NUR 2488 Week 2 discussion :Discuss nurse-client relationship and the use of therapeutic communication as an important part of that relationship

NUR 2488 Week 2 discussion :Discuss nurse-client relationship and the use of therapeutic communication as an important part of that relationship

NUR 2488 Week 2 discussion Discuss nurse-client relationship and the use of therapeutic communication as an important part of that relationship

Week 2 discussion

The Nurse-Client
Relationship

In this discussion, we’ll talk about the nurse-client
relationship and the use of therapeutic communication as an important part of
that relationship. Please answer the following questions:

What are your concerns or fears about mental health nursing
in general? Are you interested in mental health nursing, or do you approach the
topic with some anxiety?

What do you feel are essential aspects of a good
nurse-client relationship?

Please include an example of how you established good
rapport and a good professional relationship with a patient in the work or
clinical setting. What nonverbal and verbal techniques did you use in this
relationship?

Ethics, the principles and moral norms that control human behavior and decision making, is a basic requirement in today’s modern world which has many benefits in our social and professional life (1). Adhering to ethical codes is essential to healthcare providers because they care for different patients with unique characteristics and needs (2). Therefore, nurses, as the largest branch of healthcare providers, are required to have regard to ethical standards for delivering care professionally in various fields (3). Furthermore, the Medical Ethics Committee of the Academy of Medical Sciences of the Islamic Republic of Iran, as well as the Nursing Organization revised ethical codes during two years and considered ethical codes as an educational credit in the nursing curriculum (4). One of the most significant sections of ethical behavior is communication (2, 4). Communication is a complicated phenomenon with different types that plays an important role in providing ethical care (5, 6). The main type of communication, therapeutic communication between healthcare provider and patient, is an important subject in nursing literature (7–9). Although this subject is an old one, recent advances in the field of healthcare and patient centered care approach, has increased therapeutic communication importance (10, 11). Furthermore, this concept is considered in the charter of patients’ rights to gain patient cooperation (11). Nursing students who will become future nurses should establish effective interactions with patients to deliver holistic and quality care (12). But, many studies in Asian countries like Iran and china and some European countries such as the United Kingdom and even the USA have shown the inadequacy of therapeutic communication between nursing students and patients (13–22). The short period of time that nurses and nursing students spend during their superficial relationship with the patient is often limited to decreasing physical problems and not providing psychological care (21, 23). Nursing students considered therapeutic communication as one of the most stressful tasks in replacements (24, 25). Moreover, bachelor nursing students declared the decreasing level of therapeutic communication during their study course and they consider it as one of the least important components of nursing (20, 26, 30).

NUR 2488 Week 2 discussion Discuss nurse-client relationship and the use of therapeutic communication as an important part of that relationship
NUR 2488 Week 2 discussion Discuss nurse-client relationship and the use of therapeutic communication as an important part of that relationship

Nursing student-patient interaction failure leads to misinterpretation of information and patient damage which reduces nursing care quality as well as patient satisfaction, and creates a negative attitude in patients (27, 30, 31). Furthermore, poor nursing student-patient encounters are associated with anxiety, depression, low self-esteem and lack of success in nursing students (25, 32). In different studies regarding nursing student and patient relations, some authors didn’t provide a clear definition of therapeutic communication in nursing students and confined their work to explain its outcomes in patients or healthcare provider (32, 33). Also, researches regarding nursing student therapeutic communication with patients are limited (34). As therapeutic communication is a vague and multifactorial concept which has lots of benefits for both parties (12, 35, 36), it is important that nursing educators search for ways to promote deep understanding of therapeutic communication in nursing students, and ensure that the nursing students are capable of establishing communication effectively with patients at the clinical rotations and after graduation (37–39). Therefore, the researchers decided to elucidate this concept by a proper concept development approach for answering research question: What is the definition of nursing student-patient therapeutic communication in various studies?

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NUR 2488 Week 2 discussion Discuss nurse-client relationship and the use of therapeutic communication as an important part of that relationship Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.