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Reflection about personal relationships
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• Explored relation inquiry and reflection on where were are within our capacity to relate to others: clients, primary care nurses, other unit staff
• Priority assessment of each client to determine the current status of my client: changes, urgent needs, safety concerns.
• B520s checks of each room to ensures the proper equipment is in place to prevent identity errors, safety of bed position and rails, O2 and suction equipment functioning.
• Heat-to-To assessment, including focused assessment based on current diagnose and body systems that are indicating signs and/or symptoms that of concern and require nursing interventions.
• Identification of the locations of safety equipment: fire extinguishers, O2 bottles, BVM, cardiac board, vitals
The case study will identify a number if strategies to apply supportive approaches using the principals and practices of providing person-centred care, reflected against a real client situation within an organisational perspective. The case study is considering the situation with reflection of the two questions chosen from the Person-centred Care Assessment Tool. In relation to one’s ability to engage and be supported in the facilitation and management of person-centred care directives, within the role of a leisure and health officer.
Relational inquiry is a process that both supports and necessitates different ways of knowing and different types of knowledge (Hartrick Doane & Varcoe, 2015, p.227). Furthermore, nursing knowledge is constructed and contextualized within the activity of the nurse as a 'knower ' and is an integration of the different ways of knowing (Antrobus, 1997, p. 830). Reflecting on these aspects of relational inquiry and the ways of knowing can enhance a nurses ability as a 'knower '. The intent of this paper is to summarize and analyze myself as a 'knower ' while reflecting on the different levels of inquiry and ways of knowing.
This assignment will give a reflective account of two main communication skills that are important for relationship-based practice in social work. Relationship based practice is important in social work, this establishes a positive relationship with professionals and service users. In agreement of Carl Rogers (2012) and Threvithick (2012) it is vital to establish relationship based practice because it demonstrates social workers are trustworthy and dependable, this will enable the service users feel more confident to disclose information, be more open rather than distrustful and taking all the support in consideration rather than being wary. Relationship based practice supports unpretentious approach with service users and carries out progressive
In contemporary nursing practice, nurses need to integrate scientific knowledge and nursing theories prior to providing optimal health care. Nursing theories guide nurses to treat clients in a supportive and dignified manner through client centred approaches. However, it is challenge for nurses to practice client centred care in daily realities due to heavy workloads. In order to assist nurses to decrease the gap between ideal and real practice, Registered Nurses Association of Ontario (RNAO) develops Best Practice Guideline of Client-centred-care (Neligan, Grinspun, JonasSimpson, McConnell, Peter, Pilkington, et al., 2002). This guideline offers values and beliefs as foundation of client-centred care, and the core processes of client-centred care can facilitate provision of optimal nursing care. These four core processes of client-centred care include identifying concerns, making decisions, caring and service, and evaluating outcomes. According to RNAO (2006), ongoing dialogue with clients and self-reflection are essential for nurses to develop their nursing skills and knowledge on client-centred care. As a nursing student, I reflected on written transcripts of interactions between patients and me, so that I could gain insights into client-centred care for further improvement. Therefore, the purpose of this paper is to discuss importance of the core processes of client-centred care in nursing practice through identifying and critiquing blocks to conversation. Based on the guideline of RNAO (2006), respect, human dignity, clients are experts for their own lives, responsiveness and universal access will be elaborated in each core process of client-centre care as reflecting on three dialogues with patients.
The application of the therapeutic nurse-client relationship is absolutely essential to providing the appropriate care to clients (College of Nurses of Ontario, 1999, p. 3). The therapeutic nurse client relationship consists of four components; respect, trust, professional intimacy and empathy (College of Nurses of Ontario, 1999, p. 3). Though, I have not been able to establish a nurse-client relationship yet, I have established customer-client relationships. Customers react similarly to clients when respect is established. One experience in particular really helped me make this comparison.
One of the five key principles of care practice is to ‘Support people in having a voice and being heard,’ (K101, Unit 4, p.183). The key principles are linked to the National Occupational Standards for ‘Health and Social Care’. They are a means of establishing and maintaining good care practice. Relationships based on trust and respect should be developed between care receivers and care givers, thus promoting confidence whilst discussing personal matters without fear of reprisal and discrimination.
Berg, L., & Danielson, E. (2007). Patients’ and nurses’ experiences of the caring relationship in hospital: an aware striving for trust. Scandinavian Journal of Caring Sciences, 501-506.
Boundaries are established to protect the patient, the nurse, and the co-worker from over or under involvement in each other’s lives. Therapeutic care belongs in the middle of a continuum, deviation to either side skews the interpersonal boundaries established for “effectiveness and patient safety” (National Council of State Boards of Nursing, 2011). These boundaries are not just established for the benefit of the patient and the nurse, but for all of those in the workplace. Interpersonal boundaries should be respected by all employees. These boundaries include information regarding our personal lives, patient information not pertinent to those involved in their care, or allowing relationships to alter into forms that are inappropriate. What is important to remember about interpersonal boundaries, is that these boundaries are not just established for the benefit of the nurse-patient relationship, but for all employees of a business. Outside of a business, boundaries are established throughout different types of relationships. Maintaining boundaries keeps all people involved in everyday and workplace life safe and professional. This can be a confusing topic, trying to decide what is okay to disclose and what is not okay to disclose. The nurse a...
Nursing in this theory is described as an art that helps individuals who are in need of health care, and goals are attained threw following a series of steps in a pattern. The nurse and the patient have to work together threw this process to achieve said goals. The Theory of Interpersonal Relations is a process that starts with the roles of the nurse, and those roles began with the nurse as a stranger, teacher, resource person, counselor, surrogate and leader (Nursing Theories, 2012). The theory begins with the role of the stranger, which is defined as the introductory phase and is an environment where about the patient is meeting the nurse and developing a trusting relationship. The nurse as a teacher allows the nurse to provide knowledge and information on a particular interest while the resource person provides specific information to a problem or situation. As counselors the nurses help to make life decisions and provides guidance. The surrogate role acts as an advocate on the patients’ behalf, while the role of the leader has the nurse assuming most of the responsibility to help patients meet treatment
Positive relationships with both nurse and client is rewarding to both sides; however, there are essential elements needed to achieve a good nurse-client relationship. Multiple studies were analyzed by Hagerty and Patusky in “Reconceptualizing the Nurse-Patient Relationship” to determine the elements of linearity, trust, time, and role expectations within the nurse-client relationship. Linearity allows the relationship to act in “phases”, which provides efficient and quality care. By doing so, a nurse must establish trust, work with the client while progress continues, and when client is free to go home, the relationship comes to an end. During the orientation phase, trust must be established; as this provides the client comfort and confidence to provide valid information, and then receiving proper care. Effective use of time is vital to the relationship, though many nurses believe they do not have enough time to provide care due to the current health care pressures and time limitations. A study by Forchuck, then analyzed by Hagerty and Patusky, was conducted between 10 nurse-client relationships; Forchuck reports that 7 out of the 10 established a “working relationship” between nurse and client within 2.5 and 6 weeks. Regardless of time, many nurses are introduced to a client with the presumptions that the client wants to receive care and create a relationship, though the nurse expects nothing in return. “Heifner (1993) found that nurses identified vulnerability of patients as an essential foundation of nurses’ abilities to ‘connect’ with patients” (Hagerty and Patusky, 2003, 146). Despite nurses building a relationship upon vulnerability, Hewison discovers that control can actually create “barriers to open and meaningful communication and exchange” (2003). The data collected concludes the vital elements of linearity, trust, time, and role expectations stimulate a successful nurse-client
Interacting with patients within the mental health field requires flexibility to build an authentic and trusting relationship with the patient. According to Gleeson and Higgins (2009) the nurse is required do their best to utilize other caring techniques and knowing when to utilize sensitivity, or a boundary, compared to therapeutic touch (p. 387).
Spark Ralph, S. & Taylor, C. M. (2011). Nursing diagnosis reference manual (8th ed.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
A therapeutic nurse-patient relationship is outlined as a helping relationship grounded on shared respect, trust, the encouragement of having faith and hope in oneself and others, and emotional support (Pullen et al., 2010). In doing so, the nurse can establish complete satisfaction of the patients needs, whether it be physical, emotional or spiritual. This relationship produces when the patient and the nurse come together in harmony and peace (Pullen et al., 2010). Efficient verbal and nonverbal communication is an essential aspect of interaction between nurse and patient – in doing this, the patient feels on par with the nurse, as an equal, rather than having no indication of what procedures are taking place (Pullen et al., 2010).
Nursing is a field that requires constant review and transformation of its original scope of practice as the world also evolves into a more technological and interconnected society. Along history there had been astonishing breakthroughs and discoveries that have changed the course of action in the health care field. However, among all these changes the unique values that make up the essence of nursing continue to thrive. Some of these characteristics are empathy, establishment a holistic view of the patient, critical thinking and care through a trust relationship. This last aspect plays a crucial role in a successfully executed nursing process. Therefore, the present work aims to describe and explain the principles of Hildegard Peplau’s Interpersonal Theory and its implications in the nurse-client relationship through different nursing roles.
There were a variety of factors that played into my hesitation, but this is an area I would like to work on in order to become more comfortable. Gaining more experience in this, will add to my practice skills and confidence level. In order to address this I will seek out clients who are of a younger age. Although I may not be able to work with clients as young as twenty on the medical floor, I will try to pick clients of the youngest age. If I happen to be placed on a unit such as maternity or mental health, I will take that opportunity to better familiarize myself with younger cliental. In addition to this I will review notes taken in relational practice to prepare for interactions with clients at a different stage of