Nonverbal communication complemented the verbal communication. 10. Recognizes verbal problem indicators Recognized verbal indicators by responding when patients asked direct questions, made direct contradictions, expressed or reiterated concerns, hesitated, or expressed misunderstandings. 11. Recognizes nonverbal problem indicators Recognized problem indicators either by responding to patient's eye contact, body language, posture, or other nonverbal gestures and behaviors or by discussing observations after the interviews. 12. Verifies the meaning of problem indicators Asked patients directly about problem indicators, using techniques such as soliciting feedback (described above). 13. Assertively confronts problems In confronting problems, demonstrated self confidence, appropriate body language and eye contact, and communicated his or her position while still maintaining rapport. 14. Resolves patient problems Solved typical STD patient problems such as those concerning marital situation, confidentiality, guilt, embarrassment, fatalism, homosexuality, special sex partners, parents, employers, hostility toward sex partners or clinic personnel, and apathy about infections. 15. Uses STD motivations Demonstrated an understanding of STD motivations including confidentiality, reinfection, spread and reinfection, responsibility to others, self- urvival, potential hassles, and disease complications. 16. Motivates clearly and convincingly Created a sense of urgency. Used visual aids to enhance motivations. Tailored motivations appropriately to patient and problem. 17. Emphasizes confidentiality Gave examples of how the system works and emphasized the discreet approaches used by the program. Demonstrated what would be said to the partner (suspect, associate) when confidentiality seems a particularly sensitive issue or when the partner seemed not to understand. 18. Computes and uses interview periods Used correct periods according to program criteria and communicated the time period to the patient, using an understandable beginning date. 19. Recognizes exposure gaps Identified gaps when they occurred during interviews and confronted patients about them appropriately. 20. Determines accurate source/spread relationships Used case management and analysis methods to accurately determine source/spread relationships. Accurately charted lesion histories, lesion locations, exposure data, and ghosted primary lesions on the infectious syphilis epidemiologic analysis chart. 21. Determines investigative priorities Given a set of field investigation forms, was able to set priorities according to the criteria set by the program or the course. 22. Recognizes discrepancies in patient responses Detected and appropriately challenged discrepancies such as history inconsistent with medical facts, social and sexual history inconsistent with lifestyle described by patient, and contradictory exposure dates. 23. Emphasizes sex partner referral Regardless of other issues, ensured that appropriate time, attention, and importance were given to sex partner referral. 24. Tactfully persists in identifying sex partners Within reason, and in a manner that maintained rapport, continued to probe for additional sex partners (including same sex) after the patient indicated that all had been discussed. 25. Pursues locating and identifying information Gathered detailed locating information, including at least two items (home address and telephone number count as one item). Obtained basic identifying information (i.e., age, race, sex, marital status, height, weight, and complexion) and pursued distinguishing characteristics (i.e., hair color and style, facial hair, glasses, scars, physical impairments, and distinctive clothing). 26. Emphasizes risk reduction behaviors, as appropriate Time permitting, used an interactive approach to discuss (other than sex partner referral) additional individualized intervention behaviors with patient, including taking medication, returning for follow up tests, reducing risk, and responding to disease suspicion. Discussed a risk reduction plan with each patient to encourage behavioral change when applicable. 27. Conveys a sense of urgency Communicated to patients by word and deed that the spread of infection and the development of symptoms and complications can be averted only by immediately notifying and referring others who are at risk. 28. Establishes specific contracts and coaches patients Made it clear to patients the time period during which they could refer partners before the DIS would take on that responsibility. Pointed out the pros and cons of patient referral when the patient selects that option. Helps patients know what to say when confronting their partners and, when necessary, made suggestions as to how to direct the conversation. 29. Pursues timely reinterviews with plan Scheduled and performed reinterviews on the basis of the knowledge gained from the analysis of interviews and investigations. Prepared written agendas specifying the points to be pursued in reinterviews. Performed reinterviews as quickly as possible when major problems arose (e.g., unlocatable partners, no eligible source candidates, or new information indicating unidentified partners). Field Activities 1. Assumes responsibility for success of investigations Displayed a sense of obligation for the successful resolution of any investigation in which the DIS played a role. Assumed responsibility for initiating the investigation (gathered identifying and locating information and prepared the 73.2936 completely and legibly) and followed through with prompt, persistent, imaginative, assertive, and sensitive application of techniques and the complete, legible documentation of all activities. Accorded the same importance and applied the same effort to investigations initiated by others as to those initiated by himself or herself. 2. Utilizes resources effectively Used standard locating resources before and during investigations (e.g., telephone book, cross directory, closed 73.2936s, clinic medical records, utility companies, public assistance files, driver's license bureau, telephone company security, neighbors, children in vicinity, neighborhood businesses, zip code directory, and long distance telephone information for investigations sent out-of-area). 3. Recognizes investigative priorities Observing program guidelines, routinely and appropriately determined high and low priority investigations and organized field activity accordingly. Explained logically to supervisor when lower priority work was done before higher priority work. 4. Selects appropriate referral methods Selected methods that ensured the earliest examination while preserving confidentiality. Mailed letters only with supervisor's approval in conjunction with field or telephone referrals or after such referrals had failed. Left referral cards only after a reasonably exhaustive investigation had failed to establish contact. Unless with supervisor's approval, referral methods that failed once were not repeated (e.g., calling the same number at the same approximate time of day, leaving referral cards at the same address). 5. Takes prompt action on initial and follow-up investigations Verified the locating information for priority investigations within 24 hours after assignment. Consulted private physicians within 24 hours after receiving follow-ups from them. Intervals between action on priority investigations did not exceed more than one working day except in circumstances deemed justifiable by the supervisor. Referrals were made for next working day. Followed up by the next day on anyone who failed to keep an appointment. 6. Demonstrates timely, persistent, and imaginative action to move a stalled investigation With investigative workload and other professional obligations considered, took all reasonable steps to ensure that assigned investigations were resolved promptly and that they were not unnecessarily delayed or resolved inappropriately because of procrastination, timidity, the premature concession of defeat, or the unimaginative use of resources or investigative techniques. Used alternative avenues for locating or notifying when primary approaches seemed unproductive or likely to violate confidentiality. The supervisor was involved only in legitimately difficult cases or when information was needed. 7. Demonstrates discretion in use of the telephone as an investigative tool When using the telephone to expedite an investigation, initially tried to motivate subjects to come in or to meet face-to-face in a confidential setting while revealing as little sensitive information as possible, including exposure to an STD. Before discussing any sensitive information, took all reasonable steps to verify that the person on the line was the subject of the investigation. 8. Confidentially and professionally manages obstacles Was able to think on his or her feet when confronted with obstacles to an investigation (i.e., parents, siblings, spouses, roommates, school officials, bartenders, coworkers, or employers who have blocked notification efforts or whose curiosity could threaten confidentiality unless handled effectively). Provided subjects of investigation with believable covers when a third party had to be circumvented to reach the intended person. Gave logical reasons for the need for face-to-face meetings in confidential settings. Gave no clues to people who have no need to know the identity of patients or the purpose of field investigations. 9. Motivates people to come in promptly Created a sense of urgency about examinations through factual information and persistence. Did not imply that persons who had been notified were infected. Verified whether people were likely to keep appointments by exploring transportation plans and other conflicts such as job and child care. During field visits, updated locating information such as home and work telephone numbers and addresses, and other methods of getting back in touch. In order to allay patient's fears (about embarrassment, parking, delays, etc.), explained how the appointment is likely to go. 10. Documents investigative activities Documented each investigative step immediately after the activity took place and reflected the date, time, and nature of the activity according to protocols. Documentation was sufficiently legible, coherent, and accurate to permit the reconstruction of all activities so that a co-worker could complete any investigation without duplicating steps.
Page last modified: August 16, 2007 Page last reviewed: August 16, 2007 Historical Document Content Source: Division of STD Prevention, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention |
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Program Operations Guidelines for STD Prevention
