In all the chapters the Case Studies represent situations similar to those that the medical assistant may encounter in daily practice. Students are encouraged to consider the case study as they read each chapter.

Laura is a 26-year-old pregnant patient with hypertension (high blood pressure). She is taking blood pressure medication, but her pressure is becoming increasing difficult to manage as she progresses with her pregnancy. The doctor has ordered a 24-hour urine collection test to help determine if Laura is in a dangerous state of preeclampsia. It is your task as medical assistant to explain to Laura the process of urine collection that she must follow. You know that she is not going to want to carry a large jug of urine to work with her and keep it on ice all day. You know that she is not likely to accurately follow the procedures of the test. But you also know it is imperative that the doctor accurately gather this test information for the health of this woman and the infant she carries.

After first reading the 24-hour urine collection procedure yourself and ensuring that you understand it thoroughly, you sit with Laura in a quiet place and explain the test and the need for accuracy. You then listen to her and evaluate her level of understanding. You listen for any cues she gives that indicate difficulties in completing the test as ordered. Thinking creatively, you suggest that Laura conduct the test on a Sunday when she can stay at home during the day and bring the specimen directly to the doctor's office early on Monday morning. You give her all the test lab items she will need, explaining each item. Additionally, you give her written instructions that she can take with her and a phone number to call with any questions she may have over the weekend. You encourage her as she leaves. By doing everything you can to ensure this patient's compliance, you contribute to the chances that both she and her baby will be strong and healthy throughout her pregnancy and delivery.

As you read this chapter, consider the following questions:

1. What might be important to consider when creating an educational plan for a patient? How might the plan vary according to the individual?

2. What factors could block effective patient education?

3. What specific behaviors do you associate with talking down to a patient?

4. Why are good listening skills an important part of teaching?