lab 1 communication crit thinking

8/8/2019 Lab 1 Communication Crit Thinking

1/12

RNSG 2213 LABRNSG 2213 LABUNIT IUNIT I


2/12

Review and Critique of Review and Critique of

CommunicationCommunicationTechniquesTechniques

Review what was saidReview what was said

Think about what could have been saidThink about what could have been saidmore effectivelymore effectivelyRead examples/rationales of effectiveRead examples/rationales of effectivetechniquestechniques


3/12

M aking Assumptions,M aking Assumptions,

Crossing BoundariesCrossing BoundariesC lient states: My child is getting on myC lient states: My child is getting on mynerves, sometimes I yell at him a lot.nerves, sometimes I yell at him a lot.

Student: I know what you mean. I yell atStudent: I know what you mean. I yell atmy children too.my children too.

Think about what is wrong with what theThink about what is wrong with what thestudent said and what could have beenstudent said and what could have beensaidsaid


4/12

L ets try it againL ets try it again

C lient states: My child is getting on my nerves,C lient states: My child is getting on my nerves,sometimes I yell at him a lot.sometimes I yell at him a lot.

Student: What is your child doing when you yell atStudent: What is your child doing when you yell athim?him?

A nalysis: Keeps the focus on the patient; does A nalysis: Keeps the focus on the patient; doesnot use self disclosure; utilizes exploring as anot use self disclosure; utilizes exploring as atherapeutic communication technique.therapeutic communication technique.


5/12

More Assumpti on sMore Assumpti on s

P atient. They are scaring meP atient. They are scaring me

Student. There is nothing to worry aboutStudent. There is nothing to worry about

Think about what is wrong with what theThink about what is wrong with what the

student said and what could have beenstudent said and what could have beensaidsaid


6/12


P atient. They are scaring meP atient. They are scaring me

Student: Tell me who is scaring you.Student: Tell me who is scaring you.

A nalysis: saying there is nothing to worry A nalysis: saying there is nothing to worryabout is false reassurance; asking for about is false reassurance; asking for clarification allows the nurse to assess theclarification allows the nurse to assess thesource of the clients fear and whether it issource of the clients fear and whether it isrealityreality--based.based.


7/12

Conveying personal valueConveying personal value

judgments judgmentsC lient. My doctor says Im going homeC lient. My doctor says Im going hometomorrowtomorrow

Student: Thats greatStudent: Thats great



8/12


C lient. My doctor says Im going homeC lient. My doctor says Im going hometomorrow.tomorrow.

Student: How do you feel about going home?Student: How do you feel about going home?

A nalysis: nonjudgmental; explores the clients A nalysis: nonjudgmental; explores the clients

feelings; could be less direct and more openfeelings; could be less direct and more open- -ended: e.g. Lets talk about your discharge.ended: e.g. Lets talk about your discharge.


9/12

S uggestive QuestionsS uggestive Questions

Student: Did you have a good time visitingStudent: Did you have a good time visitingwith your family today?with your family today?

C lient: Sure.C lient: Sure.



10/12


Student: I saw you visiting with your familyStudent: I saw you visiting with your familytoday, tell me about your visit.today, tell me about your visit.

C lient: Overall it went well, my parents wereC lient: Overall it went well, my parents werenice, but I think they are disappointed in me.nice, but I think they are disappointed in me.

A nalysis: makes an observation then focuses on A nalysis: makes an observation then focuses ongaining more information about the event.gaining more information about the event.


11/12

Asking Why?Asking Why?

The client was admitted to the hospital after aThe client was admitted to the hospital after asuicide attempt. She cut her wrists very deeply.suicide attempt. She cut her wrists very deeply.It is the students first encounter. A fter It is the students first encounter. A fter introductions, the student asks:introductions, the student asks:Why did you cut your wrists?Why did you cut your wrists?

Think about what is wrong with what the studentThink about what is wrong with what the studentsaid and what could have been saidsaid and what could have been said


12/12


The client was admitted to the hospital after aThe client was admitted to the hospital after asuicide attempt. She cut her wrists very deeply.suicide attempt. She cut her wrists very deeply.It is the students first encounter. A fter It is the students first encounter. A fter

introductions, the student asks:introductions, the student asks:

Student: C an you tell me what was going onStudent: C an you tell me what was going onthat resulted in being admitted to the hospital?that resulted in being admitted to the hospital?

A nalysis: This is a broad opening to a sensitive A nalysis: This is a broad opening to a sensitivetopic. It allows the client to talk about feelings,topic. It allows the client to talk about feelings,relationships and to explore what was going withrelationships and to explore what was going with

her that contributed to her behavior.her that contributed to her behavior.

lab 1 communication crit thinking

Documents