Guidelines for Medical Services to Deaf and HOH Adults - Part 2

Part 1

3. Education

3.1 Provider Education. Programs of education for providers should address at least the following issues and concepts:

- Providing an interpreter for Deaf/HOH patients is only appropriate when that is the language preference and communication preference of the patient.

- Use of an interpreter is not all that is needed to bridge the gap between medical professional and patient. Providers need to be aware of how hearing loss can potentially impact other communication skills.

- Providers should be familiar with the use of various modes of communication, including but not limited to the use of an interpreter, how to acquire their services, judging the quality of services, and the various types of services available.

- Hearing loss has multiple forms and etiologies, and communication styles and communication needs can be unique to the individual. Diverse, individualized strategies are necessary to achieve effective communication.

- The elderly have varying levels of hearing loss and are particularly susceptible to "hearing" information but not really registering all that has been said.

- Assistive devices do not restore full hearing. Effort must still be made to confirm communication and comprehension.

- Communication can be more demanding physically and emotionally for Deaf/HOH patients, making fatigue a factor in assessing and communicating with Deaf/HOH patients.

3.2 Professional organizations and licensing/certifying boards should give credit for CEUs to be earned for Deaf/Hard of Hearing health related studies.

3.3 Staff Education. Programs for educating staff members in health care settings should cover at least the following topics:

- Require training for staff on communication requirements and the resources available to meet these requirements.

- Make sure staff have access to the technical and information resources required for Deaf/Hard of Hearing patients.

- Make training in effective communication and Deaf/Hard of Hearing issues part of certification and licensing for auxiliary and support medical staff.

3.4 Consumer Education. Programs for educating consumers should include at least the following topics:

- Appropriate use of the primary care physician as an advocate and organizer of information from various specialties.

- Appropriate use of specialists for medical problems that are relevant to the specialty.

- How to provide a clear history of medical problems, symptoms, allergies, surgeries, medications being used and why each medication was prescribed.

- How to clearly express needs - this would include needs for adequate communication.

- Appropriate use of emergency services (ambulance, ER). This requires understanding of medical problems - what can wait for the regular MD and what needs immediate attention.

- Appropriate use of medications as prescribed.

- Knowledge of rights as a consumer.

- Increase education of consumers regarding health care system, assertiveness, and in general how to be an effective Deaf/HOH consumer.

3.5 Other Education

- Health education schools should include Deaf/Hard of Hearing related subjects in the curriculum.

- Increase public awareness of Deafness/Hard of Hearing as public health issues and cultural awareness issues.

- Health Care as a career option for Deaf/Hard of Hearing people should be promoted. Barriers to Deaf/Hard of Hearing entering into health careers should be identified and addressed.

Part 3