In the scenario before the student nurse makes any decisions about the parent’s issues they should consider the ethics frame works. Beauchamp and Childress (2009) has four principles for ethics. Advocacy is when acting on behalf of someone, speaking up for them (Cambridgeshire County Council, 2008). An example, the student nurse in the scenario will stand up for the parent and make sure she get the help she needs. Beneficence is where the student nurse will act what benefits her patients (Beauchamp and Childress, 2009). Non-maleficence is not causing any harm to their patient however when causing harm it is only to benefit their treatment with a better outcome (Beauchamp and Childress 2009). Justice is treating everyone patient the same and
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Building a therapeutic relationship does not come immediately (kenworthy, 2003). The student nurse has to build trust first with the parent, when trust is earned the parent may open up and be honest with the thoughts (Glasper 2008). Another way to build a relationship is mutual respect, the student nurse with always respect the parent but when the parent starts to respect the student nurse they can both work together and develop on the situation based on the child (kenworthy, 2003). One of the main roles in the health profession is communication (LAMBERT, 2012). It is essential for the successful outcome of a patient’s care there needs to be good communication between the student nurse and the parent (Kenworthy, 2003). When the student nurse wants to achieve this they need to understand and help their patient. The student nurse should also devote time for the parent to communicate with necessary confidentiality. The student nurse should note that good communication is not just based on the physical abilities of nursing but also on the experience and education (Kenworthy, …show more content…
Guidelines for Records and Record Keeping. London: NMC. (Assessed on 30 MAY 2015)
Pilette, P. C., et al. (1995). Therapeutic management of helping boundaries. Journal of Psychosocial Nursing and Mental Health Services, 33(1), 40-47. (Assessed on 2 June 2015)
Glasper, A., Aylott, M., Battrick, C., Glasper, E. A. and Battrick, C. (2008) Developing Practical Skills for Nursing Children and Young People (Hodder Arnold Publication). 1st edn. Edited by A. Glasper, M. Aylott, and C. Battrick. London: Oxford University Press. (Assessed on 2 June 2015)
Lambert, V., Long, T. and Kelleher, D. (2012) Communication skills for children’s nurses. Maidenhead: Open University Press. (Assessed on 9 June 2015)
Kenworthy, N., Gates, R., Gates, B., Britton, R., Antoniou, E. and Ellis, R. B. (2003) Interpersonal Communication in Nursing. Edinburgh: Churchill Livingstone. (Assessed on 2 June 2015)
Bartel DA, Engler AJ, Natale JE, Misra V, Lewin AB, Joseph JG. Working with families of suddenly and critically ill children. Arch Ped Adolesc Med2000; 154: 1127-1133. (Assessed on 9 June 2015)
BOADEN. N, & LEAVISS, J., 2000. Putting Teamwork in Context. Medical Education, 34. pp. 921-927. (Assessed on 12 June
Building a therapeutic relationship does not come immediately (kenworthy, 2003). The student nurse has to build trust first with the parent, when trust is earned the parent may open up and be honest with the thoughts (Glasper 2008). Another way to build a relationship is mutual respect, the student nurse with always respect the parent but when the parent starts to respect the student nurse they can both work together and develop on the situation based on the child (kenworthy, 2003). One of the main roles in the health profession is communication (LAMBERT, 2012). It is essential for the successful outcome of a patient’s care there needs to be good communication between the student nurse and the parent (Kenworthy, 2003). When the student nurse wants to achieve this they need to understand and help their patient. The student nurse should also devote time for the parent to communicate with necessary confidentiality. The student nurse should note that good communication is not just based on the physical abilities of nursing but also on the experience and education (Kenworthy, …show more content…
Guidelines for Records and Record Keeping. London: NMC. (Assessed on 30 MAY 2015)
Pilette, P. C., et al. (1995). Therapeutic management of helping boundaries. Journal of Psychosocial Nursing and Mental Health Services, 33(1), 40-47. (Assessed on 2 June 2015)
Glasper, A., Aylott, M., Battrick, C., Glasper, E. A. and Battrick, C. (2008) Developing Practical Skills for Nursing Children and Young People (Hodder Arnold Publication). 1st edn. Edited by A. Glasper, M. Aylott, and C. Battrick. London: Oxford University Press. (Assessed on 2 June 2015)
Lambert, V., Long, T. and Kelleher, D. (2012) Communication skills for children’s nurses. Maidenhead: Open University Press. (Assessed on 9 June 2015)
Kenworthy, N., Gates, R., Gates, B., Britton, R., Antoniou, E. and Ellis, R. B. (2003) Interpersonal Communication in Nursing. Edinburgh: Churchill Livingstone. (Assessed on 2 June 2015)
Bartel DA, Engler AJ, Natale JE, Misra V, Lewin AB, Joseph JG. Working with families of suddenly and critically ill children. Arch Ped Adolesc Med2000; 154: 1127-1133. (Assessed on 9 June 2015)
BOADEN. N, & LEAVISS, J., 2000. Putting Teamwork in Context. Medical Education, 34. pp. 921-927. (Assessed on 12 June