Therapeutic Communication In Nursing

Introduction:

Poor hand hygiene, the absence of therapeutic communication and the disregard of patients’ privacy, dignity and confidentiality are the three issues that will be discussed in this assignment. Poor hand hygiene can lead to transmission of bacteria or containments from one person or object to another. This transmission can lead to patients or yourself becoming ill. The absence of therapeutic communication can lead to miscommunication between a patient and nurse. This can then have a significant impact on the care the patient receives and the overall patient experience. To disregard a patient’s privacy and dignity can take away the patients feeling of worth, showing a patient how little they are valued as an individual and that they

For therapeutic communication to be effective nurses need attributes such as genuineness, empathy, self-awareness and mindfulness, nurses need to be able to put aside biases and judgements (Rossiter, Scott & Walton, 2014). While verbal communication plays an important role in therapeutic communication, being able to effectively communicate nonverbally is of equal importance (Stickley, 2011). Using either the SOLER or SURETY models can greatly improve the effectiveness of therapeutic communication (Stonehouse, 2014). The absence of therapeutic communication from the student nurse was evident throughout almost the entire video; the nurse appeared to be quiet judgemental of the patient, showed the patient little or no empathy and generally seemed disinterested in the patients

(2013) simulated patients were used simulated patients rather than mannequins, following the study students reported high levels of self-confidence after completion and that they felt they had learned valuable therapeutic communication skills they could utilise in the clinical setting. The course coordinator of Foundations of Professional Practice at the University should take on the responsibility of including the interactive educational method. The use of simulated patients could be carried out in the clinical laboratory setting at the University prior to undergraduate nursing students commencing clinical placements. The aim of this strategy is to give undergraduate nursing students the opportunity to gain experience and improve their therapeutic communication techniques while also focusing on the importance of patient-centred