Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
28 Cards in this Set
- Front
- Back
|
Peplau theory :
|
Therapeutic conversations help make illness bearable by reinforced self-esteem & supporting the natural healing powers of a person
|
|
|
Ida Orlando developed
|
Deliberate nursing process theory we have a deliberate reason to carry out the nursing process.
-pts expressed need for help leads to a reaction in the nurse= reaction from the nurse consists of a perception, thought or feeling which is shared w/ the pt and owned by the nurses.=-After validation of need, help is identified, and a deliberate action is taken to meet the pt's need. |
|
|
Counter transference
transference |
done by nurse
Can be neg traits or pos ones, or ones desired in sig other but did not receive |
|
|
working phase 1of 3
|
-Maintain relationship
-Share info -Gather further data -Promote patient’s problem-solving skills, self-esteem, & use of language -Facilitate behavioral change |
|
|
working phase 2of 3
|
-Evaluate progress
-Support the practice & expression of alternative adaptive behavior -Problem solving & help them identify new or other appropriate coping skills |
|
|
working phase 3 of 3
|
-Identifying needs, concerns, needs for knowledge & working on them
-Reflect & become aware of any transference & counter -Maintaining relationship, gathering data -Facilitating any behavioral change |
|
|
Working phase goal
|
-Development of a strong working relationship can allow pt to experience increased levels of anxiety & demonstrate functional behaviors in a safe setting while trying out new & more adaptive coping behaviors
|
|
|
Working phase goal
|
-Development of a strong working relationship can allow pt to experience increased levels of anxiety & demonstrate functional behaviors in a safe setting while trying out new & more adaptive coping behaviors
|
|
|
Working Phase includes (pt 1 of 3)
|
-Maintain relationship
-Share info -Gather further data -Promote patient’s problem-solving skills, self-esteem, & use of language |
|
|
Working Phase includes (pt 2 of 3)
|
-Facilitate behavioral change -Evaluate progress
-Support the practice & expression of alternative adaptive behavior -Problem solving & help them identify new or other appropriate coping skills |
|
|
Working Phase includes (pt 3 of 3)
|
-Identifying needs, concerns, needs for knowledge & working on them
-Reflect & become aware of any transference & counter -Maintaining relationship, gathering data -Facilitating any behavioral change |
|
|
Termination Phase 1 of 2
|
-Final stage of relationship
-Summarizing goals & objectives achieved -Discussing ways for patient to incorporate into daily life any new coping strategies learned |
|
|
Termination Phase 2 of 2
|
-Reviewing situations that occurred during the nurse-patient relationship
-Exchanging memories, which can help validate the experience for both nurse & patient & facilitate closure of that relationship |
|
|
*hallmark of termination phase
|
Separation & loss
|
|
|
Proxemics=
|
personal space
-intimate distance 0—18 in (those we trust, feel safe) -Personal 18—40 in (friends, collegues) -Social 4—12 ft (strangers, acquaintances) -Public 12ft & more (Public speaking) |
|
|
Symmetrical
Complementary |
equal
unequal ~ur relationship effects how you speak to someone |
|
|
peplaus principles to guide communication
|
clarity & continuity don't be ambiguous in what you are saying. i.e, what you say can be taken differently by different people
|
|
|
This is Berol’s model Effective Communication Components/process 1 of 2
|
"STIMULUS" One person has a need to communicate w. another for info, comfort, or advice
-"SENDER" encoder: The person sending the message initiates interpersonal contact |
|
|
This is Berol’s model Effective Communication Components/process 2 of 2
|
-"MESSAGE" is the info sent or expressed to another.
-"RECIEVER" decoder: The person receiving the message then interprets the message -"RESPONDS" to sender by providing feedback |
|
|
o Clarifying techniques
|
-Paraphrasing:
-Restating: -Reflecting: -Exploring |
|
|
-Paraphrasing:
-Restating: -Reflecting: -Exploring |
-restating in new words
-mirror using "key" words -in Q or statement: reflect pt feeling or idea -"tell me more" ask to describe |
|
|
Projective Questions
Presupposition Questions |
what if
Miracle questions, useful tool |
|
|
Hispanic
eye contact |
—taught to avoid eye contact w. authority figures (nurses, physicians) avoidance of eye contact is a sign of respect
|
|
|
Chinese
eye contact |
gazing around & looking to one side when listening to another is considered polite
Speaking to an older adult—direct eye contact is used |
|
|
Russians
|
—find direct, sustained eye contact the norm for social interactions
—touch important part of nonverbal communication |
|
|
Native Americans
|
—disrespectful or sign of aggression to engage in direct eye contact
|
|
|
Haiti
eye contact |
—customary to hold eye contact w/ everyone but the poor
|
|
|
Chinese touch
|
—may not be touched by strangers
|
