Reflection Of Communication Skills Relevant To Clinical Scenario

Reflection Of parley Skills Relevant To Clinical ScenarioIn 2006, a diligent named robin became pregnant. In the 5th month of pregnancy, the patient began having pain in the neck with diarrhoea and wherefore developed a severe infection in her upper respiratory system. robin redbreasts obstetrician immediately hospitalized her and within 24 hours, robin had a temperature of 105 degrees and was in preterm labour. Just before Christmas, Robin was diagnosed with slap-up Viral Pneumonia. After ticktockting permission from the doctor to go dwelling for Christmas, Robin was back at the hospital 15 days subsequentlyward because she was in preterm labour yet again. It was then that Robin was introduced to a gastroenterologist who diagnosed her with Crohns Disease. Robin was immediately put on medications to try to save her and her unborn childs lives. On 3rd February, Robins contractions were five minutes apart but her due conflict was the 17th of March. Robin came to the hospita l and within one(a) hour, I performed an ultrasonography only to let her know that her unborn baby boy was no longer alive. After the funeral of her son, Robin was diagnosed with Deep Vein Thrombosis (DVT) in her upcountry thigh.Reflection Interpersonal communicating acquisitionsListening is an active and basic put to work that involves not only taking the centre of the person speaking by looking at their body language and auditory modality to their linguistic dialogue, but in addition being perceptive (Boyd, 2007, pp. 654-683). Good listening acquisitions are shown by be behaviour that is practiced by establishing eye contact, maintain a relaxed strength and sending detach messages to the patient through gestures (Timby, 2008, pp. 298-312). Attending behaviour industrial plant well in that it encourages the patient to verbalise their feelings and ideas freely (Hart, 2010, pp. 287-299). During listening, the nanny paraphrases the actors line of the patient in fewe r words so as to demand sure that the adjudge unders in like mannerd what the patient wants. Paraphrasing is an important part of listening because it ex lets and clarifies any mixed or double messages sent when the patient fails to strive a send off statement (Huber, 2006, pp. 754-783). The third part of listening is crystalizeing. elucidative goes beyond paraphrasing with an intention of bringing vague material into sharper strain (Kneedler Dodge, 1994, pp. 258-295). Perception checking is an effective part of ensuring true statement of a communication because it is a method of giving and receiving feedback from the patient (White, 2004, pp. 634-683). When helping Robin, I can offer that I had effective listening skills. I make a prognosticate of listening to what Robin told me and I made sure that when she was talking, I made her feel comfort equal to(p) and showed that I was interested in what she was apothegm. trail is a communication skill that encourages the patien t to respond in an open communication so as to invite verbal expression (Chitty, 2005, pp. 512-554). The helper middling anticipates what the patient is thinking and where those thoughts are headed. In anticipating these thoughts, the oblige leads the patient so as to stimulate the communication. Leading encourages the patient to retain primary debt instrument for the direction of the communication and helps them to be active in the process (Ray Donohew, 1990, pp. 112-148). Leading as well encourages the patient to explore and elaborate on their feelings. One of the tools apply in booster cable is using open questions that can be answered by more(prenominal) than just a yes or a no (Giger Davidhizar, 2004, pp. 212-237). Choosing appropriate questions lead to clarification for the patient (Sully Dallas, 2005, pp. 37-82). Another tool used in leaders is by being indirect when tip the patient. Indirect confidential information keeps the responsibility of keeping the commun ication going on the patient. Indirect leading allows the patient to control the direction of the communication and protect their ideas (Knapp Daly, 2002, 145-187). Direct leading on the other hand specifies a topic and the curb uses suggestions to direct the patient. Direct leading is important in elaborating, clarifying and illustrating what the patient has been saying (Miller, 2008, pp. 284-325). In the shell of a patient who has multiple problems or is vague, focussing is an important aspect that should be used in leading the communication (Marrelli Hilliard, 2004, pp. 213-263). Focussing is a way that emphasizes on a certain idea or feeling and helps the patient get in touch with their feelings (Williams Davis, 2005, pp. 27-39). I did not use leading skills when communicating with Robin and this is a skill I should in the future. I entrust enhance my abilities in leading skills by using open questions that forget encourage the patients to share their ideas and feelings freely.Reflecting feelings, cognise and content of the patient expresses that the nurse understands and wants to perceive the world as the patient does (Chase, 2004, pp. 278-317). Reflecting the patients feelings brings those feelings into clear awareness from the vague expressions that they were (Sheldon, 2009, pp 87-113). Helping the patients to own their feelings is done by identifying both the obvious and subtle feelings that are hidden behind words (Rosdahl Kowalski, 2007, pp. 1563-1612). In reflecting experience, the nurse broadly observes the patients verbalised feelings and their nonverbal feelings (French, 1983, pp. 116-145). Like paraphrasing, reflecting content involved repeating the essential ideas of the patient in fewer and unspoiled words (Hegner, Acello Caldwell, 2003, pp 744-763). When the patient is having difficulty in expressing an idea, reflecting content helps the nurse to clarify those ideas. During communication, reflecting helps the patient to recognise and express their feelings effectively (Lipe Beasley, 2003, pp. 267-301). In communicating with Robin, I toilsomeed monotonous and insincere when I began my reflection with saying, It seems you were very upset purge afterward yelling for everyone to get out. In saying this I alike said words that that Robin was unprepared for because they had too much discretion of feeling. In future communication with patients, I should not read more interpretations into the statement than was intended, and I should use less monotonous words that sound sincere.Confronting the patients is intended to help them issue what is going on or what the nurse infers is going on (Cherry Jacob, 2005, pp. 478-501). A patient may feel be and anxious at first when they are confronted. However, the patient is also delightful for the openy albeit direct expression that shows that the nurse cares (Perry Potter, 2002, pp 1114-1163). Confronting the patient presents feedback that is difficult to hear, and as such, the nurse should poses good timing to ensure that the patient is ready for honest feedback (Fitzpatrick Wallace, 2005, pp. 341-367). Sometimes I find it hard to confront patients. In Robins case, I was finding it hard to understand and deal with her. I know that confronting the patient is one of the crucial skills that I essential poses. I must recognize my feelings as the nurse and share those feelings with the patient. I must be able to involve myself in self-reflection as a form of confrontation. I remember that by practicing, training and observing others, I can develop my confronting skills. development interpretation helps the patient to see their problems in spick-and-span ways (Barnum Kerfoot, 1995, pp. 256-298). dissimilar paraphrasing where the patients frame of reference is maintained, in interpreting, the nurse offers the patient a parvenue frame of reference. The nurse adds his or her own means to the patients basic meaning (Ellis Hartley, 2004, pp. 1 14-146). When the nurse adds on to the basic message from the patient, and the patient understands the new idea, then communication is accelerated. Interpreting is useful in helping the patient get a broader perception their feelings (Ferrell Coyle, 2006, pp. 542-568). Interpretation is a communication skill that I used with Robin. While talking to Robin, she mentioned that she felt that the nurses around her were angels who lit her conjure up up in a time when she needed much encouragement. I told Robin that the way I saw it, she could join also take a nurse. Due to the Crohns disease, Robin could only live a stress-free life. However, after living the hospital, the first thing that Robin did was to go to Upper vale Joint Vocational School where she applied for pre-requisite classes in the Licensed pragmatic Nurses (LPNs) program. Robin graduated in November 2009 and has been working in the nursing art since then.The most important thing that a nurse can do for the patient is sharing simple facts (Crisp Taylor, 2008, pp. 1112-1196). Informing is a communication skill that is integrated with giving advice (Maurer Smith, 2005, pp. 360-378). Under some circumstances, where advice giving does not cherish dependency and is not arrogant, giving advice can be helpful to the patient. Communication through informing gives the patient a recommended execute of action that the nurse has experience with. Through giving suggestions, the patient can decide the course of action that he or she will take (McConnell, 1993, pp. 96-118). Crisis functions where the patient has to coiffe to a readjustment in life are an appropriate situation for giving the patient advice. In Robins case, after she had a miscarriage, I certain her to take her time with her son, Benjamin. I encouraged Robin to spend as much time as she wanted holding the five flap fifteen ounce baby boy. As much as Robin did not want to, I took pictures of robin and Benjamin for the memory album. I knew that that was the best albeit hardest thing robin had ever done.Summarising skills involve paying care to what, how, why, when and the effect of what the patient said (Antai-Otong, 2007, pp. 116-128). After communicating with a patient, the nurse should try to gather all the ideas and feeling expressed in one statement (Sines, Appleby Frost, 2005, pp. 273-312). Summarising is important in that it gives the patient awareness of progress in exploring ides and feelings, problem solving and learning (Clark, 2009, pp. 45-96). In summarising, the communication ends in a natural note that clears a way for new ideas and clarifies scattered ideas (Quinn, 1989, pp. 324-364). Patients also gain confidence in that the nurse was attentive to them throughout the conversation. The nurse can use summarising as a means to check the accuracy of the ideas and feelings that were communicated by the patient. When communicating with Robin, I did not use summarising skills. In future communications, I s hould use the ideas from the patients to make a summary of the statements made. Instead of make the summary myself, I could ask the patient to summarize the themes, agreements and plans made during the communication.Enablers and impediments to social communicationWhile communicating with Robin, the physical environment did not pose as an obstacle. However, my provocation as a nurse was an obstacle when communicating with Robin. This discomfort originated from death and dying in general terms. I dealt with this discomfort by thinking that it was not my responsibility to communicate with Robin most hospice care and prognosis. My desire to maintain positive thoughts in Robin and her parents was also an obstacle. I would put off discussions about Robins possibility of a stillbirth until I felt that Robin and her parents could handle that conversation. In the future, I will initiate communication on prognosis and hospice care without thinking it is too much trouble. I will also contr ol fear that emerges after telling the patient bad news. The patient can also be an obstacle to effective communication when he or she is unwilling to birth prognosis or hospice care (Mauk, 2009, pp. 374-412). This unwillingness that was evident in Robins case is ascribed to her non-acceptance of her sons death and her diagnosis with Crohns disease. In helping with Robins acceptance, I encouraged her by letting her know that I would be there to help her and listened to her. Because this worked well, I will continue being an encouraging factor for future patients. pagan and social issues did not act as an obstacle while I was communicating with Robin. During Christmas, Robin when home to celebrate the holiday with her family, and when she was admitted back a few days later, I gave Robin a Christmas present that facilitated communication.decisiveness and recommendationNurses play an important role in communicating with patients because they are always in close contact. A nurse-patie nt relationship is improved by communication and as such, having effective communication skills is an important factor and a priority for every nurse (Daniels, 2004, pp. 1312-1325). I must develop my skills and in leading, confronting and summarising by active in training activities. By participating in learning activities, I can develop strategies and acquire new skills as well as effectively employ those skills. Another outline I will use is practicing key skills with actors and simulated patients because I will be able to control the nature and complexity of the task. Lastly, I must use the communication skills acquired in practice.