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Introduction - International Skills For Nursing Practice Assignment
Part 1: Review
(a) Empathy can be described as the ability in placing oneself in the same roof that has been confined with another person's situation and then observing the condition through which the particular person is suffering based on their perspective, emotion, action as well as reaction (Bond et al. 2018). The time when a patient undergoes a critical surgery or treatment they often feel anxious and even overwhelmed which can be considered as the result of the terrifying process. In other times, the case of prognosis can be grim which promotes a negative effect on the patient which affects them mentally and causes emotional trauma. Thus, in such cases, the need for empathetic care is an essential step that is followed by the nurses to help alleviate the suffering and also enhance the patient in fighting the disease and the complicated surgery that needs to be endured with a lengthy recovery (sciencedirect.com, 2021).
The proper outlining of the characteristics of empathy involves certain aspects which mainly reflect the side of an individual which allows them to listen carefully without losing their patience, promote interaction and communication while listening to others' opinions without being judgmental.
(b) The critical understanding of empathy has been deduced from my self-experience during the clinical placement and is associated with the flow of knowledge and interpersonal skills that I have achieved during the period. In this section, I will discuss my own experience and understanding of empathy during the nurse-patient interaction and also justify the facts with relevant information and illustration (Appel et al. 2021). Empathy is a key term that helps nurses and midwives to build a trustable connection with every person present in the care and hence predominantly reflect their focus on the patient's opinion and response. This can be enhanced with a perception about strengthening the communication since nursing staff can gain a particular understanding of a patient's coping mechanism and also the experience they are having in life. I have personally interpreted the aspect when I have encountered a session where I have to assist a patient with my communication and interpersonal skills along with empathy. Thus, it can be stated that empathy gains power with its essentiality in the promotion of a dialogue with the patients regarding their discomfort, any kind of worries they are having, and the associated pReferences (sciencedirect.com, 2021).
Empathy is considered to be a crucial aspect for the necessary incorporation of patient care. Most of the time it is the empathy of the nurse that induces a response from the patient and always acknowledges their need in a concerned manner rather than just ensuring the vitals, checking symptoms, and the health status. Several studies have concluded the significance of empathy as part of the major component in promoting quality care. In one of the studies conducted by (Wu, 2021) the specific attention has been given to the purpose of empathy in the field of nursing practice and also drawn an understanding of the concept with firm embedding on the discourse of knowledge relevant to the practice. However, very little information has been deduced with the details about how the nurses have expressed their empathy towards their patients. Thus, the study has attempted to induce a qualitative conductance to confer actual patient-nurse interaction with the real achievement of empathy. The study has been conducted in response to the method where audio-recording sessions of the conversation between the participating nurse and the patient from two Chinese hospitals are taken. According to the understanding of Bachelor's classification of empathy (1998), the study has described and critically analyzed the association of actual empathic sequence within the nursing conversation. It promotes an attempt to discuss the relevance of nursing empathy as part of interpersonal skills (Holden, 2017). The result is drawn from the procedure along with previous theoretical work; the main description and analysis from conversational resources have been achieved about empathy. It has been observed that the empathic sequence shows an interaction that has been achieved in actual talk between the nurse and the patient. The same case has been observed during my experience at the time of the placement and thus promotes my understanding of the importance of empathic sequence between me and my patient. The thoughtful perception about empathy thus shows a positive side of the conversation and its analysis is a part of a profuse interactive gesture that critically describes and analyses the specific interaction between the nurse and the patient especially while studying empathy in the field of nursing care and practice.
The importance of utterance has been demonstrated by clinicians while understanding the thoughts, feeling, and behavior of a particular patient is recognized as a specific identification for "cognitive empathy" (Drageset and Haugan, 2021). For instance, it can be denoted through efficient understanding about the skills both in communication and behavior that has been perceived from real-time interaction between patient and the nurse that has significantly deduced from my own experience. Thus, it can be expressed that empathy serves as a real advantage in promoting value to a patient's opinion and understanding their discomfort without being judgmental.
Part 2: Reflective Account on Listening Skills
The brief description of an encounter that I will share in this section will promote an understanding of my experience of an interaction that I have with one of the patients during my clinical placement. The role of a nurse can be denoted with a series of responsibilities whether it is physical, behavioral, or psychological that ensure proper care and assistance to the patient and also involves an interaction that critically influences their health condition. During my placement, I have such an experience where I have engorged a severe communicative pattern with the patient. Here I will describe one of my cognitive empathy encounters where I have offered the understanding about what exactly the patient was feeling. I have been given a chance to understand the feeling of the patient and also motivate myself with the interaction with the patient being diagnosed with pneumoconiosis. The session was mainly acknowledged when I had my rounds. At the time I initiated an exchange where I learned that the patient was not happy. I have arrived at the assumption from the observation that there is a negative facial expression of the patient. Moreover, I have listened carefully when he carefully briefed about his trouble and responded whenever needed.
Question and Answer
During the encounter, a series of conversations has been obtuse with basic interpretation of the information given by the patient. The interaction has been carried out for almost 1 hour and at the time I have resumed the role of a listener so that the patient feels comfortable in sharing their thoughts, troubles, and feelings. I have listened carefully to the problems he is facing and only respond where needed. At the time of the conversation, he explains how he wants to change his current job and shows his dissatisfaction with his job. My role as a nurse has encouraged him throughout the conversation and asked him to change his job if it is necessary.
The conversation that I have with the patient has reached a level of certainty with a contributive understanding of his problem. To be specific at the initial stage I have felt somewhat uncomfortable due to lack of experience in the area, however, I have grown more accustomed to the conversation and the interaction aforementioned within and bring out only the positive behavior from the patient. I have felt empathy with the ongoing conversation for the patient and carefully listened to his trouble and reasoned with him without being judgmental.
The interactive session has drawn attention to the fact of what is important in life. With the flow of the conversation, I have understood his trouble to some point, if not completely, that the patient needs full support about what he needs to do and must encourage his thoughts and feelings without being judgmental. Throughout the session, I have manifested my cognitive empathy to understand the patient's perception about his health and the related issues. With my iterative approach, I have established his problems and also encourage him to change his job if necessary. However, I have also encouraged him to always keep a positive behavior to enhance his recovery rate.
Reflection on listening skills
The listening skills or influence of proactive interaction is an approachable thought that is promoted by the nurse during an interactive session with the patient. The convincing power that is specifically associated with the interaction mainly motivates the nurse to encourage their patient in sharing their feelings and dilemmas without fear. From my experience, I have learned about the importance of sharing empathy, the basic indulgence of the patient and nurse and thus replaying something which has a common initiation from my personal experience and the thoughts shared by the patient during the session. I don't know whether my listening skills were appropriate but it has critically enhanced the patient to share their opinions without much problem. In fact, with the ongoing session, he was cooperative enough to share his thoughts and listen to my advice about the better improvement of his health.
During the encounter, at first, I was just attentively listening to his problems and also maintained a friendly gesture and induced my observatory role throughout the interaction. As per my understanding of the interaction, my listening skills are just appropriate to discuss the issues that the patient is suffering from and enable him a better path for his health improvement (Kwame and Petrucka, 2020). However, due to lack of experience, more attentive skills are required to promote a better approach to understand the patient’s problem so that I can encourage him with a more positive attitude and enable him to cope with the issues.
With the associated encounter, I have readily managed to evolve my ideas and perception about how to acknowledge a patient's feelings with empathy and thus instigates my practice with a thorough understanding of the underlying theories and interventions being brought forward. I have interpreted and discussed the two theories related to empathy that have or will encourage my prominence towards the practice (Timpani et al. 2021). The first interpretation comes with "Kohut's Self-psychology model" which explains that a dyad within two individuals can continuously evolve and the self acknowledge which allows one to improve their health. The second interpretation has examined "King's Interacting System" which explains the interaction at a constant and interactive pattern. It essentially characterized the perception that allows proper understanding of self as well as others. It has encouraged my understanding about what exact approach I can deliver to motivate the patient to change his thoughts and induce positive behavior that can essentially influence his health improvement.
The advent of the experience that I have reconciled during the session has changed my perception about how to resolve a critical problem and how to interact with the patient in their vital time. One of the best influences that I perceived during the session is proper engagement in a conversation with many deliverables of my thoughts and understanding the patient's problem without being judgmental about his opinion.
Reflection on Empathy
With the narrative discussion of my nursing experience during the clinical placement, I have introduced my perseverance and collective thoughts regarding the intervention that I have promoted as a nurse to the patient. The basic interpretation of the assessment where my own interactive and behavioral skills have been tested has deduced the importance of clinical placement and collaterally served the influence of empathy towards the patient (Vujani? et al. 2020). If I talk about myself I have gained a lot of knowledge and optimistic ideas of what exact role I need to serve while treating a patient. During the encounter, my “nurturant empathy” has been exposed where I have to show my supportive side along with assuring the security for the patient and at the same time improves my listening skill to be more attentive towards the conversation. I have maintained a positive behavior and attitude which enables a good interaction with my patient and enhances him to show cooperation while reliving his troubles about his job.
The in-depth communication pattern is considered to be one of the most important factors that motivate nurse-patient interaction. I have personally engaged in such conversation that not only motivates my patient to relive his dilemmas but also brings a sense of apprehension about my instigation and deliverables towards the patient (Haugan et al. 2020). The communication skill that I have retained while engaging in a conversation with the patient induces a sense of reliability in my work and encourages me to perceive a proactive response from the patient. In my opinion, it is my communication power that has influenced the patient to share his thoughts and allow him to cooperate to improve his health condition.
The interpersonal and behavioral skills that I have acknowledged with the proactive learning session during the clinical placement have enhanced my ability to work with active participation in the matter that is associated with the patient. In the initial stage of the interaction, I have encouraged the patient to share his thoughts and feelings and also the trouble that has become the most relevant cause of his distress. The critical understanding of his progression can be recognized with the comprehensive measures that have interlinked with my attentive skills and positive behavior towards the patient. To be specific the patient was not subtle to communicate which also encouraged the overall session to proceed without much interruption. The advancement of information about social and biological science in nursing has become convenient for its development. However, in recent times psychology has gained certain momentum in the field of nursing. Thus, while admissible to the fact I have essentially viewed his behavioral pattern and the psychic nature to justify his thought about changing the job which might affect his health.
The influential understanding of the skills and knowledge that has become key assets in improving the communication skills have been advanced with my critical acknowledgment of the matter. From my experience in the respective field, it is a common fact that certain conflicts or lack of knowledge in a particular matter can lead to miscommunication and certain problems in healthcare (Tappy, 2019). Thus there is always a need to advance knowledge and skills to avoid such issues. Although my interaction and involvement with the patient's health improvement induce a positive insight, the need for further improvement is always an additive fact. Thus, as per my understanding, I need to work on a certain area of my practice:
Improvement in clarity and concision
Improvement in non-verbal communication
The summative assessment that can be interpreted as a gesture for iterative learning from the overall experience and engagement in this reflective practice and enhance my thought regarding the relevance of nursing practice with suitable interaction and communication skill. The main influence of empathy has been observed and it has been reflected in my own experience with the patient. The nurse-patient interaction that I have perceived during the period has improved my knowledge and progressed my understanding of self-reliance on the matter. Thus, the critical aspect of empathy and psychological influence has been assessed with the overall flow of the ordeal as part of reflective practice.
Appel, L., Peisachovich, E. and Sinclair, D., 2021. CVRriculum Program: Outcomes from an Exploratory Pilot Program Incorporating Virtual Reality Technology into Existing Curricula and Evaluating Its Impact on Empathy-Building and Experiential Education Opportunities. Canadian Journal of Nursing Informatics, 16(1).
Bond, C., Stacey, G., Field?Richards, S., Callaghan, P., Keeley, P., Lymn, J., Redsell, S. and Spiby, H., 2018. The concept of compassion within UK media?generated discourse: A corpus?informed analysis. Journal of clinical nursing, 27(15-16), pp.3081-3090.
Drageset, J. and Haugan, G., 2021. Associations between nurse–patient interaction and loneliness among cognitively intact nursing home residents–a questionnaire survey. Geriatric Nursing, 42(4), pp.828-832.
Haugan, G., 2021. Nurse-Patient Interaction: A Vital Salutogenic Resource in Nursing Home Care. Health Promotion in Health Care–Vital Theories and Research, pp.117-136.
Haugan, G., Kuven, B.M., Eide, W.M., Taasen, S.E., Rinnan, E., Wu, V.X., Drageset, J. and André, B., 2020. Nurse-patient interaction and self-transcendence: assets for a meaningful life in nursing home residents?. BMC geriatrics, 20(1), pp.1-13.
Holden, J.D., 2017. A Toolkit to Support Nurse-Patient Communication through Nurse-Expressed Empathy (Doctoral dissertation, Walden University).
Kwame, A. and Petrucka, P.M., 2020. Communication in nurse-patient interaction in healthcare settings in sub-Saharan Africa: A scoping review. International Journal of Africa Nursing Sciences, 12, p.100198.
Levett-Jones, T., Cant, R. and Lapkin, S., 2019. A systematic review of the effectiveness of empathy education for undergraduate nursing students. Nurse Education Today, 75, pp.80-94.
Tappy, Y.P., 2019, December. Experience on Nurse-Patient Interaction with Filipino Clients among Non-Tagalog Speaking BSN Students. In Abstract Proceedings International Scholars Conference (Vol. 7, No. 1, pp. 155-167).
Timpani, S., Sweet, L. and Sivertsen, N., 2021. Storytelling: One arts-based learning strategy to reflect on clinical placement. An integrative review. Nurse Education in Practice, p.103005.
Vujani?, J., Prli?, N. and Lovri?, R., 2020. Nurses’ self-assessment of caring behaviors in nurse–patient interactions: A cross-sectional study. International Journal of Environmental Research and Public Health, 17(14), p.5255.
Wright, A., Moss, P., Dennis, D.M., Harrold, M., Levy, S., Furness, A.L. and Reubenson, A., 2018. The influence of a full-time, immersive simulation-based clinical placement on physiotherapy student confidence during the transition to clinical practice. Advances in simulation, 3(1), pp.1-10.
Wu, Y., 2021. Empathy in nurse-patient interaction: a conversation analysis. BMC nursing, 20(1), pp.1-6.
sciencedirect.com , 2021, Use of healthcare consumer voices to increase empathy in nursing students, Available at: https://www.sciencedirect.com/science/article/abs/pii/S1471595316301883 [Accessed on: 19-6-21]
sciencedirect.com , 2021, Empathic and listening styles of first year undergraduate nursing students: A cross-sectional study, Available at: https://www.sciencedirect.com/science/article/abs/pii/S8755722320301630 [Accessed on: 19-6-21]