At the heart of informed patient-centered care is the ability to communicate effectively. Frequently, communication must take place within a compressed time frame because of time constraints. Thus, the importance of communicating effectively cannot be emphasized enough. Effective communication is the key to achieving desired outcomes, preventing misunderstanding and errors, and helping patients feel that they are secure, informed partners and are connected to the diagnostic process. One must always keep in mind that the human person is an integration of body, mind, and spirit and that these three entities are intimately bound together to make each person unique. Skillful assessment of physical, emotional, psychosocial, cultural, and spiritual dimensions provides a sound database from which to plan communication and teaching or instruction strategies.

Individuals have different needs and changing capacities for learning as they progress from child to adult to older adult. It is important for the healthcare provider to know the different developmental levels and stages and the ways in which clear communication can be achieved at any level.

For the pediatric patient, teaching tools might include tours of the diagnostic area, play therapy, films or videos, models of equipment that the child can touch or manipulate, and written materials and pictures appropriate to the child’s developmental stage. Shorter attention spans and the unpredictable nature of children can make teaching a challenge in this population. Patients with intellectual disability, autism, or mental illness may need significant others close by who can guide communication between the caregiver and patient. Gentle, simple, nurturing behaviors usually work well with children and developmentally challenged individuals.

Adolescents may be at the stage of developing their own unique identity as they move toward adulthood. Teaching may be more effective without parents present; however, it is important to include parents at some point. Drawings, illustrations, or videos are helpful. Because body image is very important at this stage, honest, supportive behaviors are necessary, especially if some alteration in physical appearance will be necessary (e.g., removal of jewelry, no makeup allowed).

The opportunity to participate actively and to ask questions is important for adults. They bring to the communication process their lifetime of perceptions and experiences. This can be a proverbial double-edged sword. Listening well to verbal cues, as well as paying attention to nonverbal messages, cannot be overemphasized. For example, interacting with patients who have Alzheimer disease can present special challenges. The presence of a significant other who has experience communicating with this patient can be the key to performing a successful procedure.

Provide an environment that is quiet, private, and free of distractions to promote dialogue and communication. Ask by what name or title the patient wishes to be addressed. Referring to a patient as a room number, a procedure, or a disease is demeaning and inexcusable—it reduces the patient to the level of an object rather than a person.

Nonverbal communication behaviors such as proper eye contact, firm handshake, sense of respect, and appropriate humor can reduce anxiety. Do not dismiss the power of touch, the sense of making time for the patient, and the use of appropriate and positive verbal cues. The greater part of communication (more than 70%) is perceived through body language. If words do not match body language and behaviors, patients will react to the body language they observe as their primary frame of reference. Negative communication by caregivers often is experienced by patients as an uncaring attitude and results in a sense of discouragement.

Every person engaged in the entire process of testing is a link in the ongoing communication continuum. This continuum is only as effective as the weakest link that joins all activities and all communication together.