This document discusses building nurse-client relationships and therapeutic communication. It outlines three types of relationships - social, intimate, and therapeutic - and emphasizes that the nurse-client relationship should be therapeutic. It describes components of a therapeutic relationship including trust, genuine interest, empathy, acceptance, and positive regard. It also discusses establishing the relationship, phases of the relationship, and methods to avoid inappropriate relationships. Finally, it covers therapeutic communication goals, privacy and boundaries, and appropriate types of touch. The overall focus is on ensuring the nurse-client relationship remains focused on the client's needs and is therapeutic in nature.
Communication and Its importance in NursingSaratu G Abdul
Communication is the transmission and receiving of information between two or more parties. It involves a sender, a message, a channel, a receiver, and feedback. Effective communication is fundamental to nursing practice. It generates trust between nurses and clients, provides professional satisfaction for nurses, and helps promote clients' well-being by enabling nurses to listen, speak, and act to negotiate changes. Developing strong communication skills is important for productive human interaction and relationships.
This document discusses communication in nursing, including definitions of communication, levels of communication, elements and processes of communication, types and modes of communication (verbal and nonverbal), factors influencing communication, methods and barriers of effective communication, techniques of effective communication, untherapeutic communication techniques, professional communication in nursing, helping relationships between nurses and patients, maintaining effective communication with vulnerable groups, and qualities necessary for helping relationships.
The patient is a 30-year-old woman who had a baby girl the previous day. She found breastfeeding challenging as the baby nurses frequently and she is unsure if she is doing it correctly. You are giving a handover report in the patient's room. The document discusses the importance of communication in nursing and provides examples of both therapeutic and non-therapeutic communication techniques.
Communication and interpersonal relationshipM MELVIN DAVID
Communication is the process of exchanging ideas, feelings, and information between a sender and receiver using a channel. It involves transmitting a message from the sender, receiving feedback from the audience, and using different types of communication like verbal, nonverbal, and visual. Effective communication ensures the message is clear and any necessary supporting information is provided. Interpersonal relationships are strong associations between two or more people and involve different phases from initial interaction to termination. Problems can occur in interpersonal relationships, like loss of motivation, opposition, operational issues, task distortion, and authority problems, which reduce the effectiveness of groups.
This document discusses effective communication and the nurse-patient relationship. It begins by defining communication and its importance in nursing. It then covers the levels of communication (intrapersonal, interpersonal, public), elements of the communication process, types of communication (verbal, non-verbal), and factors that influence communication. The document also reviews principles of effective communication, methods to improve communication skills like active listening, seeing other perspectives, and using "I" statements. Barriers to communication are also addressed. The overall message is that communication is essential for building trust with patients and providing quality nursing care.
The document provides an overview of the history and development of nursing as a profession. It begins with definitions of nursing from ICN and ANA. It then discusses important dates and people in the history of nursing, including Florence Nightingale establishing the first nursing school. The document also summarizes nursing code of ethics from ICN and ANA and key concepts like autonomy, accountability, assertiveness and visibility in nursing.
this is a basic of nursing foundation of unit 4 complete and the students can used it for reference for their exam and to improve their communication skills
Communication and interpersonal relationships ppt resmigs
This document provides an overview of communication in nursing. It begins by defining communication and describing its primary purpose of sharing information and obtaining a response. It then outlines different levels of communication including intrapersonal, interpersonal, group communication, and public speaking. Key aspects of the communication process such as sender, message, receiver, feedback, and barriers are discussed. Modes of verbal and nonverbal communication are presented along with factors that influence the communication process. Characteristics of effective communication and therapeutic communication techniques used in nursing are also summarized.
Communication and Its importance in NursingSaratu G Abdul
Communication is the transmission and receiving of information between two or more parties. It involves a sender, a message, a channel, a receiver, and feedback. Effective communication is fundamental to nursing practice. It generates trust between nurses and clients, provides professional satisfaction for nurses, and helps promote clients' well-being by enabling nurses to listen, speak, and act to negotiate changes. Developing strong communication skills is important for productive human interaction and relationships.
This document discusses communication in nursing, including definitions of communication, levels of communication, elements and processes of communication, types and modes of communication (verbal and nonverbal), factors influencing communication, methods and barriers of effective communication, techniques of effective communication, untherapeutic communication techniques, professional communication in nursing, helping relationships between nurses and patients, maintaining effective communication with vulnerable groups, and qualities necessary for helping relationships.
The patient is a 30-year-old woman who had a baby girl the previous day. She found breastfeeding challenging as the baby nurses frequently and she is unsure if she is doing it correctly. You are giving a handover report in the patient's room. The document discusses the importance of communication in nursing and provides examples of both therapeutic and non-therapeutic communication techniques.
Communication and interpersonal relationshipM MELVIN DAVID
Communication is the process of exchanging ideas, feelings, and information between a sender and receiver using a channel. It involves transmitting a message from the sender, receiving feedback from the audience, and using different types of communication like verbal, nonverbal, and visual. Effective communication ensures the message is clear and any necessary supporting information is provided. Interpersonal relationships are strong associations between two or more people and involve different phases from initial interaction to termination. Problems can occur in interpersonal relationships, like loss of motivation, opposition, operational issues, task distortion, and authority problems, which reduce the effectiveness of groups.
This document discusses effective communication and the nurse-patient relationship. It begins by defining communication and its importance in nursing. It then covers the levels of communication (intrapersonal, interpersonal, public), elements of the communication process, types of communication (verbal, non-verbal), and factors that influence communication. The document also reviews principles of effective communication, methods to improve communication skills like active listening, seeing other perspectives, and using "I" statements. Barriers to communication are also addressed. The overall message is that communication is essential for building trust with patients and providing quality nursing care.
The document provides an overview of the history and development of nursing as a profession. It begins with definitions of nursing from ICN and ANA. It then discusses important dates and people in the history of nursing, including Florence Nightingale establishing the first nursing school. The document also summarizes nursing code of ethics from ICN and ANA and key concepts like autonomy, accountability, assertiveness and visibility in nursing.
this is a basic of nursing foundation of unit 4 complete and the students can used it for reference for their exam and to improve their communication skills
Communication and interpersonal relationships ppt resmigs
This document provides an overview of communication in nursing. It begins by defining communication and describing its primary purpose of sharing information and obtaining a response. It then outlines different levels of communication including intrapersonal, interpersonal, group communication, and public speaking. Key aspects of the communication process such as sender, message, receiver, feedback, and barriers are discussed. Modes of verbal and nonverbal communication are presented along with factors that influence the communication process. Characteristics of effective communication and therapeutic communication techniques used in nursing are also summarized.
COMMUNICATION SKILLS IN NURSING FON.pptFeniksRetails
The document discusses communication skills in nursing. It defines communication as the exchange of information between individuals through verbal and non-verbal means. Effective communication is important for building relationships with patients. The communication process involves a sender encoding a message, a receiver decoding the message, and a response as feedback. Nurses use interactional skills like listening, questioning, reflecting, and summarizing to gather information from patients. Communication can be verbal, involving spoken words, or non-verbal, involving body language, gestures, and appearance.
This document discusses various factors that can affect communication effectiveness. It notes that communication is the transmission of knowledge, ideas, and thoughts between people. Effective communication can be impacted by language barriers, choice of communication channel, credibility of the source, disabilities, cultural and social differences, attention, body language, and other factors like noise or lack of shared context. Overall, the document explores many possible barriers and considerations for ensuring understanding between parties in a communication exchange.
The document discusses communication in nursing. It aims to define communication, list the channels and levels of communication in nursing, and understand factors influencing communication and techniques for therapeutic communication. Specific objectives include defining communication, understanding purposes of communication in nursing systems, barriers to communication, and addressing impaired verbal communication. Communication is defined as the exchange of information between individuals and is the foundation of nurse-patient interactions. Channels of communication include verbal, non-verbal, and written forms. Factors like developmental level and sociocultural differences can influence communication.
The document discusses the nurse-patient relationship and the therapeutic relationship. It defines the nurse-patient relationship as the foundation of nursing care and one where both parties see each other as unique individuals. The therapeutic relationship is goal-oriented and aims to help the patient regain inner strength and cope with life challenges. The summary describes the different types of relationships, phases of the nurse-patient relationship including pre-orientation, orientation, working, and termination phases, and conditions needed for a therapeutic relationship like trust, empathy and respect.
Communication and nurse patient relationshipEkta Patel
This document discusses communication and the nurse-patient relationship. It defines communication and discusses its elements and types, including verbal and non-verbal communication. It also outlines techniques for effective communication, such as listening, clarification, and reflection. Key aspects of the nurse-patient relationship discussed include attending skills like maintaining eye contact and body language. The document provides an overview of the communication process and methods used between nurses and patients.
Communication is the exchange of thoughts, feelings, and information between individuals through various verbal and nonverbal means. Effective communication is important for client safety, collaboration with diverse healthcare teams, and the current healthcare environment. The communication process involves a sender transmitting a message to a receiver through a channel. Factors like age, culture, emotions, and surroundings can influence communication. Therapeutic communication between nurses and clients is goal-oriented and aims to provide information, build trust, and show caring through techniques like active listening, empathy, and open-ended questions. Both nurses and clients are affected in their communication by factors like past experiences, health status, family situations, and workloads.
This document discusses communication and the nurse-patient relationship in nursing. It defines communication and outlines the communication process. Effective communication is important for nursing care outcomes. Barriers to communication discussed include physical, psychological, social and environmental factors. Skills for nurses include attending skills, rapport building, empathy and various communication methods. Maintaining an environment conducive to open communication is important for quality patient care.
This document provides an overview of stress management in nursing. It defines stress and discusses the signs and causes of stress, particularly as they relate to nursing. It outlines the differences between eustress (positive stress) and distress (negative stress) and their results. The document then discusses various types and causes of stress management and provides advantages and disadvantages. It provides a 6-step process for managing stress that includes identifying stress, analyzing it, evaluating it, designing strategies, implementing strategies, and evaluating their effectiveness. Finally, it discusses various coping mechanisms and strategies for nurses to manage work-related stress.
The document discusses the nurse-patient relationship and its various aspects. It describes the different phases of the relationship from the pre-interaction phase to engagement, active intervention, and termination. It also outlines the roles, requisites, and characteristics of a good relationship between nurses and patients. Barriers like role stress and autonomy struggles that can impact effective professional relationships are examined as well. The importance of relationships between nurses and families and other healthcare professionals is also highlighted.
The document discusses soft skills that are important for nurses. It defines soft skills as personal attributes that enable effective interaction, such as communication abilities, social graces, and emotional empathy. It identifies several key soft skills for nurses, including adaptability, flexibility, initiative, patience, problem-solving, professionalism, confidence, empathy, teamwork, networking, observation. Developing these soft skills can help nurses effectively communicate with patients, deliver safe and quality care, and build trust in their work.
Communication can broadly be defined as exchange of ideas, messages and information between two or more persons, through a medium, in a manner that the sender and the receiver understand the message in the common sense, that is, they develop common understanding of the message
Reports are used in healthcare to communicate important information about patients. There are several types of reports nurses commonly use, including hand-off reports, telephone reports, and incident reports. Hand-off reports are given during shift changes or patient transfers to ensure continuity of care. They include key details about a patient's condition, treatments, and care needs. Telephone reports are used to update other providers about significant changes in a patient's status. Incident reports document any unexpected events involving patients to support quality improvement efforts.
Few would disagree that nursing is one of the most underrated professions in modern times. Being a nurse isn’t easy. In fact, it is a field that can be extremely demanding and even unforgiving to those who pursue it. Being around the ailing and the frazzled for long hours and dealing with them patiently day after day can be challenging, to say the least.
The document discusses interpersonal relationships in nursing. It states that interpersonal relationships are the basis of nursing practice and are key to enabling health professionals to provide care. It identifies important relationships for nurses, including those with patients, patients' families, physicians, administrators, supervisors, educators, other nurses, and nursing students. Elements of strong interpersonal relationships include rapport, trust, caring, respect, genuineness, and empathy. Therapeutic relationships between nurses and patients involve four phases: pre-interaction, orientation, working, and termination. Developing strong interpersonal skills is important for nurses to effectively help and promote patient health.
The document discusses effective communication in nursing, including the importance of verbal and nonverbal communication, factors that influence communication, barriers to communication, and phases of the nurse-patient relationship. It provides an overview of communication concepts like encoding, decoding, feedback, channels, and referents. The document also examines Peplau's five phases of the nurse-patient relationship - orientation, identification, exploitation, resolution, and termination.
This document discusses effective communication skills in nursing practices. It begins by defining communication and its importance in nursing. The document then outlines the communication process, including the sender, message, channels of communication, receiver, and feedback. It also discusses types of communication including verbal, nonverbal, and written. Barriers to communication and skills to improve communication are presented, such as listening skills, managing stress, and assertiveness. The document concludes by examining the effect of communication skills at different levels including nurse to nurse, nurse to superiors, nurse to subordinates, and nurse to clients.
Therapeutic communication is an interpersonal interaction between a nurse and client where the nurse focuses on the client's needs to effectively exchange information. The goals of therapeutic communication are to establish a relationship with the client, identify their main concerns, and assess their perceptions in order to facilitate expression of emotions, teach self-care skills, recognize needs, and guide the client towards an action plan. Therapeutic communication techniques used by nurses include active listening, making observations, asking open-ended questions, and providing feedback to understand the client's perspective and address their needs.
The document discusses the nursing process, which includes assessment, nursing diagnosis, planning, implementation, and evaluation. It describes each component in detail. Assessment involves collecting client data through various methods. Nursing diagnosis identifies client problems based on the assessment. Planning establishes goals and interventions. Implementation carries out the planned interventions. Evaluation assesses client progress and intervention effectiveness. The nursing process is a systematic approach to providing individualized care.
Critical thinking in nursing involves recognizing issues, analyzing clinical data, evaluating information, and making conclusions. It is a continuous process of open-minded inquiry to determine which assumptions are true and relevant for each unique patient situation. Critical thinking skills for nurses include interpretation, analysis, inference, evaluation, explanation, and self-regulation. There are three levels of critical thinking - basic, complex, and commitment. Critical thinking competencies for nurses encompass general skills like scientific method and problem solving, as well as specific skills like diagnostic reasoning, clinical inference, and clinical decision making. Attitudes that are important for critical thinking include confidence, independent thinking, fairness, responsibility, risk taking, discipline, perseverance, creativity, curiosity, integrity, and
FUNDAMENTALS OF NURSING: unit IV:communication and nurse patient relationship.
Part 1 includes: Communication levels, elements, process, factors influencing communication, methods of effective communication, rapport buliding, attending skills, empathy and barriers to nursing communication.
hour distributed: 4 hours
The document outlines various techniques that nurses can use to develop therapeutic relationships with patients. It discusses key components of a therapeutic relationship such as positive regard, acceptance, genuine interest, empathy, and trust. It then describes techniques for therapeutic communication including accepting what the patient says, using broad opening questions, seeking clarification, exploring topics in more depth, focusing discussions, making observations, and reflecting back the patient's words and feelings. The goal is for the nurse to understand the patient's perspective and communicate that understanding.
The document discusses the therapeutic relationship between nurses and patients. It defines three types of relationships - social, intimate, and therapeutic. The therapeutic relationship is goal-oriented and focuses on helping the patient. Key aspects of an effective therapeutic relationship include rapport, empathy, warmth, and genuineness. The relationship progresses through pre-interaction, orientation, working, and termination phases. Challenges that can arise include resistance, transference, countertransference, boundary violations, and gift giving. Managing these challenges requires skills like active listening, clarification, and maintaining open communication with supervisors.
COMMUNICATION SKILLS IN NURSING FON.pptFeniksRetails
The document discusses communication skills in nursing. It defines communication as the exchange of information between individuals through verbal and non-verbal means. Effective communication is important for building relationships with patients. The communication process involves a sender encoding a message, a receiver decoding the message, and a response as feedback. Nurses use interactional skills like listening, questioning, reflecting, and summarizing to gather information from patients. Communication can be verbal, involving spoken words, or non-verbal, involving body language, gestures, and appearance.
This document discusses various factors that can affect communication effectiveness. It notes that communication is the transmission of knowledge, ideas, and thoughts between people. Effective communication can be impacted by language barriers, choice of communication channel, credibility of the source, disabilities, cultural and social differences, attention, body language, and other factors like noise or lack of shared context. Overall, the document explores many possible barriers and considerations for ensuring understanding between parties in a communication exchange.
The document discusses communication in nursing. It aims to define communication, list the channels and levels of communication in nursing, and understand factors influencing communication and techniques for therapeutic communication. Specific objectives include defining communication, understanding purposes of communication in nursing systems, barriers to communication, and addressing impaired verbal communication. Communication is defined as the exchange of information between individuals and is the foundation of nurse-patient interactions. Channels of communication include verbal, non-verbal, and written forms. Factors like developmental level and sociocultural differences can influence communication.
The document discusses the nurse-patient relationship and the therapeutic relationship. It defines the nurse-patient relationship as the foundation of nursing care and one where both parties see each other as unique individuals. The therapeutic relationship is goal-oriented and aims to help the patient regain inner strength and cope with life challenges. The summary describes the different types of relationships, phases of the nurse-patient relationship including pre-orientation, orientation, working, and termination phases, and conditions needed for a therapeutic relationship like trust, empathy and respect.
Communication and nurse patient relationshipEkta Patel
This document discusses communication and the nurse-patient relationship. It defines communication and discusses its elements and types, including verbal and non-verbal communication. It also outlines techniques for effective communication, such as listening, clarification, and reflection. Key aspects of the nurse-patient relationship discussed include attending skills like maintaining eye contact and body language. The document provides an overview of the communication process and methods used between nurses and patients.
Communication is the exchange of thoughts, feelings, and information between individuals through various verbal and nonverbal means. Effective communication is important for client safety, collaboration with diverse healthcare teams, and the current healthcare environment. The communication process involves a sender transmitting a message to a receiver through a channel. Factors like age, culture, emotions, and surroundings can influence communication. Therapeutic communication between nurses and clients is goal-oriented and aims to provide information, build trust, and show caring through techniques like active listening, empathy, and open-ended questions. Both nurses and clients are affected in their communication by factors like past experiences, health status, family situations, and workloads.
This document discusses communication and the nurse-patient relationship in nursing. It defines communication and outlines the communication process. Effective communication is important for nursing care outcomes. Barriers to communication discussed include physical, psychological, social and environmental factors. Skills for nurses include attending skills, rapport building, empathy and various communication methods. Maintaining an environment conducive to open communication is important for quality patient care.
This document provides an overview of stress management in nursing. It defines stress and discusses the signs and causes of stress, particularly as they relate to nursing. It outlines the differences between eustress (positive stress) and distress (negative stress) and their results. The document then discusses various types and causes of stress management and provides advantages and disadvantages. It provides a 6-step process for managing stress that includes identifying stress, analyzing it, evaluating it, designing strategies, implementing strategies, and evaluating their effectiveness. Finally, it discusses various coping mechanisms and strategies for nurses to manage work-related stress.
The document discusses the nurse-patient relationship and its various aspects. It describes the different phases of the relationship from the pre-interaction phase to engagement, active intervention, and termination. It also outlines the roles, requisites, and characteristics of a good relationship between nurses and patients. Barriers like role stress and autonomy struggles that can impact effective professional relationships are examined as well. The importance of relationships between nurses and families and other healthcare professionals is also highlighted.
The document discusses soft skills that are important for nurses. It defines soft skills as personal attributes that enable effective interaction, such as communication abilities, social graces, and emotional empathy. It identifies several key soft skills for nurses, including adaptability, flexibility, initiative, patience, problem-solving, professionalism, confidence, empathy, teamwork, networking, observation. Developing these soft skills can help nurses effectively communicate with patients, deliver safe and quality care, and build trust in their work.
Communication can broadly be defined as exchange of ideas, messages and information between two or more persons, through a medium, in a manner that the sender and the receiver understand the message in the common sense, that is, they develop common understanding of the message
Reports are used in healthcare to communicate important information about patients. There are several types of reports nurses commonly use, including hand-off reports, telephone reports, and incident reports. Hand-off reports are given during shift changes or patient transfers to ensure continuity of care. They include key details about a patient's condition, treatments, and care needs. Telephone reports are used to update other providers about significant changes in a patient's status. Incident reports document any unexpected events involving patients to support quality improvement efforts.
Few would disagree that nursing is one of the most underrated professions in modern times. Being a nurse isn’t easy. In fact, it is a field that can be extremely demanding and even unforgiving to those who pursue it. Being around the ailing and the frazzled for long hours and dealing with them patiently day after day can be challenging, to say the least.
The document discusses interpersonal relationships in nursing. It states that interpersonal relationships are the basis of nursing practice and are key to enabling health professionals to provide care. It identifies important relationships for nurses, including those with patients, patients' families, physicians, administrators, supervisors, educators, other nurses, and nursing students. Elements of strong interpersonal relationships include rapport, trust, caring, respect, genuineness, and empathy. Therapeutic relationships between nurses and patients involve four phases: pre-interaction, orientation, working, and termination. Developing strong interpersonal skills is important for nurses to effectively help and promote patient health.
The document discusses effective communication in nursing, including the importance of verbal and nonverbal communication, factors that influence communication, barriers to communication, and phases of the nurse-patient relationship. It provides an overview of communication concepts like encoding, decoding, feedback, channels, and referents. The document also examines Peplau's five phases of the nurse-patient relationship - orientation, identification, exploitation, resolution, and termination.
This document discusses effective communication skills in nursing practices. It begins by defining communication and its importance in nursing. The document then outlines the communication process, including the sender, message, channels of communication, receiver, and feedback. It also discusses types of communication including verbal, nonverbal, and written. Barriers to communication and skills to improve communication are presented, such as listening skills, managing stress, and assertiveness. The document concludes by examining the effect of communication skills at different levels including nurse to nurse, nurse to superiors, nurse to subordinates, and nurse to clients.
Therapeutic communication is an interpersonal interaction between a nurse and client where the nurse focuses on the client's needs to effectively exchange information. The goals of therapeutic communication are to establish a relationship with the client, identify their main concerns, and assess their perceptions in order to facilitate expression of emotions, teach self-care skills, recognize needs, and guide the client towards an action plan. Therapeutic communication techniques used by nurses include active listening, making observations, asking open-ended questions, and providing feedback to understand the client's perspective and address their needs.
The document discusses the nursing process, which includes assessment, nursing diagnosis, planning, implementation, and evaluation. It describes each component in detail. Assessment involves collecting client data through various methods. Nursing diagnosis identifies client problems based on the assessment. Planning establishes goals and interventions. Implementation carries out the planned interventions. Evaluation assesses client progress and intervention effectiveness. The nursing process is a systematic approach to providing individualized care.
Critical thinking in nursing involves recognizing issues, analyzing clinical data, evaluating information, and making conclusions. It is a continuous process of open-minded inquiry to determine which assumptions are true and relevant for each unique patient situation. Critical thinking skills for nurses include interpretation, analysis, inference, evaluation, explanation, and self-regulation. There are three levels of critical thinking - basic, complex, and commitment. Critical thinking competencies for nurses encompass general skills like scientific method and problem solving, as well as specific skills like diagnostic reasoning, clinical inference, and clinical decision making. Attitudes that are important for critical thinking include confidence, independent thinking, fairness, responsibility, risk taking, discipline, perseverance, creativity, curiosity, integrity, and
FUNDAMENTALS OF NURSING: unit IV:communication and nurse patient relationship.
Part 1 includes: Communication levels, elements, process, factors influencing communication, methods of effective communication, rapport buliding, attending skills, empathy and barriers to nursing communication.
hour distributed: 4 hours
The document outlines various techniques that nurses can use to develop therapeutic relationships with patients. It discusses key components of a therapeutic relationship such as positive regard, acceptance, genuine interest, empathy, and trust. It then describes techniques for therapeutic communication including accepting what the patient says, using broad opening questions, seeking clarification, exploring topics in more depth, focusing discussions, making observations, and reflecting back the patient's words and feelings. The goal is for the nurse to understand the patient's perspective and communicate that understanding.
The document discusses the therapeutic relationship between nurses and patients. It defines three types of relationships - social, intimate, and therapeutic. The therapeutic relationship is goal-oriented and focuses on helping the patient. Key aspects of an effective therapeutic relationship include rapport, empathy, warmth, and genuineness. The relationship progresses through pre-interaction, orientation, working, and termination phases. Challenges that can arise include resistance, transference, countertransference, boundary violations, and gift giving. Managing these challenges requires skills like active listening, clarification, and maintaining open communication with supervisors.
This document provides techniques for communicating effectively with children of different age groups. For toddlers, it recommends using simple language and vocabulary they understand, speaking in complete sentences, allowing movement when possible, and giving them a sense of control. For preschoolers, it suggests getting down to their eye level, using short sentences, asking open-ended questions, and praising their efforts. For school-aged children, the techniques include explaining procedures in an age-appropriate manner, encouraging them to ask questions, and being honest but reassuring.
This document discusses therapeutic communication and the nurse-patient relationship. It begins by defining communication and outlining communication skills. It then discusses the importance of establishing a therapeutic relationship between nurses and patients. Some key points include:
The goals of therapeutic communication are to establish a relationship with the patient, identify their main concerns, facilitate expression of emotions, and guide the patient towards resolving issues. Effective communication relies on both verbal and nonverbal skills like active listening. Relationship development occurs in phases from pre-orientation to termination. Building rapport, trust, respect, genuineness and empathy are important characteristics of a positive therapeutic relationship.
Keynote: Transforming Aged Care with TechnologyRoss Dawson
1) Technology has the potential to transform aged care as Australia's population ages and connectivity increases.
2) Intelligent devices, connected caregivers, and integrated health information could help the elderly live more independently and get necessary assistance.
3) Technologies like intelligent bathrooms, pill monitors, robots, and virtual doctors' visits may enhance care and quality of life for seniors, but challenges remain in fully realizing technology's benefits for aged communities.
This document discusses the relationship between personality, personality disorders, and responses to illness. It covers how personality is shaped by past experiences and biology, and influences how patients interact with their treatment team and cope with illness. Specific personality types like dependent clingers and entitled demanders are known to stir dislike in physicians due to their demanding behaviors. The document also discusses transference and countertransference between patients and care providers.
This document discusses ethics in aged care. It defines ethics as moral principles that govern behavior and defines ethical conduct as choosing right actions over wrong ones. It states that ethics is not the same as feelings, religion, following the law, or cultural norms. There are five sources of ethical standards: utilitarian approach, rights approach, fairness approach, common good approach, and virtue approach. It provides guidelines for recognizing ethical issues, gathering facts, evaluating alternatives, making decisions, acting, and reflecting on outcomes. The document promotes IHNA qualifications in aged care and nursing.
Difficult patients can be needy, demanding, and question everything. This article provides tips for healthcare professionals on how to handle difficult patients, including working on communication skills by listening more and answering questions thoroughly, setting boundaries by explaining why requests cannot be granted, and showing compassion by putting oneself in the patient's shoes and remaining calm. The goal is to improve relationships with patients through better communication.
Dealing with angry patients and family memberspadma puppala
Angry patients can evoke fight or flight responses in medical professionals. Inability to diffuse situation in a professional manner can lead to disastrous consequences. Here are few tips to effectively diffuse the situation
The document discusses therapeutic communication, which refers to communication between nurses and patients that aims to identify health issues and plan interventions. It defines therapeutic communication and outlines its goals of establishing relationships and assessing patient needs. The communication process involves senders, receivers, messages and feedback. Therapeutic techniques discussed include active listening, open-ended questions, reflecting, focusing and sharing perceptions. Non-therapeutic techniques that should be avoided are also identified.
The document discusses communication strategies for difficult patient interactions. It provides a framework called NURS to improve communication by naming the patient's emotions, understanding and validating them, respecting their experience, and supporting partnership. Specific types of difficult patients are described such as angry, non-compliant, seductive, and manipulative patients. Strategies are outlined for each type, emphasizing active listening, validating concerns, and setting clear boundaries. The goal is to de-escalate conflicts and establish trust and shared understanding to improve the patient-provider relationship.
This document discusses difficult patients from the perspective of a family medicine consultant. It begins by defining difficult patients as those with whom physicians have trouble forming effective relationships. It then describes common types of difficult patients such as somatizing patients, dependent clingers, entitled demanders, and manipulative help-rejectors. Risk factors for difficult patients are identified including psychiatric disorders and functional impairments. The document provides cues for identifying difficult patient behaviors and discusses strategies for handling situations like breaking bad news to patients and families.
This document discusses strategies for dealing with difficult patients. It begins by exploring what can make interactions difficult, such as fear, conflict, surprise, and change. It then discusses why we tend to avoid difficult interactions and notes that the label of "difficult" is subjective. The document outlines tips for minimizing difficult interactions, such as knowing your purpose and using assertive, cooperative language. It provides examples of responding assertively in patient interactions. The document also examines factors that can influence doctor-patient communication and strategies for dealing with difficult patients, such as understanding their perspective, apologizing, and taking responsibility. It stresses the importance of physician self-care as well.
This document discusses the therapeutic nurse-patient relationship. It covers several key aspects of developing this relationship including personal qualities of the nurse, phases of the relationship, facilitative communication techniques, responsive dimensions, and action dimensions.
The personal qualities of the nurse that are important for developing a therapeutic relationship include self-awareness, clarification of values, exploration of feelings, serving as a role model, altruism, and ethics/responsibility. There are four phases to the relationship: preinteraction, introductory, working, and termination. Facilitative communication techniques used by nurses are listening, reflection, clarification, and confrontation when appropriate. Responsive dimensions involve genuineness, respect, empathy, and concre
The document discusses the nursing role in palliative care. It outlines that nurses coordinate treatment plans, manage symptoms, educate, and conduct research as part of a multidisciplinary team. The nursing role aims to relieve physical and mental suffering, maintain patient independence, and support families. Nurses provide holistic assessments of patients' physical, psychological, social, and spiritual needs and communicate regularly with families. Effective palliative nursing depends on open communication, addressing patient and family needs, and working as part of a collaborative team to improve patients' quality of life until death.
The document provides information on palliative care, including:
- Palliative care aims to improve quality of life and relieve suffering for patients with life-limiting illnesses and their families.
- It focuses on pain management and other symptom relief without hastening or postponing death.
- Palliative care is appropriate at any stage of illness and can be provided alongside curative treatment.
This presentation is about Value Engineering and contains:
1.History of VE
2.Value Concept
3.What is Value Engineering?
4.Implementation of VE in our project
5.Principle and Purpose of VE
6.Case Study
7.Conclusion
The document discusses various types of relationships in nursing, including social, intimate, therapeutic, and transference relationships. It emphasizes that the nurse-client relationship must remain strictly professional and focused on the client's needs. The nurse must establish trust and set clear boundaries to avoid relationships becoming social or intimate. The stages of a therapeutic relationship are explored, including engagement, assessment, intervention, and termination. Factors that can threaten appropriate boundaries are also outlined.
The document discusses different types of relationships in nursing, including social, intimate, therapeutic, and transference relationships. It provides guidance on establishing therapeutic relationships, including building trust, showing empathy and respect, maintaining appropriate boundaries, and focusing on meeting the client's needs. The stages of a therapeutic relationship are explored, from engagement to identification of problems to working on resolutions and termination. Maintaining confidentiality, self-awareness, and avoiding countertransference are emphasized.
This document discusses the different types of relationships that can occur between nurses and clients, including social, intimate, and therapeutic relationships. It emphasizes that the therapeutic relationship must be the sole focus, with clear boundaries that benefit the client's needs, not the nurse's. Guidelines are provided for establishing trust, demonstrating empathy and respect, maintaining confidentiality, addressing transference and countertransference, and avoiding boundary violations. The stages of the therapeutic relationship and techniques for effective communication are also outlined.
The document discusses building nurse-client relationships and therapeutic communication. It outlines three types of relationships - social, intimate, and therapeutic. A therapeutic relationship focuses solely on the client's needs and involves trust, empathy, acceptance, and positive regard. Effective communication requires active listening, respecting boundaries, and avoiding inappropriate self-disclosure or touching. The relationship progresses through orientation, working, and termination phases. Therapeutic communication aims to understand the client's perspective and facilitate expression of emotions.
This document discusses the importance of developing a therapeutic relationship between nurses and patients. It defines a therapeutic relationship as a mutual learning experience based on respect and acceptance. The key elements of a therapeutic relationship are identified as acceptance, effective communication, trust, empathy, rapport, respect, and genuineness. Different types of relationships like social, intimate, and therapeutic are also compared. Finally, the document outlines the different phases in developing a therapeutic relationship with patients.
Therapeutic and non therapeuitc communication techniquesNursing Path
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The document discusses interpersonal relationships and the nurse-patient relationship. It defines the nurse-patient relationship as an interaction process where the nurse uses their professional knowledge and skills to help patients physically, socially, and emotionally. A meaningful relationship is based on ongoing communication, mutual respect, and trust. The purpose of the therapeutic relationship is to promote insight, behavioral change, self-realization, and help identify nursing approaches to achieve patient goals. Conditions like rapport, trust, respect, genuineness, and empathy are important for building an effective therapeutic relationship.
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The document discusses the therapeutic nurse-patient relationship. It defines this relationship as a series of interactions where the nurse assists the patient to attain positive behavioral changes. There are four phases to the nurse-patient relationship: pre-orientation where the nurse prepares, orientation where rapport is established, working where problems are identified and resolved, and termination where the relationship ends gradually. Qualities of an effective relationship include genuineness, respect, empathy, and good communication. Problems that can affect the relationship are transference where patients displace feelings onto nurses, and countertransference where nurses displace their own feelings onto patients.
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The document discusses key concepts in mental health psychiatric nursing including mental health, mental illness, psychiatric nursing, the nurse-patient relationship, therapeutic use of self, and assertiveness. Mental health is defined as successful adaptation to stressors while mental illness involves maladaptive responses. Psychiatric nursing involves diagnosing and managing human responses to health problems using theories of human behavior. The nurse-patient relationship aims to promote patient insight and behavioral change through mutual respect. Therapeutic use of self requires self-awareness to effectively help others, using qualities like empathy, genuineness, and respect. Assertiveness involves communicating feelings and beliefs without denying others' rights.
This document discusses therapeutic communication and nurse-patient relationships. It defines therapeutic communication as strategies that support a patient's well-being. It describes different types of communication including verbal, nonverbal, and the goals of the nurse-patient relationship which include helping the patient cope with problems and find new solutions. The document outlines the phases of developing a therapeutic relationship from the pre-interaction to working and termination phases and challenges that may occur. It also discusses dynamics like transference, countertransference, and maintaining proper boundaries.
THERAPEUTIC
RELATIONSHIPS &
COMMUNICATION
DIFFERENT TYPES OF
THERAPY
By: Brittani Bromley
NURSE-PATIENT
RELATIONSHIP
Therapeutic relationships are goal oriented.
Ideally, the nurse and patient decide together
what the goal of the relationship will be. Most
often, the goal is promotion of learning and
growth to bring about change in the patient’s
life. In general, the goal of a therapeutic
relationship may be based on a problem-
solving model.
2
ESTABLISHING THERAPEUTIC RELATIONSHIPS
RAPPORT
TRUST
RESPECT
EMPATHY &
GENUINENESS
Trying to connect on topics of interest;
treating patient as a person and not their
diagnosis
Nursing interventions that convey a sense of warmth and
caring to the patient i.e., providing blanket when patient is
cold; being honest; being consistent in adhering to unit
guidelines; listening to preferences, requests, opinions
Spending time with the patient, calling them by name;
giving patients sufficient time; promoting privacy;
listening; always being open and honest; striving to
understand the patient
Stepping into the patient's shoes; understanding
their perspective; remain emotionally separate
from another person in doing so; being open,
honest, and real with the patient
3
PHASES OF NURSE RELATIONSHIP
Pre-interaction Phase
Preparation for first encounter
Obtaining information on client
Reflecting on own perceptions and feelings
Orientation/Introductory Phase
Nurse and client become acquainted.
Rapport is established.
Layout expectations and responsibilities
Formulate nursing diagnoses; interventions and goals
Set action up action plan
Working Phase
Therapeutic work accomplished during this phase Provide
education about disorder
Promote patient’s insight and perception of reality
Problem-solving and promote symptom management
Continuously evaluating progress
*Transference and Countertransference may occur in this
stage*
Termination Phase
Goals have been reached;
Client discharged from hospital;
Goal is to bring therapeutic conclusion to
relationship
4
NURSE-PATIENT
RELATIONSHIP
5
• Transference occurs all the time in our everyday
interactions and is where we may be reminded of
someone in the behavior of others. So specifically
in nursing, it is when a patient will view the nurse
as someone who is similar to an important person
in their life.
• Countertransference in nursing is whenever the
nurse unknowingly transfers their unresolved
thoughts, feelings, and emotions onto a client.
This can be a problem because it can lead to a
nurse potentially pushing a patient into action
before they are ready, harshly condemning or
judging a patient, desiring a relationship outside
of the appropriate boundaries, or even
transferring bad moods onto the patient
NURSING PROCESS – ATI TEXTBOOK
Assessment
• Assess verbal and nonverbal communication
needs
• Identify cultural considerations that can impact
communicati.
The document discusses therapeutic communication between nurses and clients. It states that the interaction helps develop mutual understanding and is a learning experience for both. Effective communication establishes trust, allows clients to openly share thoughts and feelings, and helps nurses identify problems and plan, implement and evaluate solutions. It discusses different types of communication including intrapersonal, interpersonal, transpersonal, small group and public. It also outlines verbal and nonverbal communication as well as the stages of the nurse-client interaction process.
1. This presentation discusses patient-centered boundaries in counseling based on Carl Rogers' client-centered therapy approach. It emphasizes establishing a therapeutic alliance through genuineness, empathy, unconditional positive regard, and non-judgmental listening.
2. Setting patient-centered boundaries involves treating clients with respect, establishing goals collaboratively, and focusing on the client's frame of reference and motivation for change.
3. Effective techniques include reflecting clients' thoughts and feelings to help them gain self-understanding rather than interpreting for them. The goal is to create an environment where clients feel safe to make their own discoveries.
The document discusses developing a therapeutic relationship between a nurse and client. It outlines the goals of such a relationship as helping the client develop social and coping skills, reduce anxiety, and take risks. Key characteristics for the nurse include empathy, warmth, genuineness, respect, concreteness, immediacy, and self-disclosure. The relationship progresses through phases including pre-interaction, orientation, working, and termination phases. During the working phase, the nurse helps the client gain insight, link thoughts and actions, set goals, and test new behaviors.
The document discusses the components of an effective therapeutic relationship between a nurse and patient. It identifies trust, genuine interest, empathy, acceptance, positive regard, self-awareness, and therapeutic use of self as crucial components. It also provides examples of therapeutic techniques nurses can use to develop these components such as active listening, exploring, summarizing, and empathy.
The document discusses therapeutic relationships between nurses and clients. It defines a therapeutic relationship as an interactive relationship that is caring, clear, boundaried, positive and professional. Therapeutic relationships differ from social and intimate relationships in that the nurse focuses on maximizing skills to enhance the client's growth. Key components of therapeutic relationships include establishing rapport, demonstrating empathy, showing warmth, and being genuine. Nurses have ethical responsibilities to respect clients' autonomy, beneficence, veracity and dignity.
This document discusses Carl Rogers and client-centered therapy. It provides information on:
- The key principles of client-centered therapy including unconditional positive regard, empathy, and genuineness.
- Techniques used in client-centered therapy including reflection, active listening, and not being judgmental.
- Conditions needed for success including a relationship between counselor and client and the counselor displaying empathy and positive regard.
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Therapeutic communication is a technique used by healthcare professionals, particularly in the field of mental health and counseling, to establish a supportive and trusting relationship with clients or patients. Its primary goal is to promote healing, foster understanding, and facilitate positive changes in a person's thoughts, feelings, and behaviors. Effective therapeutic communication is essential for building rapport, encouraging self-expression, and facilitating the healing process.
A therapeutic nurse-patient relationship is a professional relationship established between a nurse and a patient with the aim of promoting the patient's well-being, health, and healing. This relationship is built on trust, respect, communication, empathy, and collaboration to meet the patient's healthcare needs effectively. It's a fundamental aspect of nursing practice, especially in providing holistic and patient-centered care.
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3. Social Relationship
Primarily initiated for the purpose of
friendship, socialization, companionship, or
accomplishment of task.
Communication (may be superficial):
usually focuses on sharing ideas, feelings,
and experiences and meets the basic need
for people to interact.
Advise if often given.
Roles may shift.
4. Acceptable in nursing, but must be limited.
If relationship becomes more social than
therapeutic, serious work that moves the
client forward will not be done.
5. Intimate Relationship
Involves two people who are emotionally
committed to each other.
Both parties are concerned about having
their individual needs met and helping each
other to meet needs as well.
May include sexual or emotional intimacy as
well as sharing of mutual goals.
NO PLACE in the nurse-client interaction.
6. Therapeutic Relationship
Differs from the social or intimate
relationship in many ways because it
focuses on the needs, experiences, feelings,
and ideas of the clients only.
Nurse and client agree about the areas to
communicate to work on and evaluate the
outcomes.
7. Nurse uses communication skills, personal
strengths, and understanding of human
behavior to interact with the client.
Parameters are clear: the focus is the client’s
needs, not the nurse’s.
The nurse must guard against allowing the
therapeutic relationship to slip into a more
social relationship and must constantly
focus on the client’s needs, not on his or her
own.
8. Establishing the Therapeutic
Relationship
The nurse who has self-confidence rooted in
self-awareness is ready to establish
appropriate therapeutic relationships with
clients.
Awareness of his or her strengths at any
particular moment is a good start.
10. Trust
Trust builds when the client is confident in
the nurse and when the nurse’s presence
conveys integrity and reliability.
Trust develops when the client believes that
the nurse will be consistent in his or her
own words and actions and can be relied on
to do what he or she says.
Congruence occurs when words and actions
match.
11. Trust erodes when a client sees
inconsistency between what the nurse says
and does.
Trust is difficult to establish in the
following:
Paranoia
Low self-esteem
Anxiety
12. Trusting Behaviors (Nurse)
Caring Treating the client as
Openness a human being
Objectivity Suggesting without
Respect telling
Interest Approachability
Understanding Listening
Consistency Keeping promises
Honesty
13. Genuine Interest
When the nurse is comfortable with himself
or herself, aware of his or her strengths and
limitations, and clearly focused, the client
perceives a genuine person showing
genuine interest.
The nurse should be open and honest and
display congruent behavior.
14. Sometimes, responding with truth and
honesty alone does not provide the best
professional response.
The nurse may choose to disclose to the
client a personal experience related to the
client’s current concerns.
Be selective about personal examples.
Maybe from the nurse’s past experience, not a
current problem that is still being resolved, or a
recent, still painful experience.
Day-to-day experiences, not value-laden.
15. Empathy
The ability to perceive the meanings and
feelings of the client and to communicate
that understanding to the client.
One of the essential skills a nurse must
develop.
Both the client and the nurse give a “gift of
self” when empathy occurs.
16. Understand the difference between
empathy and sympathy (feelings of concern
or compassion one shows for another).
By expressing sympathy, the nurse may
project his or her personal concerns onto
the client, thus inhibiting the client’s
expression of feelings.
17. Acceptance
Avoiding judgments of the person, no
matter what the behavior is.
E.g., The nurse does not become upset or
respond negatively to a client’s outbursts, anger
or acting out.
Does not mean acceptance of inappropriate
behaviors but acceptance of the person as
worthy.
18. The nurse must set boundaries for behavior
in the nurse-client relationship.
By being clear and firm without anger or
judgment, the nurse allows the client to feel
intact while still conveying that certain
behavior is unacceptable.
19. Positive Regard
The nurse who appreciates the client as a
unique worthwhile human being can respect
the client regardless of his or her behavior,
background or style.
Measures to convey respect and positive
regard:
Calling client by name
Spending time with client
Listening and responding openly
Considering client’s ideas and preferences when
planning care.
20. The nurse relies on presence, or attending,
which is using nonverbal and verbal
communication techniques to make the
client aware that he is receiving full
attention.
Nonverbal techniques: leaning toward the
client, eye contact, being relaxed, having the
arms rested at the side, and interested but
neutral attitude.
Verbally attending: nurse avoids value
judgment about the client’s behavior.
22. Orientation Phase
Begins when the nurse and client meet and
ends when the client begins to identify
problems to examine.
Activities:
Establish roles
Establish the purpose of the meeting and the
parameters of the subsequent meeting
Identify client’s problems
Clarify expectations
23. Before the meeting:
Read background materials available on the
client
Become familiar with the medications the client
is taking
Gather necessary paper work
Arrange for a quiet, private and comfortable
setting
Self-assessment
Examine preconceptions about the client and
ensure to put them aside and get to know the
real person.
24. The nurse begins to build trust with the
client.
Share appropriate information about
oneself: name, reason for being in the unit,
and level of schooling
Listen closely to the client’s history,
perceptions and misconceptions.
Be very empathetic and understanding.
It may take several sessions before a client
trust the nurse.
25. Nurse-client Contracts
Agree responsibilities in an informal or verbal
contract
A formal or written contract may be appropriate
at times.
State the following:
Time, place, and length of sessions
When session will terminate
Who will be involved in the treatment plan
Client responsibilities (arrive on time, end on time)
Nurse’s responsibilities (arrive on time, end on time,
evaluate progress with client, document sessions)
26. Confidentiality:
Respecting the client’s right to keep private
information about his or her mental and
physical care and related care.
Allowing only those dealing with client’s care to
have access to the information that the client
divulges.
Only under precisely defined conditions can
third parties have access to this information.
Adult clients can decide which family members,
if any, may be involved in treatment and may
have access to clinical information.
The nurse must avoid any promises to keep
secret.
27. Tarasoff vs. University of California (1976):
releases professionals from previleged
communication with their clients should the
client make a homicidal threat (duty to
warn).
Document client problems with planned
interventions.
The client needs to know the limits of
confidentiality in the nurse-client
interactions and how the nurse will use and
share this information with professionals
involved in the care.
28. Self-disclosure:
Revealing personal information such as
biographical information and personal ideas,
thoughts, and feelings about oneself to others.
Some purposeful, well-planned, self-disclosure
can improve rapport between the nurse and the
client.
May be use to convey support, educate clients,
and demonstrate that anxiety is normal and that
many people deal with stress and problems in
their lives.
29. Self- disclosure may help the client feel
more comfortable and more willing to share
thoughts and feelings, or help the client gain
insight into the situation.
Consider cultural factors.
Disclosing personal information to the
patient can be harmful and inappropriate,
so it must be planned and considered
thoughtfully in advance.
Spontaneously self-disclosing personal
information can have negative results.
30. Working Phase
Two sub-phases:
Problem identification: client identifies the
issues or concerns causing the problems.
Exploitation: the nurse guide the client to
examine feelings and responses and to develop
better coping skills and a more positive self-
image.
Encourages behavior change and develops
independence.
31. The client must believe that the nurse will
not turn away or be upset when the client
reveals experiences, issues and behaviors,
and problems.
The client will sometimes use outrageous
stories or acting-out behaviors to test the
nurse.
The nurse must remember that it is the
client who examines and explores problem
situations and relationships.
32. Specific tasks:
Maintaining the relationship
Gathering the data
Exploring perceptions of reality
Developing positive coping mechanisms
Promoting a positive self-concept
Encourage verbalization of feelings
Facilitating behavior change
Working through resistance
Evaluating progress and redefining goals as
appropriate
Providing opportunities for the client to practice new
behaviors
Promoting independence
33. Transference: the client unconsciously
transfer to the nurse feelings he or she has
for significant others.
Countertransference: the nurse responds to
the client based on personal unconscious
needs and conflicts.
SELF-AWARENESS is important so that the
nurse can identify when transference and
countertransference might occur.
34. Termination
Final stage of the in the nurse-client
relationship.
Begins when the problems are resolved, and
it ends when the relationship is ended.
Nurse and client usually have feelings about
ending the relationship.
Clients may feel the termination as an
impending loss.
35. Clients may avoid termination by acting
angry or as if the problem is not resolved.
Acknowledge the client’s angry feelings and
assure that this response is normal to
ending a relationship.
If the client tries to reopen and discuss old
resolved issues, the nurse must avoid feeling
as if the sessions were unsuccessful; instead
he or she should identify the client’s stalling
maneuvers and refocus the client on newly
learned behaviors and skills to handle the
problem.
36. It is appropriate to tell the client that the
nurse enjoyed the time spent with the client
and will remember him or her, but it is
inappropriate for the nurse to agree to see
the client outside the therapeutic
relationship.
37. Possible Warnings or Signals of
Abuse of the Nurse-Client
Relationship
Secrets; reluctance to talk to others about
the work being done with the client.
Sudden increase in phone calls between the
nurse and client calls outside the clinical
hours.
Nurse making exceptions for client than
normal.
38. Inappropriate gift-giving between client and
the nurse.
Loaning, trading, or selling goods or
possessions.
Nurse disclosure of personal issues or
information.
Inappropriate touching, comforting or
physical contact.
Overdoing, overprotecting, or
overidentifying with the client.
39. Change in the nurse’s body language, dress or
appearance (with no other satisfactory
explanation).
Extended one-on-one sessions or home visits.
Spending off-duty time with the client.
Thinking about the client frequently when
away from work.
Becoming defensive if another person
questions the nurse’s care of the client.
Ignoring agency’s policies.
40. Methods to Avoid Inappropriate
Relationships Between Nurses
and Clients
Realize that all staff members, whether male or
female, junior or senior, or from any discipline
are at risk for over-involvement or loss of
boundaries.
Assume that boundary violations will occur.
Supervisors should recognize potential
“problem” clients and regularly raise the issue
of sexual feelings or boundary loss with staff
members.
41. Provide opportunities for staff members to
discuss their dilemmas and effective ways of
dealing with them.
43. Therapeutic Communication
An interpersonal interaction between
the nurse and the client during which
the nurse focuses on the client’s
specific needs to promote an effective
exchange of information.
Skilled use helps the nurse understand
and emphatize with the client’s
experience.
44. Goals of Therapeutic
Communication
Establish a therapeutic nurse-client
relationship.
Identify the most important client concern
at that moment (the client-centered goal).
Assess the client’s perception of the problem
as it unfolds. This includes detailed actions
(behaviors and messages) of the people
involved and the client’s thoughts and
feelings about the situation, others, and self.
45. Facilitate the client’s expression of
emotions.
Teach the client and family necessary
self-care skills.
Recognize the client’s needs.
Guide the client toward identifying a
plan of action to a satisfying and
socially acceptable situation.
46. Privacy and Respecting
Boundaries
Privacy is desirable but not always possible
in therapeutic communication.
Possible venues:
Interview/ conference room
End of the hall
Quiet corner of the day room or lobby
Evaluate whether interacting in the client’s
room is therapeutic.
47. Proxemics: study of distance zones between
people during communication.
Intimate zone (0-18 inches between people):
parents with children, people who mutually
desire personal contact, or people whispering.
Invasion is threatening and produces anxiety.
Personal zone (18-36 inches): family and friends
who are talking.
Social zone (4-12 feet): communication in social,
work, and business settings.
Public zone (12-25 feet): between speaker and
an audience, small groups, and other informal
functions.
48. Consider the culture of the client.
Hispanic, Mediterranean, East Indian, Asian, and
Middle Eastern: comfortable with less that 4-12
feet distance.
When invading the personal zone, the nurse
should ask permission.
Therapeutic communication interaction is
most comfortable when the client and the
nurse are 3-6 feet apart.
If client invades the nurse’s personal space,
the nurse should set limits gradually.
49.
50. Touch
Five types:
Functional-professional: touch is used in
examination or procedures.
Social-polite: touch is used in greeting, such as hand-
shake and the “air kisses” some women use to greet
acquaintances, or when a gentle hand guides
someone for the correct direction.
Friendship-warmth: touch involves a hug in greeting,
an arm thrown around the shoulder of a good friend,
or the backslapping some men used to greet friends
or relatives.
Love-intimacy: touch involves tight hugs and kisses
between lovers and close relatives.
Sexual arousal: touch used by lovers.
51. Touching a client can be comforting and
supportive when it is welcomed and
permitted.
Observe for cues that show whether touch is
desired or indicated.
Although touch can be comforting and
therapeutic, it is an invasion of intimate
personal space.
When performing a procedure, prepare the
client verbally before starting the procedure.
52.
53. Active Listening and
Observation
Active listening: refraining from other
internal mental activities and
concentrating exclusively on what the
client says.
Active observation: watching the
speaker’s nonverbal actions as he or
she communicates.
54. Active listening and observation help the
nurse to:
Recognize the issue that is most important to
the client at this time.
Know what further questions to ask the client.
Use additional therapeutic communication
techniques to guide the client to describe his or
her perceptions fully.
Understanding the client’s perceptions of the
issue instead of jumping to conclusions.
Interpret and respond to the message
objectively.