Week 1 Objectives PCC

Discuss the common bridges and barriers in the therapeutic nurse-client relationship

-Bridges to Communication - Caring for others, being genuine, listening to the patient/other nurses/doctors/etc., establishing guidelines, focusing at all times, giving respect, accepting all types of people, trust, showing empathy, using open-ended questions with patients, reflecting on your decisions and time spent throughout the day, summarize what is going on to your patients, planning ahead. -Barriers to Communication - Selfishness, anxiety, stereotyping others, violating space with other nurses and/or patients, failing to listen, not giving/accepting trust, patronizing others, giving advice when it is not appropriate, being judgmental to others, questioning others, using inappropriate words.

Attributes and Criteria: Process of complementary exchange, context, and learned skill

1. Process of complementary exchange - Occurs between people with them either being a sender or receiver in communication. 2. Context - The quality of meaning behind the exchange of communication. This includes factors of the relationship between participants, internal mood states, mental and physical conditions, experience and education, and external noise emitted from the environment. 3. Learned skill - Communication is a learned skill that develops over time and through much interaction with others. (Learning a new language, learning nursing medications, treatments, practices.)

Discuss nursing communication interventions/actions designed to promote caring, trust, empathy, mutuality, empowerment, and confidentiality in the therapeutic nurse-client relationship.

Active listening, focus, using open-ended questions, clarifying for your patients, reflecting on your work, paraphrasing for the patient to easily understand the situation, acknowledgement of the problem at hand, critical thinking, using silence when needed.

Describe your own interpersonal communication style and how it may be effectively used in the context of the nurse-client relationship

One way of communication I always found interesting was if you dealt with someone with a dual loss of sensory both deaf and blind. I always thought of writing letters on the persons palm if they learned.

Synthesize knowledge of the therapeutic nurse-client relationship as an essential component of health promotion.

• A therapeutic nurse-patient relationship is central to the implementation phase. Collaboratively you develop the goals and outcome criteria and then consider nursing interventions for promoting a healthy self-concept and helping a patient move toward his or her goal. As the nurse-patient relationship develops, the nurse and patient mutually define the problems and potential solutions. When the patient's original needs are resolved, new needs sometimes emerge. This middle-range theory is useful in establishing effective nurse-patient communication when obtaining a nursing history, providing patient education, or counseling patients and their families. (Potter, 022016, pp. 45-47)

12. Discuss the stages of the nursing process and how they apply to your role as a nurse.

• Assessment: During this process, it thoroughly asses each patient and critically analyze findings to ensure that you make patient-centered clinical decisions required for safe nursing care. You must gather comprehensive assessment and critical synthesis of information from multiple sources. Physical examinations, referencing a patient's health history/family history. Patient interaction is heavy during this phase. • Diagnosing: This phase involves a nurse making educated judgment about a potential or actual health problem with a patient. Multiple diagnoses are sometimes made. It also included whether the patient may have future developing problems. This step is critical for treatment. • Planning: Once a patient and a nurse agree on diagnose, a plan of action must occur. If there are multiple the head nurse will take attention from the most severe to the least. Critical thinking ensures that a patient's plan of care integrates information known about the individual and key critical thinking elements. • Implementing: This is where nurses follow through on the decided plan of action. It is specific to each patient and focuses on achievable outcomes. This includes monitoring the patient for signs of change or improvement, directly caring for the patient or performing necessary medical tasks and referring or contacting the patient for follow-up. • Evaluation: Once all nursing intervention actions have taken place, the nurse completes the evaluation to determine of the foals for the patient wellness being met. The outcomes are generally described under 3 terms: condition improved, stabilized, and condition deteriorated, died, or discharged. If they show no improvement, the process begins from the first step.

Describe the concept of communication, including the definition, scope and categories, attributes and criteria, theoretical links, and context to nursing and health care.

• Definition: A process of interaction between people in which symbols are used to create, exchange, and interrupt messages about ideas. • Scope and Categories: The scope of the communication concept ranges from effective communication to no communication. Three primary categories of communication are linguistic, paralinguistic, and metacommunication. 1. Linguistic - Is the verbal exchange of messages through spoken words and written symbols. (Face to face conversation, reading a newspaper, texting, silence in conversation, avoiding interaction.) 2. Paralinguistic - Non-verbal exchange of symbols that show cues about emotions, moods, states of a person. (Gestures, eye contact, facial expressions, also color, artwork and dress.) 3. Metacommunication- Factors that comprise the context of the message which create meaning. This involves how messages are received and interpreted. (Relationships between people communicating.)

Describe considerations and resources in relation to caring for non-English speaking or sensory deprived clients.

• For patients who do not speak English, we can establish a method for patient to ask for assistance, provide an interpreter, use communication board pictures or cards, have a English/Spanish dictionary if available. • For someone who is hearing impaired, check for hearing aids reduce environmental noises, do not chew gum, provide sign language if needed, speak soft and do not shout, rephrase if misunderstood. • For someone who is visually impaired, check for glasses or contacts, identify yourself whenever entering and exiting, do not rely on gestures, use indirect lighting and avoid glare. • For someone who is unresponsive, call them by their name, communicate verbally and tough, explain all procedures and sensations, provide orientation to person, place, and time. • For someone who is cognitively impaired, use simple sentences, ask one question at a time, allow time to respond, include family if needed.

Compare and contrast the common tasks inherent in each of the four phases of the therapeutic nurse-client relationship

• Preinteraction phase: Occurs before meeting the patient. You gather information, doing this pre-clinically. The client also goes through this phase when they first identify a need for health care. • Orientation phase: When the nurse and the patient meet and get to know each other. The goal is to establish rapport. Introduction, exchange of information. • Working phase: Active part; thoughts and feelings expressed, caring is communicated, respect maintained, honest verbal and nonverbal communication occurs. • Termination phase: Occurs at the end of a relationship. End of the shift or a discharge, summarize goals achieved, discuss how to incorporate new coping strategies, exchange memories.

Describe the role of self-awareness in the nurse client relationship.

•Critical thinkers maintain a sense of self-awareness through conscious awareness of their beliefs, values, and feelings and the multiple perspectives that patients, family members, and peers present in clinical situations (Potter, 022016, p. 205)

Explain the importance of cultural awareness during the nurse patient relationship

•Language barriers may exist, as well as beliefs like gender related (females taking care of males), knowing these things can help you interact with patients and figure out a problem-solving solution such as an interpreter or a male nurse

Compare and contrast the characteristics of a therapeutic relationship with a social relationship.

•Therapeutic relationships are patient focused, it exists for the needs and goals of the patient. •Social relationships are mutual, it considers both sets of goals, needs, and feelings.