Module 5

  1. Describe guidelines for communication
    The guidelines to effective communication in nursing require the nurse to understand and acquire listening and responding therapeutic communication skills.
  2. Describe effective interventions for
    clients/patients with impaired verbal communication
    • 1. Use one-on-one interactions to engage the client in nonverbal play. R: The nurse enters the client’s world in a nonthreatening interaction toform a trusting relationship.
    • 2.Recognize subtle cues indicating the client is paying attention or attempting to communicate. R: Cues are often difficult to recognize (glancing out of the corner of the eye).
    • 3. Describe for the client what is happening, and put into words what the client might be experiencing. R: Naming objects and describing actions, thoughts, and feelings helps the client to use symbolic language.
    • 4. Encourage vocalizations with sound games and songs. R: Children learnthrough play and enjoyable activities.
    • 5. Identify desired behaviors and reward them (e.g., hugs,treats,tokens,points,or food). R: Behaviors that are rewarded willincrease in frequency. Desire for food is a powerful incentive inmodifying behavior.
    • 6. Use names frequently, and encourage the use of correct pronouns (e.g., I,me,he). R: Problems with self-identification and pronoun reversalare common.
    • 7. Encourage verbal communication with peers during play activities using role modeling, feedback, and reinforcement. R: Play is the normal medium for learning in a child’s development.
    • 8. Increase verbal interaction with parents and siblings by teaching them how to facilitate language development. R: Play is the normal medium forlearning in a child’s development.
  3. Define the communication process.
    • Face-to-face communication involves a sender, a message, a receiver, and a response, or feedback.
    • The sender a person or group who wishes to convey a message to another.
    • The second component of the communication process is the Message itself- what is actually said or written, the body language that accompanies the words, and how the message is transmitted.
    • The Receiver, the third component of the communication process, is the listener, who must listen, observe, and attend. This person is the decoder, who must perceive what the sender intended.
    • The fourth component of the communication process, the Reponse, is the message that the receiver returns to the sender.
  4. Introduce therapeutic communication concept.
    Therapeutic communication promotes understanding and can help establish a constructive relationship between the nurse and the client. The therapeutic helping relationship is client and goal directed. Nurses need to respond not only to the content of a client's verbal message but also to the feelings expressed.
  5. Discuss the use of therapeutic communication and the nursing process.
    Therapeutic communication is a interactive process between the nurse and the client. This process helps client overcome temporary stress; to get along with other people, adjust to the unalterable, and overcome psychological blocks. It established with purpose of helping client. Helps nurses respond to content, verbal and nonverbal, effectively.
  6. Discuss therapeutic communication and the
    Helping relationship
    Is a Growth-facilitating process. Help client manage problems in living more effectively and develop unused or underused opportunities more fully. Help clients become better at helping themselves in their everyday lives. May develop over weeks or within minutes. The Helping relationship are the development of trust and acceptance between the nurse and the client and an underlying belief that the nurse cares about and wants to help the client.
  7. Developing therapeutic communications skills
    • Active listening; important technique in nursing and is basic to all other techniques. 
    • Asking open-ended questions;lead or invite the client to explore thoughts or feelings
    • Building rapport; establishing trust and allowing the patient to realize that they and their state of health are important to you
    • Restating or paraphrasing; actively listening for the client's basic message and then repeating those thoughts and feelings in similar words.
    • Seeking clarification; a method of making the client's broad overall meaning of the message more understandable.
    • Summarizing; stating the main points of the discussion to clarify the relevant points descussed.
  8. Practice answering communication questions.
  9. Discuss the importance of the teaching role of the nurse.
    Teaching is a major aspect of nursing practice and an important independent nursing function. The Patients's Bill of Rights state nurse practice arts include client teaching as a function of nursing, thereby making teaching a legal and professtional responsibility.
  10. Describe the documentation requirements
    for teaching a client/patient
    • Documentation of the teaching process is essential because it provides a legal record that the teaching took place and communicates the teaching to other health professionals.
    • The parts of the teaching process that should be documentaed in the client's chart include the following: Specific topic, Resources, Who was taught, Client outcome, Need for additional teaching, Time and Date, specific education form and of course legalities apply, teach to the patient level and start with what they already know.
  11. Describe the importance of teaching at
    the client’s/patient’s level.
    Patient teaching is defined as a system of activities intended to produce learning. These activities should help the patient meet individual learning objectives. If they do not, the patient's need should be reassessed and the activities replaced by others.
  12. Demonstrate your knowledge of client/patient teaching.
    Patient teaching is a dynamic interaction between the nurse (teacher) and the patient (learner). Both the teacher and the learner communicate information, emotions, perceptions, and attitudes to the other.  Before learning can occur, a relationship of trust and respect must exist between the teacher and learner. The goal of patient teaching is the patient's active participation in health care and his compliance with instructions.
  13. Describe the client’s/patient’s right to have culturally sensitive health care.
    Professional nursing care is culturally sensitive, culturally appropriate, and culturally competent. This type of nursing is critical to meeting the complex nursing care needs of a given person, family, and community. It is the provision of nursing care across cultural boundaries and takes into account the context in which the client lives as well as the situations in which the client's health problem arise.
  14. Describe the characteristics and components of a culture assessment.
    Campinha-Bacote's model of cultural competence is of special relevance to understand the core practice competences of culturally appropriate nursing care. Nurses are encouraged to integrate into their practice the following constructs: cultural skills, cultural encounters, and cultural desires. Nurses need to have a desire to become culturally competent and sensitive.
  15. Discuss the relationship between culture and spirituality
    Culture and spirituality is part of th Heritage Consistency concept. The values indicating heritage consistency exist on a contimuum, and a person can possess characteristics of both heritage consistency observance of the beliefs and practices of one's traditional cultural beleif system.
Card Set
Module 5
Nursing Objectives