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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
PERSON-CENTRED CARE IN RADIOGRAPHY
A helpful guide to patient and person-centered care in radiography, with a particular focus on interpersonal and communication skills
Person-centred Care in Radiography: Skills for Providing Effective Patient Care explores the complex interpersonal skills that are required of practitioners and medical imaging professionals which ensure high-quality service is given to person-centred care in radiography. The textbook is also written by a team of expert authors, and grounded in the team’s own research, as well as their involvement with the Heads of Radiography Group, the Association of Radiography Educators, the Collaborating Centre for Values-based Practice in Health and Social Care, and the College of Radiographers.
The textbook contains a broad range of additional learning features, including case studies, student exercises, annotated further readings, and chapter summaries. Diagrams and illustrations are used throughout the book to provide visual representation of the concepts presented. Learning activities are also included throughout the book to encourage readers to self-discover and reflect and then apply their learning to their own role.
Person-centred Care in Radiography includes detailed information on and discussion of:
- Values, developing resilience, defining compassion, pain and suffering, and professional behaviors and culture
- Scenarios developed by service users based on real-life practice, to demonstrate the impact of the professional’s behavior on the care received
- Diversity of service users, the role of carers, conceptual frameworks, interpersonal communication skills and communicating with patients beyond introductions
- Values-based practice, compassionate practice, theoretical models for patient-centered care in radiography and reflections to help readers move forward
Targeted at all staff working within diagnostic and therapeutic radiography clinical departments and educational institutions, Person-centred Care in Radiography, can be used in both radiography education by students and educators and by qualified staff who wish to reflect on their own patient care and develop their skills.
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Seitenzahl: 232
Veröffentlichungsjahr: 2023
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Table of Contents
COVER
TABLE OF CONTENTS
TITLE PAGE
COPYRIGHT
LIST OF CONTRIBUTORS
CHAPTER 1: INTRODUCTION
REFERENCES
SECTION I: UNDERSTANDING OURSELVES
CHAPTER 2: EXPLORATION OF YOUR OWN VALUES
WHY ARE VALUES IMPORTANT?
WHAT ARE YOUR VALUES – FORCED CHOICE EXERCISE
LIST OF POTENTIAL VALUES
REFERENCES
CHAPTER 3: DEVELOPING RESILIENCE
THE NEED FOR RESILIENCE
WHAT IS RESILIENCE?
THE IMPORTANCE AND ROLE OF SELF‐AWARENESS
THE SKILLS OF RESILIENCE, THE GROWTH MINDSET, AND THE INTERNAL LOCUS OF CONTROL
DEVELOPING AND MAINTAINING YOUR RESILIENCE
SUMMARY
REFERENCES
CHAPTER 4: WHAT IS COMPASSION?
WHAT IS COMPASSION?
SO, WHAT IS EMPATHY THEN?
DEFINING CHARACTERISTICS OF COMPASSION
WHY SHOULD RADIOGRAPHERS BE COMPASSIONATE?
REFERENCES
CHAPTER 5: PAIN AND SUFFERING
PAIN AND SUFFERING: SUBTLE DIFFERENCES
PERCEPTIONS OF PAIN AND SUFFERING
ATTITUDES TO PAIN AND SUFFERING
HOW IS PAIN MEASURED?
GIVING PERSON‐CENTRED CARE TO PATIENTS IN PAIN AND SUFFERING IN IMAGING EXAMINATIONS AND RADIOTHERAPY TREATMENTS
SUMMARY
LIST OF TOP TIPS TO ENSURE CARE FOR PATIENTS IN PAIN OR SUFFERING
REFERENCES
CHAPTER 6: PROFESSIONAL BEHAVIOURS AND CULTURE
FORMATION OF ATTITUDES TOWARDS PATIENTS
JUDGEMENTAL ATTITUDES
REDUCTIONIST LANGUAGE
TASK FOCUSSED INTERACTIONS
TRANSIENT RELATIONSHIPS
STORYTELLING
FRONT AND BACKSTAGE
USE OF DARK HUMOUR
HOW DEPARTMENTAL CULTURES INFLUENCE PROFESSIONAL BEHAVIOURS
ROLE MODELLING
CHALLENGING BEHAVIOURS
REFERENCES
SECTION II: UNDERSTANDING THE SERVICE USER
CHAPTER 7: DIVERSITY OF SERVICE USERS
PAEDIATRIC PATIENT
PATIENT WITH HEARING IMPAIRMENT
PATIENT WITH DEMENTIA
REFERENCE
CHAPTER 8: THE ROLE OF CARERS
WHAT IS A CARER?
THE RELATIONSHIP BETWEEN A CARER AND A SERVICE USER/PATIENT
CARERS ACCOMPANYING SERVICE USERS TO THE IMAGING OR RADIOTHERAPY DEPARTMENT
CONSENT
CONFIDENTIALITY AND SAFEGUARDING ISSUES
INVOLVING AND VALUING CARERS
CONCLUSIONS
REFERENCES
CHAPTER 9: A CONCEPTUAL FRAMEWORK FOR UNDERSTANDING COMPASSION IN RADIOGRAPHY
COMPONENT ONE: ATTITUDES
COMPONENT TWO: BEHAVIOURS
COMPONENT THREE: COMPREHENSION
COMPONENT FOUR: PRACTICES
REFERENCES
CHAPTER 10: INTERPERSONAL COMMUNICATION SKILLS
INTRODUCTION
HOW DOES THIS APPLY TO RADIOGRAPHIC PRACTICE?
PRE‐IMAGING EXAMINATION OR RADIOTHERAPY TREATMENT CONSIDERATIONS
DURING THE IMAGING EXAMINATION OR RADIOTHERAPY TREATMENT
POST IMAGING EXAMINATION OR RADIOTHERAPY TREATMENT
SUMMARY
REFERENCES
CHAPTER 11: IS THERE MORE TO COMMUNICATING WITH PATIENTS THAN #HELLOMYNAMEIS?
REFLECTIONS
REFERENCES
CHAPTER 12: VALUES‐BASED PRACTICE
INTRODUCTION
WHAT DOES VBP MEAN IN RADIOGRAPHY?
SCENARIOS
CONCLUSIONS
REFERENCES
CHAPTER 13: COMPASSION IN PRACTICE
COMPASSION PRACTICES: REFLECTIVE EXERCISES
MAKE PATIENTS COMFORTABLE
SUPPORTIVE
MEETING NEEDS
REFERENCES
CHAPTER 14: THEORETICAL MODELS FOR PERSON‐CENTRED CARE IN RADIOGRAPHY
INTRODUCTION
PRIORITY TRIANGLES
SERVICE USERS
CLINICAL RADIOGRAPHERS
RADIOGRAPHY MANAGERS
RADIOGRAPHY EDUCATORS
STUDENT RADIOGRAPHERS
HYDE AND HARDY'S MODEL FOR PCC
CONCLUSION
REFERENCES
CHAPTER 15 REFLECTION ON THE BOOKS AND SKILLS LEARNED
APPENDIX A ORGANISATIONAL MEASURES OF PATIENT CENTRED CARE IN IMAGING DEPARTMENTS
APPENDIX B PAUSE AND CHECK AUDIT TOOL FOR MEASURING PATIENT‐CENTRED CARE IN DIAGNOSTIC RADIOGRAPHY (FOR USE IN PROJECTION RADIOGRAPHY, INCLUDING MAMMOGRAPHY)
INDEX
END USER LICENSE AGREEMENT
List of Tables
Chapter 3
TABLE 3.1 Defining resilience.
Chapter 14
TABLE 14.1 Themes and sub‐themes for PCC in diagnostic radiography. Adapted ...
List of Illustrations
Chapter 2
FIGURE 2.1 Iceberg model (Iceberg Principle 2011).
Chapter 3
FIGURE 3.1 The growth mindset.
FIGURE 3.2 Developing resilience.
Chapter 4
FIGURE 4.1 Defining attributes of compassion in healthcare (Taylor et al. 20...
FIGURE 4.2 Consequences of compassion (Taylor et al. 2017).
Chapter 9
FIGURE 9.1 Conceptual framework for understanding compassion in radiography ...
Chapter 10
FIGURE 10.1 The NLP communication model (https://www.transformdestiny.com/nl...
FIGURE 10.2 The communication process.
FIGURE 10.3 Maslow's hierarchy of needs (Tigeralee/Maslows hierarchy/CC BY‐S...
Chapter 11
FIGURE 11.1 Impact of effective communication on a patient undergoing an ima...
Chapter 12
FIGURE 12.1 Adapted from The Collaborating Centre for Values‐Based‐Practice ...
Chapter 13
FIGURE 13.1 Compassionate practices (Taylor 2020).
Chapter 14
FIGURE 14.1 Service user participants priority triangle.
FIGURE 14.2 Clinical Radiographers priority triangle.
FIGURE 14.3 Radiography Managers priority triangle.
FIGURE 14.4 Radiography Educators priority triangle.
FIGURE 14.5 Student Radiographers priority triangle.
FIGURE 14.6 Hyde and Hardy's model for person centred care in diagnostic rad...
Guide
Cover
Table of Contents
Title Page
Copyright
List of Contributors
Begin Reading
APPENDIX A Organisational Measures of Patient Centred Care in Imaging Departments
APPENDIX B Pause and Check Audit Tool for Measuring Patient‐Centred Care in Diagnostic Radiography (for use in Projection Radiography, Including Mammography)
Index
Wiley End User License Agreement
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Person‐centred Care in Radiography
Skills for Providing Effective Patient Care
First Edition
Ruth M. Strudwick DProf, MSc, BSc(Hons), CTCert, PGCE, SFHEA, FCR
Jane M. Harvey-Lloyd PhD, MSc, DCR(R) PGCE, DLC, CTC, RPS
Jill Bleiker PhD, MSc, BSc, PgCert, FHEA
Jane Gooch PGDip, PGCAPHE, BSc, BMus, FHEA
Amy Hancock PhD, MSc, BSc (Hons), PGCe, FHEA
Emma Hyde PhD, MEd, BSc (Hons), NTF, FHEA
Ann Newton-Hughes DProf, MSc, PGCT&L, DMU, DCR(R)
This edition first published 2024
© 2024 John Wiley & Sons Ltd
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.
The right of Ruth M. Strudwick, Jane M. Harvey‐Lloyd, Jill Bleiker, Jane Gooch, Amy Hancock, Emma Hyde, and Ann Newton‐Hughes to be identified as the authors of this work has been asserted in accordance with law.
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Library of Congress Cataloging‐in‐Publication Data applied for
Paperback ISBN: 9781119833574
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Cover design by Wiley
List of Contributors
Ruth M. Strudwick DProf, MSc, BSc(Hons), CTCert, PGCE, SFHEA, FCR
Professor in Diagnostic Radiography
Head of AHP
School of Health and Sports Sciences
University of Suffolk
Ipswich, UK
Jane M. Harvey‐Lloyd PhD, MSc, DCR(R), PGCE, DLC, CTC, RPS
Associate Professor
School of Health and Sports Sciences
University of Suffolk
Ipswich, UK
Jill Bleiker PhD, MSc, BSc, PgCert, FHEA
Honorary Senior Lecturer
Medical Imaging, University of Exeter Medical School
Exeter, UK
Jane Gooch PGDip, PGCAPHE, BSc, BMus, FHEA
Senior Lecturer
School of Allied Health and Social Care, College of Health, Psychology, and Social Care
University of Derby
Derby, UK
Amy Hancock PhD, MSc, BSc (Hons), PGCe, FHEA
Senior Lecturer
Medical Imaging, University of Exeter
Exeter, UK
Emma Hyde PhD, MEd, BSc (Hons), NTF, FHEA
Associate Professor
Provost for Learning and Teaching
University of Derby
Derby, UK
Ann Newton‐Hughes DProf MSc PGCT&L DMU DCR(R)
Retired Lecturer
School of Health and Society
University of Salford
Salford, UK
CHAPTER 1Introduction
Ruth M. Strudwick and Emma Hyde
Patient care is an important and sometimes overlooked part of the otherwise technical and mechanistic roles of the diagnostic and therapeutic radiographer. Increasing emphasis has been placed on the quality of care provided by all health professionals in publications such as the National Health Service (NHS) Five Year Forward View (NHS England 2014), The Long‐term Plan (NHS England 2019) and the Health Foundation's Person‐centred Care Made Simple document (The Health Foundation 2014) and this is driving changes in attitudes towards patient care. The Francis Report (Francis 2013) and ‘Hello My Name is’ campaign (Granger 2013), have also highlighted the need for improved communication skills to display compassion in health care. In radiography, the highly technical nature of the professional role can lead to a tension between image production or treatment delivery, and the time and personal resources available for patient care. The Covid‐19 pandemic has heightened the emphasis on patient care skills and brought into sharp focus how the quality of the interaction between radiographer and patient can make a difference to the individual service user's experience.
There are several terms in common use when discussing the quality of care delivered by health and social care professionals. These terms are patient, person, or family‐centred care. Patient‐ and family‐centred care overlap significantly, and can be defined as:
“Patient and family centred care encourages the active collaboration and shared decision making between patients, families and providers to design and manage a customized and comprehensive care plan”
—NEJM Catalyst 2021
Person‐centred care has been evolving since the 1980s, starting with the work of the Picker Institute (Picker Institute Europe 2022), who strived to achieve their vision of:
“The highest quality person centred care for all, always.”
The Health Foundation (2014) built upon this work to develop their definition of person‐centred care:
“Person‐centred care supports people to develop the knowledge, skills and confidence they need to more effectively manage and make informed decisions about their own health and health care.”
Tensions between providing person‐centred care and the UK NHS model of health and care delivery are particularly evident with imaging and radiotherapy services (Bleiker 2020). Reductionist approaches to patients and continued focus on the symptomatic body part or pathology being treated can result in a lack of holistic person‐centred care. Advances in imaging and radiotherapy technologies are changing how services are delivered, enabling significant efficiency improvements, but this may be at the expense of person‐centred care approaches. Examples are provided in Hyde & Hardy (2021) and Taylor (2020) of how radiography services can be perceived by service users which demonstrate the importance of person‐centred approaches:
“I think, probably for radiographers more than quite a few other professions, they've got to be experts in something that's a bit more technical. They've got to be good at the technical, but maybe the communication thing is as much their skill set. It really needs to be worked on because from the patient's point of view they're both equally important.”
—Diagnostic radiography patient
“They actually want to find out, find out how they can best help you and by finding out that and then doing that, that is the compassion side of it, as opposed to just a carte blanche or I'm really sorry or, you know, it is a way of going beyond that and saying, right, I want to find out how I can best help out that person.”
—Therapeutic radiography patient
“You want the person [radiographer] to smile, to engage with you as a person, not purely [as] a patient. So sometimes it's just a few words, could be about the sort of time you took to get there or the weather or anything, it doesn't have to be formal, that's the main thing.”
—Diagnostic radiography patient
“Be considerate really, they're a person, don't just view them as a body, going through this machine.”
—Diagnostic radiographer
“And I think asking them how they feel as well because what might be important to one person isn't to another and its very individual to that patient.”
—Therapeutic radiographer
Radiography professionals should ensure that as services change and adapt, person‐centred approaches, and informed decision making, remain at the core of their day‐to‐day practice. Throughout this book we will use the term ‘person‐centred care’ to encourage a more holistic view of the individuals we are providing imaging or radiotherapy services for. We may also use the terms ‘patient’ and ‘service user’, and this will depend on the context of the discussion. Not everyone accessing imaging or radiotherapy services is a patient, for example pregnant women attending for ultrasound imaging, or people attending a screening programme including the abdominal aortic aneurysm screening programme or the national breast screening programme.
This book will explore the complex interpersonal skills required of radiotherapy practitioners and medical imaging professionals that enable the provision of high‐quality person‐centred care in radiography. The book brings together the research, experiences, expertise, and interests of all the authors, and is targeted at all staff working within diagnostic and therapeutic radiography, whether in clinical departments or educational institutions. This includes radiographers, assistant practitioners, support workers, and administrative staff. This book can also be used in radiography education and training by both students and educators, and by clinical staff who wish to reflect on their own practice and develop their person‐centred care skills.
This book is unique in that it is grounded in research undertaken by the authors. The authors' research explores service users', radiography students', and professionals' experiences to provide an evidence‐based perspective on current practice, which combined with their clinical expertise, has been used to develop a book which promotes self‐reflection, provides personal and professional development tools, and will help clinicians prepare to meet patients' expectations in clinical practice.
Throughout the book there are activities for readers to undertake to encourage self‐discovery and reflection; the reader can then apply their learning to their own role. There are also scenarios developed by service users based on real‐life practice, to demonstrate the impact of the professional's behaviour on the care received which allow reflection on person‐centred approaches/values‐based approaches. Diagrams and illustrations are used throughout the book to provide visual representation of the concepts presented.
REFERENCES
Bleiker, J. (2020). What radiographers talk about when they talk about compassion.
Journal of Medical Imaging and Radiation Sciences
51 (4S): S44–S52.
https://doi.org/10.1016/j.jmir.2020.08.009
.
Francis, R. (2013).
Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry
. London: The Stationery Office.
https://www.gov.uk/government/publications/report-of-the-mid-staffordshire-nhs-foundation-trust-public-inquiry/
(accessed 22 February 2021).
Granger, K. (2013). Hello my name is campaign.
https://www.hellomynameis.org.uk/
(accessed 22 January 2021).
Hyde, E. and Hardy, M. (2021). Delivering patient centred care (Part 2): a qualitative study of the perceptions of service users and deliverers.
Radiography
27 (2): 322–331.
https://doi.org/10.1016/j.radi.2020.09.008
.
NEJM Catalyst (2021). What is patient‐centred care?
https://d.docs.live.net/f22ddaf61e56a367/Documents/Strudwick/To%20Copyeditor/Mechanical%20editing/c01/(nejm.org)
(accessed 15 July 2021).
NHS England (2014). Five year forward view.
https://www.england.nhs.uk/five-year-forward-view/
(accessed 29 October 2020).
NHS England (2019). The NHS long term plan.
https://www.longtermplan.nhs.uk/publication/nhs-long-term-plan/
(accessed 29 October 2020).
Picker Institute Europe (2022). Principles of person centred care.
https://www.picker.org/about-us/picker-principles-of-person-centred-care/
(accessed 11 October 2019).
Taylor, A. (2020). Defining compassion and compassionate behaviours in radiotherapy. Unpublished doctoral thesis. Sheffield Hallam University.
The Health Foundation (2014). Person‐centred care made simple.
http://www.health.org.uk/sites/health/files/PersonCentredCareMadeSimple.pdf
(accessed 29 October 2020).
SECTION IUNDERSTANDING OURSELVES
CHAPTER 2Exploration of Your Own Values
Ruth M. Strudwick, Ann Newton‐Hughes, and Jane M. Harvey‐Lloyd
Values and beliefs are intrinsically linked and form a part of who we are as a person. Beliefs are things that we hold as true and are usually formed in our childhood and are reinforced by our family, friends, and experiences throughout life. Often, they are not necessarily factually correct or can be proven (even if we believe them to be true) but they do influence who we are, what motivates us, and how we behave. They can often cause emotional turmoil within, and this can drive individuals to fight for what they believe.
Values are closely linked to our beliefs and often support these beliefs. We are usually less aware of our values than our beliefs, however they are just as important and help us to form our identity. They can be expressed in the form of our needs, wishes, preferences, and the things that are important to us. Our values are our principles or standards of behaviour; our judgement of what is important in life. Understanding our own values allows us to increase not only our self‐awareness but to be more sensitive to recognising the values of others and how this influences their behaviour and the decisions that they may make. Having an awareness of values and in particular core values enable us to care more effectively for people as practitioners.
The Iceberg Model (Iceberg Principle 2011) (Figure 2.1) illustrates how values and beliefs directly influence our behaviour. It is important to recognise that behaviour is only the tip of the iceberg, but as a person it is the very thing we are continuously judged on. Under the tip of the iceberg are values, beliefs, purpose, capabilities, and identity. This represents the internal dialogue, thoughts, and feelings, that each individual has that guide and controls our behaviour. Unfortunately, we are often too quick to judge others on their behaviour without fully understanding what lies beneath the tip of the iceberg. Being able to appreciate this and the effect that beliefs and values may have on your own behaviour will only enhance the way in which you practise and care for others.
FIGURE 2.1 Iceberg model (Iceberg Principle 2011).
WHY ARE VALUES IMPORTANT?
Values are important as they influence our thought processes and our priorities. Our values are unique and individual to us, and they may change in different circumstances. We see this in healthcare when patients are faced with life‐changing events, and decisions need to be made about treatment options.
WHAT ARE YOUR VALUES – FORCED CHOICE EXERCISE
You choose:
Imagine you have developed early symptoms of a potentially fatal disease …
The National Institute of Health and Care Excellence (NICE) has approved two possible treatments.
TREATMENT A – gives you a guaranteed period of remission but no cure.
TREATMENT B – gives you a 50:50 chance of ‘kill or cure’.
Your decision –
how long a period of remission
would you want from Treatment A to choose that treatment rather than go for the 50:50 ‘kill or cure’ from Treatment B?
It is your decision …
“How long a period of remission would I want from Treatment A to choose that treatment rather than go for the 50:50 “kill or cure” from Treatment B?’
Write down
your own
answer, thinking about
your
decision from your own point of view and in your own particular circumstances.
The way that people answer this question can be surprisingly different. It might be assumed that younger people would choose a longer time span and older people would choose a shorter time span. The choice of the length of time is very dependent upon the individuals' values. Some younger people chose one year with a rationale that they would live their life to the full during that time, others chose 70 years as they wish to see what the future holds for them.
Examples
Choice: 15 years
Rationale: I have two children and I want to know if they meet their career and personal aspirations. 15 years should be enough to know this.
This reflects one of my core values which is my family.
Choice: Three years
Rationale: I have always wanted to travel and see some of the world. Three years would allow me to finish my degree and travel with my friends.
This reflects my core values of friends and new experiences.
Identifying and reflecting on your core values, allows you to understand who you are as a person and what life means to you. People who are aware of their values and honour them in the way in which they live on a regular basis will lead a more fulfilling life. There will be many times as a practitioner that you will have your values challenged and will be asked to do something which does not align with your values. This can frequently make you feel uncomfortable and at times you might be unsure about how to react. The important thing to acknowledge about values is that they are not morals, there is no sense of right/wrong or of positive/negative. They are also intrinsic to the individual and not consciously chosen. They do, however, underpin everything that we do and play a significant role in our life.
Each person has a hierarchy of values which are reinforced by a range of beliefs. Fundamentally, this affects our decision‐making and the way in which we behave.
There is a range of exercises that you can undertake to establish your values. Start with undertaking the exercise below:
Establishing values exercise:
Identify three people who have had the greatest impact on your life. What specific advice or value has remained with you?
Name:
Value:
Name:
Value:
Name:
Value:
List three books, films, poems, sayings, or music tracks that have contributed to your values. What insight has stuck with you?
Resource:
Insight:
Resource:
Insight:
Resource:
Insight:
List five peak experiences that have profoundly shaped your life/career direction:
Experience
Value:
Experience
Value:
Experience
Value:
Experience
Value:
Experience
Value:
Now, you have begun to start thinking about your values, it is important to identify your core values – those that matter to you the most. This will help you to understand what drives and motivates you and allow you to consider that from another person's perspective. Complete the following exercise:
Core values exercise:
For each value you identify, consider what that value gives you, what does it mean to you? It is also important to establish where the value came from and how long you have had that value.
Finally, evaluate each of your values in terms of how important it is, then rank each value in order of personal significance.
Is there anything that has surprised you at all about undertaking this exercise and what do you think you can take forward from this?
If you have found it difficult to identify your values, there is a list at the end of the chapter which you may find useful as a prompt.
Values‐based Practice (VBP) is the consideration of the individual patient's values in making decisions about their care. By patient's values we mean the unique preferences, concerns, and expectations each patient brings to a practice encounter which must be integrated into any decisions about the care of the patient. VBP takes into account and highlights what matters, and therefore is important to the patient (Fulford et al. 2012). As practitioners, we should not be making assumptions about what the patient wants, or indeed, reflect our own values upon the patients we image or treat as radiographers.
We can do this in practice by asking the patient to tell us what is important to them and providing them with enough information so that they can make informed choices. This is a critical aspect of true person‐centred care and VBP.
Values can, and do vary, sometimes widely between individuals and between patient and practitioner. They are not fixed and may change over time and as life experiences accumulate. The crucial thing to remember is that as a practitioner you should not make assumptions about your patient's values, instead take the time if needed to ascertain what matters to them at that moment in time with regard to the task in hand, be that acquisition of a diagnostic image or delivery of a treatment fraction.
Other people's values need to be respected. In Chapter 5 of this book, we discuss the impact of pain on a patient and how this affects their judgement, and we also discuss values‐based practice in more detail in Chapter 12 of the book.
