Thesis on "Therapeutic Communication the Communication O Be Evaluated"
Thesis 5 pages (1598 words) Sources: 1+ Style: APA
[EXCERPT] . . . .
Therapeutic CommunicationThe communication o be evaluated took place on February 24, 2009 in the early afternoon. The setting was a residential care facility for the elderly. The conversation took place between me and a patient named Helen. Helen is an 86-year-old Caucasian female with Alzheimer's disease. Her family visits frequently and she recently lost her husband. She has been feeling depressed and is need of someone to talk to. The following evaluates our conversation.
Narrative entered the room and Helen was sitting in a wheelchair facing the window. She had her hands on her lap and appeared to be staring out the window. I entered the room and she did not immediately acknowledge me. I walked across the room and gently touched her on the shoulder. She looked up and said "Hello." I greeted her and asked her how she was feeling. She turned her wheelchair to face me and said, "Ok, I guess." From the tone in her voice, I could tell that this was only a polite response and that there was more behind it than the words revealed. In her response, she showed no emotional expression, no smile or connection.
We began our conversation by talking about the weather and chit chatting. She responded politely, but made very little eye contact. She showed little sign of engagement. I had to prompt the conversation, as there was little spontaneity from Helen. She provided rather short answers to my queries.
A then attempted to get her to open up by asking an open-ended question. I asked it anything was bothering her that she would like to share. Her eyes darted to the picture of her late husband on the wall. She answered, "No, not much." I sa
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This brought tears to her eyes and she began to talk. She spontaneously told me how she missed him and how she didn't want her children to worry about her. She talked about good times with him and told some of the crazy things that they did when they were young. As she talked about the happy memories, the tension in her face settled out and she began to smile. Her eyes brightened as she recalled old times. I engaged in active listening, laughing, and responding with interest. I kept an open body language.
I asked her how they met. She told the story in a rather animated fashion. Her eyes became distant, but she grinned as she told the story. It was almost as if she forgot herself for a moment and became lost in the moment. I continued to ask open-ended questions to get her to respond. She responded readily and continued to tell stories of her life. We laughed together and shared jokes during the conversation. She appeared to be having a genuinely good time.
A said, "It sounds like you have led a very interesting and fun filled life. You have many happy memories." I then restated some of the happy times that she had shared with me. She agreed that she had enjoyed some good times indeed. Her face was brighter than at the beginning of the conversation.
I told her that sometimes when we are sad, it is good to remember the good times and that she had many good times to remember. She looked up at the picture of her late husband again and her face once again became gloomy. I asked her to tell me how she was feeling at the moment. She said that she was sad because the good times were over and she missed him. I restated that she was feeling sad because she missed her husband. She nodded confirmation. I told her that she still had her children and those wonderful grandchildren that we see coming in to see her. She managed a small smile.
A suggested that the next time her grandchildren come to visit, that she ask to go outside and spend some time with them. I told her that I was certain they would enjoy hearing her stories as much as I did today. She responded that she wasn't sure they would want to listen to old stories because they had their own lives to live. I assured her that they would love to hear her stories. It would give them some good times to look forward to in the future. Helen agreed and her face once again relaxed.
Her gaze became distant, but this time a smile was on her face. I asked her what she was thinking about now. She said that she was thinking about her grandchildren and their smiles. I told her that if she needed help remembering what to say, I would be glad to help her remember her stories, especially the one about the dog not recognizing her husband when he came home from the service. She laughed again, only this time it was a laugh in earnest.
A prepared to leave and told her that I would be available anytime she needed me. She smiled pleasantly and thanked me. She called me "Sweety." She went back to staring out the window, but this time she was smiling ear to ear as she gazed. I quietly left the room.
Technique Analysis used a number of therapeutic communication strategies in this interaction. The first and most difficult task was getting Helen to open up and tell about her troubles. I used open-ended questioning, and active listening to encourage a spontaneous response from Helen. In the beginning, Helen refused to respond with anything more then a short answer in response to the question. I had to think creatively of ways to incorporate open-ended questions that could not be answered with short, succinct answers, but that required a longer, more in-depth response.
When Helen was finished with her stories, I used restatement to highlight the good times and summarized her happy times. The purpose was to turn her away from her unhappy thoughts and grief to memories of her good times. I wanted her to focus on the positive, rather than the negative parts of her life.
A then suggested a strategy to help Helen connect with her Grandchildren by telling them about the stories of her life. Helen needed an action that she could take to refocus her thoughts on her happy memories instead of dwelling on her grief. Suggesting the strategy of thinking of stories to share with her grandchildren served multiple purposes. It re-focused her on happy times and gave her a "project" to work on. Sharing memories with her grandchildren would help her to build even more memories with them and to grow in closeness to them. This would have a beneficial affect on building happy memories for the children as well. This will give Helen and the grandchildren something to look forward to on their visits and will build memories that will last a lifetime.
A used humor to help develop a connection with Helen. She responded with humor, which lightened the mood. The main focus of the humor was on laughing and sharing common experiences. I was careful not to let Helen think that I was making fun of her. I used laugher at the appropriate times as a form of encouragement to get Helen to open up further about her memories and experiences. I used it to show genuine interest in what she was saying.
Critique
Throughout the therapeutic communication session with Helen, I used a variety of techniques to allow her to express herself. I wanted to provide Helen with a way to cope with her grief in a positive manner. One of the key strengths… READ MORE
Quoted Instructions for "Therapeutic Communication the Communication O Be Evaluated" Assignment:
Communication paper
The communication paper is designed to reflect on your professional communication style. You will be interviewing an adult client as scheduled. Your goal is to utilize therapeutic communication skills during the interview, and then to evaluate the communication interaction in the areas of environment, psychological climate, physical/cultural variables, verbal and non-verbal behaviors. You will also be asked to comment on any other possible facilitators or barriers to therapeutic communication. Remember the importance of maintaining a nurse-client relationship at all times during this interaction. (It will be helpful to review the therapeutic communication content reviewed and discussed in class).
COMMUNICATION PAPER GUIDELINES:
1. Describe the situation, environment for your interaction, participants, psychological climate, physical and cultural variables. (3 points)
2. Describe your interaction including both verbal and non-verbal behaviors of each participant. The discussion should be at least 20 to 25 minutes in length. Use a narration style in chronological order in your paper when describing the interaction (i.e. describe the non-verbals at the same point in the paper as you are describing the verbals) (3 points)
3. Identify a minimum of THREE therapeutic communication strategies used during the interaction process (i.e. reflection, restatement, a direct question). (3 points)
4. From your perspective, evaluate the effectiveness of the communication
including a minimum of TWO strengths and areas needing growth. Were
there any bridges or barriers that impacted the interaction either on your part
or the Senior*****s (and if so identify and discuss). Identify TWO suggestions you
might include next time to improve the communication process. (6 points)
5. Summarize the insights you have gained about your own communication style
Describe specific actions/strategies you will take to continually gain skill and
confidence in therapeutic communication. (4 points)
6. Use APA Format (2 points).
The length of the paper is limited to FIVE pages and a Reference page using APA format. The paper should also include an introductory paragraph describing the topic or topicss to be discussed, the interview and analysis and a summary paragraph demonstrating conclusions and insights learning from this interview.
American Psychological Association (Current Edition) Publication manual of the American Psychological Association (5th Ed. or Recent Edition) format.
Used in healthcare as a focused, purposeful exchange between nurse and client
Goal is to reach client*****s health care goals
Support
Educate
EMPOWERTime limited
Focused
A therapeutic conversation tells the story of an illness with both nurse and client taking different roles in telling it.***** (Arnold & Boggs, 2003)
Active Listening:
Crucial part of therapeutic communication
Client sends message, nurse decodes message
Nurse uses client*****s values and feelings to interpret the meaning
At same time delivers non-verbal messages of presence and caring
Nurse listening for facts and underlying meaning Physical factors:
Body posture
Sit/stand fully facing client
Direct eye contact
Lean slightly forward
Relaxed posture
Environmental setting
Privacy
No distractions
Personal space
Limited self disclosure from nurse
Professional boundariesPersonal factors
Differences between nurse and client;
Socioeconomic
Previous life experiences
Education level
Occupational status
Clients who refuse to *****˜comply*****
Clients who have lost hope
Nurse needs to be self-aware of biases
Language
Nurses should pay close attention to verbal expressions and language usage
Mirror them whenever possible
Beware of verbal information overload
Open-ended
Allows client to tell story
Similar to essay question on exam
Cannot be answered by *****˜yes***** or *****˜no*****
Elicit client*****s thoughts/perspectives
How
What
Where
When
In what way
Can you tell me about
Closed-ended
Limited answer options
Limits expression of feelings
Takes more questions to obtain information
Emergency situatCircular
Focus on interpersonal CONTEXT
Identify family relationships and impact of illness on family
*****˜who is most anxious about your mother*****s illness*****
ionsThemes
Central idea
Underlying feeling associated with facts
Understanding what client is NOT saying
Moving beyond facts
Critical thinking
objectivityCommunication patterns
Strengths/limitations
Family communication dynamics
Developmental/educational levels
Culture, role
Ways of handling conflict
Ways of dealing with emotions
Intuitive communication
Focusing
Intuition
Inner response not supported by objective data
Minimal cuesReflection
Focuses on the emotions
*****˜it sounds like*****
*****˜it seems that*****
Further develops relationship between content and feeling
SummarizationSilence
Very powerful
Emotionally charged issues
Allows time to think
Touch
When words are inadequate, inappropriate
Used for healing
Deepens meaning of language
Task touch vs caring touch
Links ideas and actions together
Smiling, nodding, leaning forward
Clarification
Gaining accuracy and complete understanding
Restatement
Use sparingly
Paraphrasing
Take original message and put into your own words
Don*****t lose meaning
Client re-hears their messageSilence
Very powerful
Emotionally charged issues
Allows time to think
Touch
When words are inadequate, inappropriate
Used for healing
Deepens meaning of language
Task touch vs caring touchMirroring depth
Level of depth, meaning and language
Serious/flip remark
Superficial/intense
Appropriate vocabulary
Jargon
Education level appropriate
Focusing
Prioritizing communication topic
Limited time
Metaphors
Mental picture of healthcare concern
*****˜pain in the neck*****
Reframing
Changing the frame in which the client is viewing the situation
Leads to changing the meaning for client
More positive interpretation
I.e. diagnosis becomes a *****˜gift*****
Presenting reality
Introduces an alternative explanation for client to consider
*****˜all you nurses do is sit at the desk all night*****
*****˜it sounds like you had a rough night*****
Humor
Evaluate client to know if humor would help
Use only occasionally
Do not ridicule with humor
Confirming
Validate client by restating client*****s concern
Giving feedback
Message sent from receiver back to sender in response to a message or observed behavior
Helps client know nurse is listening and attending to health care needs
Timely, usable, clear, honest, reflective
Arnold, E. & Boggs, K. (2003). Interpersonal relationships (4th ed). St. Louis: Saunders.
The communication paper is based on an elderly person from age 50 to 60. the closed question such as are you married? did you work? do you currently work? do you take any medications? while the open-ended questions such as tell me about your faamily? what activities(hobbies) do you enjoy? can you tell me a little about your work and what you liked best about your job? while validating questions- when you say...do you mean...while clarifying questions- i am not sure what you mean.review APA documentation for communication paper. IF YOU HAVE ANY QUESTION PLEASE CALL ME ON CELL PHONE 682-203-0288 OR EMAIL nike2kool@yahoo.com
How to Reference "Therapeutic Communication the Communication O Be Evaluated" Thesis in a Bibliography
“Therapeutic Communication the Communication O Be Evaluated.” A1-TermPaper.com, 2009, https://www.a1-termpaper.com/topics/essay/therapeutic-communication/634170. Accessed 6 Jul 2024.
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