Communication barriers between the healthcare professional & patient
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This document discusses communication barriers between healthcare professionals and patients, using the case study of Anna, Tom, and Sam. It identifies potential emotional and social issues that could hinder communication, such as perceptions, stereotyping, fear of stigmatization, and expectations based on age and gender. The discussion emphasizes the need for healthcare professionals to provide a comfortable, confidential environment and address any judgements to build trust. Tips are given to help deal with Anna's case specifically, such as offering counseling, encouraging treatment for all involved, highlighting inclusion, and reiterating the benefits of care. In conclusion, overcoming communication barriers through various verbal and nonverbal means is important for ensuring proper healthcare.
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THERAPEUTIC RELATIONSHIPS & COMMUNICATIONDIFFERENT TYP.docx
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.
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THERAPEUTIC RELATIONSHIPS & COMMUNICATIONDIFFERENT TYP.docx
THERAPEUTIC
RELATIONSHIPS &
COMMUNICATION
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THERAPY
By: Brittani Bromley
NURSE-PATIENT
RELATIONSHIP
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their perspective; remain emotionally separate
from another person in doing so; being open,
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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.
Human Relations In Ng
Know the role of the nurse in the hospital, in public relations and her relates with members of the health team and her client and family
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Improving Lives: Supporting Adults with Learning Disabilities conference
Inclusive communication means providing a range of ways for people to communicate and be involved in expressing their needs, feelings, and making choices. It involves spending time with others and sharing information in a way that individuals can understand. Positive outcomes of inclusive communication include feeling safe, treated with dignity and respect, being involved in decisions, and receiving good quality healthcare. Effective communication is important for everyone, but often nobody takes responsibility for it. Staff have an important role to play in creating an environment where people can interact and build relationships through communication.
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Health history
1. The document provides an overview of the nursing process and how it is used to assess patients. It describes the nursing process as dynamic, patient-centered, goal-directed, and holistic.
2. It discusses different types of health assessments including comprehensive assessments, focused assessments, and levels of preventive healthcare like primary, secondary, and tertiary prevention.
3. The document provides guidance on conducting health histories, including obtaining subjective and objective data, asking open and closed-ended questions, ensuring confidentiality, and documenting findings in an accurate and objective manner.
Legal, Clinical, Risk Management and Ethical Issues in Mental Health
This document provides an agenda and materials for an ethics training presentation. The presentation aims to help participants differentiate between clinical, legal, and risk management issues, define common risk management strategies, and explain how competing ethical principles can create dilemmas. It includes slides on key ethical principles, codes, risk management strategies, documentation, informed consent, and working with clinical dilemmas. Case examples will also be discussed and analyzed from an ethical perspective. The goal is for participants to learn how to make ethical clinical decisions that balance patient welfare, competence, and legal/risk management concerns.
The ultimate goal of psychotherapy is to help
The document discusses the initial steps of psychotherapy. It begins by explaining that the ultimate goal of psychotherapy is to help clients address and change the problems that brought them into treatment. It then outlines several initial steps: the first inquiry, typically a phone call or email; setting up a first appointment; and conducting an initial interview where the therapist gathers information about problems and stresses while establishing rapport. The interview involves separate stages of inception, reconnaissance, and detailed inquiry before termination.
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However one should know that even boys can be subjected to such violence.
This is one little step i would like to take to stop domestic violence. I hope that someday this violence stops and every lives happily together
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
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ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
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Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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- 1. Communication barriers between the Healthcare professional & patient Case Study: Anna, Tom & Sam By Onicka Peters-Greenidge
- 2. Communication Problems/Issues/Dilemma Emotional • Perceptions-Don’t care about safe sex, permissive lifestyle • Stereotyping-All non-heterosexuals are promiscuous, will contract HIV and other STD’s • Fear-of stigmatization Social • Age-should be a responsible stage of females, typically married with children • Female-thought to be in a stable relationship, more emotionally vulnerable than men
- 3. Discussion Anna’s hesitancy to share information can delay the process especially if insufficient information is given – the Health care professional (HCP) must provide an atmosphere that is comfortable, private and confidential Anna’s language, word choice may give the impression that she does not really care about what is happening – the HCP’s approach must be non- judgemental yet firm enough to bring about a resolution on the case since it does not only involve Anna Anna’s non verbal cues can suggest that she is hiding pertinent information – the HCP can exercise good listening skills to paint a picture of how Anna perceives what is going on Anna thinks she is judged because of her sexual orientation – the HCP must assure Anna that this is not so by referring to her as a person rather than labelling her a bisexual
- 4. Tips on how to deal with Anna • Offer counselling • Encourage her to bring Sam into the office to be diagnosed and treated • Show her the benefits of seeking medical treatment regardless of sexual orientation • Reiterate the need for inclusion of all people types in the healthcare process
- 5. Conclusion During any discussions between healthcare provider and patient it is important to consider any and all communication barriers that may occur and deal with them as they come. Keep in mind that proper healthcare can be given once communication occurs Verbal and non verbal ways can be utilized to communicate successfully Offer other avenues of help once it is appropriate THE END