Essay: Nurse-patient/family relationship.
Essay: Nurse-patient/family relationship.
Write 100-word Reflective Journal on how the attached clinical scenario enhanced your understanding of important communication techniques and what would be incorporated into your individual communication style to improve the nurse-patient/family relationship.
Required criteria:
1. 100 word minimum reflection 2. Identifies how this scenario enhanced understanding of communication techniques 3. Addresses how these communication techniques will be incorporated into their own communication style to improve the nurse-patient/family relationship 4. Logical reflective flow which follows standard grammatical rules with minimal (1-2) misspellings
Write 100-word Reflective Journal on how this clinical scenario enhanced your understanding
of important communication techniques and what would be incorporated into your individual
communication style to improve the nurse-patient/family relationship.
Case Video Transcript:
· Christinas entrance into Mr. Emerson’s Rooms
Result: Nontherapeutic
Rationale: Lack of eye contact is a nontherapeutic nonverbal communication technique because it indicates the nurse is not interested in what is being said by the client.
· “We will give you another how to sleep, then she can come back and get you up and assist you. Okay?”
Result: Therapeutic
Rationale: Summarizing is a therapeutic communication technique because it restates the main points discussed and provides closure.
· “Mr. Emerson, would you like to tell us what we can do for you today?”
Result: Therapeutic
Rationale: Adaptability supports interprofessional and client communication by allowing the nurse to change the tone of speech to align a message with the behavior and cues of the recipient.
· Christina touches Mr. Emerson’s shoulder
Result: Therapeutic
Rationale: Touch is a therapeutic communication technique because it conveys caring and empathetic feelings by the nurse toward the client.
· “Mr. Emerson has had a stroke and has dysarthria. The stroke paralyzed half of his tongue and mouth so he has difficulty enunciating clearly”
Result: Therapeutic
Rationale: Credibility supports interprofessional and client communication by conveying confidence, providing accurate information, and acknowledging limitations during nurse-provider and nurse-client interactions.
· “Come on, Mr. Emerson, why do you want to sleep the morning away? Its so beautiful outside today”
Result: Non-Therapeutic
Rationale: This statement demonstrates two nontherapeutic communication techniques. Arguing and disagreeing are nontherapeutic communication techniques because they imply that the client is misinformed, lying, or uneducated, subsequently causing the client to become defensive. Asking a “why” question is also a nontherapeutic communication technique because it can be perceived as accusatory, causing the client to become defensive and mistrust the person who asked the question.
· “I’m Christina, the new AP here. I’ll be working with you. I’m here to help you get up this morning and down to the dining area for breakfast.”
Result: Therapeutic
Rationale: Developing rapport with a client supports the establishment of a therapeutic relationship by sharing mutual feelings of acceptance, while maintaining open communication and the development of trust and respect.
· “Why are you hiding?”
Result: Non-Therapeutic
Rationale: Asking a “why” question is a nontherapeutic communication technique because it can be perceived as accusatory, causing the client to become defensive and mistrust the person who asked the question.
· Christina opening the curtains
Result: Non-Therapeutic
Rationale: Adopting a tense attitude is a nontherapeutic nonverbal communication technique that can impede the creation of a sense of comfort with the client.
· “Maybe you can teach me how to use the communication board”
Result: Therapeutic
Rationale: Demonstrating empathy supports the establishment of a therapeutic relationship by being able to sense the client’s inner experience and convert the nurse’s words and actions into feelings.
· “Now Mr. Emerson, I have so much work to do. This isn’t helping me. You should really get up now”
Result: Non-Therapeutic
Rationale: Focusing on self is a nontherapeutic communication technique because it prevents the client’s goals from being perceived as most important.
· “Good Morning Mr. Emerson. How are you? How was your night? Are you ready to get up for the morning?
Result: Non-Therapeutic
Rationale: Asking closed-ended questions is a nontherapeutic communication technique because it does not allow the client to express what he is thinking or how he is feeling.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Essay: Nurse-patient/family relationship.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument
