Professional Nursing Relationships - Communication and Relational Practice Flashcards Preview

Professional Nursing - PNUR1157 - 22S - Sec 1 > Professional Nursing Relationships - Communication and Relational Practice > Flashcards

Flashcards in Professional Nursing Relationships - Communication and Relational Practice Deck (51)
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1
Q

In such relationships, the nurse assumes the role of professional helper and comes to know the patient as an individual who has unique health care needs, human responses, and patterns of living.

A

Helping relationships

2
Q

The nurse establishes, directs, and takes responsibility for the interaction, and the patient’s needs take priority over the nurse’s needs. The relationship is also characterized by the nurse’s nonjudgemental acceptance of the patient.

A

Nurse-Patient Helping Relationships

3
Q

___ conveys a willingness to hear a message or to acknowledge feelings. It does not mean you always agree with the patient or approve of the patient’s decisions or actions.

A

Acceptance

4
Q

A helping relationship between nurse and patient does not just happen; you create it through care, skill, and the development of ___.

A

trust

5
Q

Characterized by a natural progression of four goal-directed phases: preinteraction, orientation, working, and termination phases.

A

Nurse-patient helping relationship

6
Q

Phases within this relationship often begin before the nurse meets the patient and continue until the caregiving relationship ends.

A

Nurse-patient helping relationship

7
Q

Even a brief interaction can exhibit an abbreviated version of the four phases of this relationship. For example, the student nurse gathers patient information to prepare in advance for caregiving, meets the patient and establishes trust, accomplishes health care-related goals through use of the nursing care process, and says goodbye at the end of the shift or when the patient leaves the unit.

A

Nurse-patient helping relationship

8
Q

Before meeting the patient, the nurse accomplishes the following tasks:

  • Reviews available data, including the medical and nursing history
  • Talks to other caregivers who may have information about the patient
  • Anticipates health care concerns or issues that may arise
  • Identifies a location and setting that will foster comfortable, private interaction with the patient
  • Plans enough time for the initial interaction
A

Preinteraction phase

9
Q

When the nurse and patient meet and get to know one another, the nurse accomplishes the following tasks:

  • Sets the tone for the relationship by adopting a warm, empathetic, caring manner
  • Recognizes that the initial relationship may be superficial, uncertain, and tentative
  • Expects the patient to test the nurse’s competence and commitment
  • Closely observes the patient and expects to be closely observed by the patient
  • Begins to make inferences and form judgements about patient messages and behaviours
  • Assesses the patient’s health status
  • Prioritizes the patient’s problems and identifies the patient’s goals
  • Clarifies the patient’s and nurse’s roles
  • Negotiates a contract with the patient that specifies who will do what
  • Lets the patient know when to expect the relationship to be terminated
A

Orientation phase

10
Q

When the nurse and patient work together to solve problems and achieve goals, the nurse accomplishes the following tasks:

  • Encourages and helps the patient to express feelings about his or her health
  • Encourages and helps the patient to explore own feelings and thoughts
  • Provides information that the patient needs to understand and to change behaviour
  • Encourages and helps the patient to set goals
  • Takes actions to meet the goals set with the patient
  • Uses therapeutic communication skills to facilitate successful interactions
  • Uses appropriate self-disclosure and confrontation
A

Working phase

11
Q

During the ending of the relationship, the nurse accomplishes the following tasks:

  • Reminds the patient that relationship termination is near
  • Evaluates goal achievement with the patient
  • Reminisces about the relationship with the patient
  • Separates from the patient by relinquishing responsibility for his or her care
  • Facilitates a smooth transition for the patient to other caregivers as needed
A

Termination Phase

12
Q

An important initial component of interpersonal communication. It helps people get to know one another and relax. It is easy, superficial, and not deeply personal, whereas therapeutic interactions are often more difficult, intense, and uncomfortable.

A

Socializing

13
Q

A nurse often uses ___ conversation to lay a foundation for a closer relationship, for example: “Hi, Mr. Simpson. I hear it’s your birthday today. Happy birthday!” A friendly, informal, and warm communication style helps establish trust, but nurses must get beyond ___ conversation to talk about issues or concerns affecting the patient’s health.

A

social x2

14
Q

During social conversation, patients may ask personal questions about the nurse’s family, place of residence, and so forth. Students often wonder whether it is appropriate to reveal such information. The skillful nurse uses judgement about what to share and provides minimal information or deflects such questions with gentle ___ and refocuses conversation back to the patient.

A

humour

15
Q

In a therapeutic relationship, nurses often encourage patients to share personal stories, which are called ___ interactions.

A

narrative

16
Q

Through these interactions, such as reminiscing with patients, you begin to understand the context of patients’ lives and learn what is meaningful from their perspective. For example, a nurse asked a patient to tell about a time in his life when he had to make a difficult decision.

A

Narrative

17
Q

“When I was a young man, I worked on the family farm. An uncle died and left me some money. All of a sudden, I could afford to go to university, but Dad didn’t want me to go because he needed me there. I had to decide whether to stay or go, and it was real hard because at first I just wanted to get away. I talked to our preacher, and he said it was up to me, to pray about it and do what my heart told me to. So I stayed. Oh, I’ve thought from time to time what I might have made of myself, but I never regretted it. I had a good life in farming.”

From this brief story, the nurse understood that it was important to the patient to put his family’s needs above his personal desires and that seeking ___ guidance was an important component of his decision making. This same information may not have been revealed had the nurse used a standard history that usually elicits only short answers.

A

spiritual

18
Q

Promotes personal responsibility, enables self-expression and strengthens the patient’s problem-solving ability. In addition to patient-nurse communication, nurses also communicate collaboratively with the interprofessional team. These skills are highly consequential to patient outcomes.

A

Collaborative communication

19
Q

Many elements of the nurse-patient helping relationship also apply to collegial relationships, which focus on accomplishing the work and goals at the point of care. Communication in such relationships may be geared toward team-building, facilitating group process, collaboration, consultation, delegation, supervision, leadership, and management. Nurses need a variety of communication skills, including presentational speaking, persuasion, group problem solving, providing performance reviews, and writing business reports.

A

Interprofessional Collaborative Practice (ICP) Relationships

20
Q

Social and therapeutic interactions are needed between the nurse and members of the interprofessional team to build morale and strengthen relationships within the work setting. Within the interprofessional team, all members need friendship, support, guidance, and encouragement from one another to cope with the many stressors imposed by the demands of the health care context.

A

Interprofessional Collaborative Practice (ICP) Relationships

21
Q

Relationship includes neighbourhood newsletters, public bulletin boards, newspapers, radio, television, electronic information sites, and social media, whereby community health information is shared.

A

Nurse-community relationships

22
Q

Professional appearance, demeanour, and behaviour are important in establishing your trustworthiness and ___. They communicate the impression that you have assumed the professional helping role, are clinically skilled, and are focused on the patient.

A

competence

23
Q

Professional ___ should communicate warmth, friendliness, confidence, skill, and competence. Professionals speak in a clear, well-modulated voice, use good grammar, listen to other people, help and support colleagues, and communicate effectively. Being punctual, organized, well prepared, and equipped for the responsibilities of the nursing role also communicate ___.

A

behaviour / professionalism

24
Q

Common ___ is part of professional communication.

A

courtesy

25
Q

Always greet and say goodbye to patients and knock on doors before entering.

A

Courtesy

26
Q

A ___ nurse will also state his or her purpose, address people by name, say “please” and “thank you” to members of the interprofessional team, and apologize for inadvertently causing distress.

A

courteous

27
Q

When a nurse is dis___, he or she is perceived as rude or insensitive. Such behaviour sets up barriers between nurse and patient and causes friction among members of the interprofessional team.

A

dis-courteous

28
Q

Self-introduction is important. Failure to give a ___, indicate status (e.g., student nurse, registered nurse, or licensed practical nurse), or acknowledge the patient creates uncertainty about the interaction and conveys a lack of commitment or caring.

A

name

29
Q

Making eye contact with and smiling at people communicates ___.

A

recognition

30
Q

Addressing other people by name conveys ___ for human dignity and uniqueness.

A

respect

31
Q

Asking how to pronounce someone’s name and taking the initiative to say the name ___ lays the groundwork for communication. Because using ___ names is respectful in most cultures, nurses usually use the patient’s last name in the initial interaction, but they may use the first name in subsequent interactions at the patient’s request.

A

correctly / last

32
Q

It is important to ask other people how they would like to be ___ and to honour their preferences.

A

addressed

33
Q

True or false: using first names is appropriate for infants, young children, confused or unconscious patients, and close colleagues.

A

True

34
Q

Terms of endearment such as “honey,” “dear,” “Auntie,” or “sweetheart” are ___; they may be perceived as disrespectful and unprofessional.

A

inappropriate

35
Q

The use of plural pronouns such as “___” when referring to patients implies a loss of independence and may be interpreted as condescending.

A

we

36
Q

True or false: referring to a patient by diagnosis, room number, or another attribute is demeaning and implies that you do not care enough to know the patient as an individual.

A

True

37
Q

___ entails relying on someone without doubt or question. Being ___ means following through on what you say you are going to do.

A

Trust / trustworthy

38
Q

To foster ___, you need to communicate warmth and demonstrate consistency, reliability, honesty, integrity, competence, and respect.

A

trust

39
Q

Without ___, a nurse-patient relationship rarely progresses beyond social interaction and superficial care.

A

trust

40
Q

Maintaining ___ and protecting a patient’s privacy are also important aspects of communicating a trustworthy professional relationship.

A

confidentiality

41
Q

True or false: knowingly withholding key information, lying, or distorting the truth violates both legal and ethical standards of practice.

A

True

42
Q

True or false: sharing personal information or gossiping about other people communicates the message that you cannot be trusted and damages interpersonal relationships.

A

True

43
Q

Ability to be self-directed and independent in accomplishing goals and advocating for other people.

A

Autonomy

44
Q

Nurses make choices and accept ___ for the outcomes of their actions.

A

responsibility

45
Q

Recognizing the patient’s a___ is important to effective communication.

A

a-utomony

46
Q

___ communication allows individuals to act in their own best interests without infringing on or denying the rights of other people.

A

Assertive

47
Q

Conveys self-assurance and respect for other people.

A

Assertiveness

48
Q

Nurses teach ___ skills to other people as a means of promoting personal health. ___ people express feelings and emotions confidently, spontaneously, and honestly. They make decisions and control their lives more effectively.

A

assertiveness / assertive

49
Q

They can deal with criticism and manipulation by other people and learn to say no, set limits, and resist other people’s efforts to impose guilt. For instance, a nurse, when being asked to complete multiple tasks, may set limits by stating: “I will be able to get to that task, but only later today. Will that still work for you?”

A

Assertive people

50
Q

___ responses are characterized by feelings of security, competence, power, optimism, and professionalism. They are good tools for dealing with criticism, change, negative conditions in personal or professional life, and conflict or stress in relationships.

A

Assertive

51
Q

___ responses often contain “I” messages, such as “I want,” “I need,” “I think,” and “I feel.”

A

Assertive

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