| A | B |
|---|
| COMMUNICATION | OCCURS WHEN ONE PERSON SENDS A MESSAGE TO ANOTHER PERSON WHO RECEIVES IT, PROCESSES IT AND INDICATES THAT THE MESSAGE HAS BEEN INTERPRETED. |
| THE RECEIVER | MUST ACKNOWLEDGE THAT THE MESSAGE HAS BEEN RECEIVED AND COMPREHENDED FOR THE COMMUNICATION TO BE COMPLETE, BY VERBAL (WITH WORDS) AND NON-VERBAL (WITHOUT WORDS) |
| VERBAL COMMUNICATION | (IN WORDS) CONSISTS OF WORDS EITHER SPOKEN OR WRITTEN. |
| NON VERBAL COMMUNICATION | (WITHOUT WORDS) IS CONVEYED WITHOUT WORDS BY GESTURE, EXPRESSION, BODY POSTURE, INTONATION, AND GENERAL APPEARANCE |
| NON VERBAL COMMUNICATION | IS OFTEN REFERRED TO AS BODY LANGUAGE |
| NON VERBAL COMMUNICATION | CONVEYS MORE OF WHAT A PERSON FEELS, THINKS, AND MEANS THAN WHAT IS ACTUALLY STATED IN WORDS |
| SOMETIMES THE PERSONS NON VERBAL COMMUNICATION IS NOT | CONGRUENT (IN AGREEMENT) WITH THE VERBAL COMMUNICATION |
| IF YOU SAY YOU WANT TO SIT AND TALK AND YOU ARE SITTING WITH YOUR ARMS CROSSED AND TAPPING YOUR FOOT | YOU WOULD BE NON CONGRUENT WITH YOUR VERBAL & NON VERBAL SIGNS |
| IF YOU SAY THAT YOU WANT TO STAY AND TALK AND YOU ARE SITTING STILL AND ACTIVE LISTENING | YOU ARE CONGRUENT WITH YOUR VERBAL AND NON VERBAL SIGNS |
| YOU CAN LEARN MORE ABOUT PATIENTS BY OBSERVING | NON VERBAL BEHAVIOR |
| NON VERBAL CUES | ANXIETY, FEAR, AND PAIN |
| NON VERBAL CUES | WINCING, A PINCHED EXPRESSION, |
| INDICATIONS OF PAIN | RIGID BODY POSTURE, SLOW MOVEMENTS, WINCING, A PINCHED EXPRESSION |
| INDICATIONS OF ANXIETY | RESTLESS MOVEMENTS, TAPPING FOOT OR HAND |
| VALIDATE | PERCEPTION (RECOGNITION AND INTERPRETATION OF SENSORY STIMULI) OF NON VERBAL COMMUNICATION |
| VALIDATION OF PERCEPTION (RECOGNITION AND INTERPRETATION OF SENSORY STIMULI) | CAN BE DONE BY ASKING ABOUT FEELINGS AND THOUGHTS |
| COMMUNICATION BREAKS DOWN | WHERE THERE IS A LACK OF ACTIVE LISTENING, FAILURE TO PROVIDE FEEDBACK (RETURN OF INFORMATION AND HOW IT WAS INTERPRETED) REGARDING THE MESSAGE, AND ASSUMPTION FROM NONVERBAL CUES OF THINGS THAT WERE NOT SAID OR INTENDED |
| VERBAL | IN WORDS |
| NON VERBAL | WITHOUT WORDS |
| NON VERBAL COMMUNICATION | BODY LANGUAGE |
| PERCEPTION | RECOGNITION AND INTERPRETATION OF SENSORY STIMULI |
| FEEDBACK | RETURN OF INFORMATION AND HOW IT WAS INTERPRETED |
| FACTORS AFFECTING COMMUNCATION | CULTURE, PAST EXPERIENCES, EMOTIONS, MOOD, ATTITUDE, PERCEPTIONS OF THE INDIVIDUAL, SELF CONCEPT ALL CONTRIBUTE TO THE WAY PEOPLE COMMUNICATE |
| EVERY CULTURE HAS | "NORMS" FOR APPROPIATE CUMMUNICATION |
| THE "NORMS" INCLUDE | THE DISTANCE, EYE CONTACT, TONE OF VOICE, AND THE AMOUNT OF GESTURES USED |
| PERSONAL SPACE | IN AMERICA 18 INCHES TO 4 FT IS THE AVERAGE DISTANCE THAT INDIVIDUALS PLACE BETWEEN THEM AND THE OTHER INDIVIDUAL |
| THE DISTANCE (PERSONAL SPACE) | LESSONS WHEN PEOPLE CONVERSE WITH SOMEONE WITH WHOM THEY ARE INTIMATE WITH |
| WHEN PEOPLE ARE NOT AQUAINTED | THEY MAINTAIN A "SOCIAL DISTANCE" (PERSONAL SPACE) OF 4-12 FEET IF THEY HAVE A CHOICE |
| IN GENERAL, NATIVE AMERICANS, NORTHERN EUROPEANS AND ASIANS MAINTAIN MORE DISTANCE FROM OTHERS THAN DO | THE HISPANIC, SOUTHERN EUROPEAN, OR MIDDLE EASTERN PEOPLE |
| INTERPRETATION OF MESSAGES ARE INFLUENCED BY | CULTURAL VALUES, LEVEL OF EDUCATION, FAMILIARITY WITH THE TOPIC, OCCUPATION, AND TYPE OF PREVIOUS LIFE EXPERIENCES |
| EMOTIONS AND MOOD | DRASTICALLY AFFECT THE WAY MESSAGES ARE SENT OR INTERPRETED |
| A HIGHLY ANXIOUS PERSON MAY NOT CORRECTLY HEAR WHAT IS SAID | BECAUSE ANXIETY MAY INTERPRET THE MESSAGE TOTALLY DIFFERENTLY THAN THE SENDED INTENDED |
| DEPRESSED PERSON TENDS TO KEEP | COMMUNICATION DOWN TO ESSENTIAL MESSAGES OF FEW WORDS |
| A PERSON WHO IS UPSET OR STRESSED | MAY SPEAK IN A LOUD, HARSH TONE OR BE MORE ABRUPT THAN USUAL |
| A PERSONS ATTITUDE | AFFECTS HOW A MESSAGE IS WORDED AND THE BODY LANGUAGE THAT ACCOMPANIES IT |
| ATTITUDE OF ACCEPTANCE | CARING AND CONCERNED ARE DISPLAY BY OPEN, ATTENTIVE, BODY LANGUAGE |
| ATTITUDE OF DISAPPROVAL | YOU MAY HAVE A CLOSED BODY STANCE AND STERN EXPRESSION AND BE SOMEWHAT DISTANT DURING INTERACTIONS |
| YOU SHOULD TRY TO BE OPEN AND ATTENTIVE | TO PATIENTS COMMUNICATIONS, NONJUDGEMENTAL ATTITUDE, NOT TO TAKE PERSONALLY UNPLEASANT THINGS A PATIEN MIGHT SAY WHEN UPSET OR FRIGHTENED |
| WHEN INTERACTING WITH THE ELDERLY | TRY NOT TO SPEAK TOO QUICKLY, ALLOW MORE TIME FOR THE PERSON TO PROCESS YOU MESSAGE AND FORMULATE A RESPONSE |
| EFFECTIVE COMMUNICATION SKILLS | CAN BE LEARNED BY IMPROVING BASIC COMMUNICATION SKILLS |
| ACTIVE LISTENING | REQUIRES GREAT CONCENTRATION AND FOCUSED ENERGY |
| ALL THE SENSES ARE USED TO | INTERPRET VERBAL AND NONVERBAL MESSAGES, ATTENTION ON WHAT THE SPEAKER IS SAYING, AND THE MIND ON THE INTERACTION |
| NON VERBAL CUE OF ACTIVE LISTENING | LEANING FORWARD, FOCUSING ON THE SPEAKERS FACE, NODDING SLIGHTLY TO INDICATE THE MESSAGE IS BEING HEARD, MAINTAINING OPEN BODY POSTURE |
| OBTAINING FEEDBACK | A VITAL PART OF COMMUNICATION IS CHECKING TO SEE IF YOU INTERPRETED A MESSAGE IN THE WAY THE SPEAKER MEANT IT. THIS CAN BE DONE BY REPHRASING THE MEANING OF THE MESSAGE |
| FEEDBACK EXAMPLES | IS YOUR HEADACHE SEVERE?, ARE YOUAMBIVALENT ABOUT HAVING THIS SURGERY?, DOES THE IDEA OF HAVING ANESTHESIA SCARE YOU? |
| POSITIVE FEEDBACK RESPONSE | SHOULD REFLECT WHETHER THE ORIGINAL MESSAGE SENT WAS INTERPRETED CORRECTLY |
| FOCUSING | KEEPING ATTENTION FOCUSED ON THE COMMUNICATION TASK AT HAND CAN SAVE TIME, THE EFFECTIVE COMMUNICATOR REFOCUSES THE OTHER PERSON GENTLY TO THE SAME ISSUE AT HAND WHEN THE FOCUS WAS WANDERED. |
| FOCUSING EXAMPLES | WE'LL COME BACK TO THAT LATER, BUT RIGHT NOW I NEED TO KNOW.....?, I THINK WE WERE TALKING ABOUT......" CONTINUING CHECKING TO SEE THAT THE PATIEN IS STILL THE TOPIC OF THE INTERACTION IS ESSENTIAL |
| ADJUSTING STYLE | A PATIENTS STYLE AND LEVEL OF UNUSUAL COMMUNICATION SHOULD BE CONSIDERED WHEN INTERACTING, IF THE PERSON IS SLOW AND CALM, ADJUST TO THAT PACE, TRY NOT TO DISPLAY IMPATIENCE |
| THERAPEUTIC COMMUNICATION | IS COMMUNICATION THAT PROMOTES UNDERSTANDING BETWEEN THE SENDER AND THE RECEIVER |
| THERAPEUTIC "SILENCE" | SILENCE GIVES THE PATIENT TIME TO THINK AND RESPOND. BY REMAINING SILENT AND ATTENTIVE AND EXPRESSING PATIENT BODY LANGUAGE, THE PATIENT IS ENCOURAGED TO VERBALIZE FEELINGS OR THOUGHTS |
| THERAPEUTIC "OPEN ENDED QUESTIONS" | AN "OPEN ENDED QUESTION" IS BROAD, INDICATING ONLY THE TOPIC, AND IT REQUIRES A RESPONSE OF MORE THAN A WORD OR TWO |
| THERAPEUTIC "OPEN ENDED QUESTIONS" | TELL ME ABOUT YOUR DAY, HOW DID YOU SLEEP?, |
| THERAPEUTIC "OPEN ENDED QUESTIONS" | CREATE AN INVITING ATMOSPHERE FOR SHARING THOUGHTS, FEELINGS, AND CONCERNS |
| THERAPEUTIC "CLOSED QUESTIONS" | ARE MAINLY USED FOR INFORMATION GATHERING |
| THERAPEUTIC "CLOSED QUESTIONS" | FORCES THE LISTENER TO STICK DIRECTLY TO THE TOPIC AND TO BE CONCISE. |
| THERAPEUTIC "CLOSED QUESTIONS | DID YOU HAVE A GOOD DAY, HOW DID YOU SLEEP, A ONE WORD RESPONSE, USUALLY YES OR NO OR OK |
| THERAPEUTIC "RESTATING" | WIDELY USED, YOU LISTEN FOR THE BASIC MESSAGE THE PATIENT IS CONVEYING AND THEN REPHRASE THE MESSAGE |
| THERAPEUTIC "RESTATING" EXAMPLE | MY SON HASN'T BEEN TO SEE ME IN MONTHS...YOU RESTATE "YOUR SON HASN'T BEEN HERE IN MONTHS? OR YOU MISS YOUR SONS VISITS? |
| THERAPEUTIC "RESTATING" | THIS TECHNIQUE IS USED TO ENCOURAGE THE PATIENT TO CONTINUE WITH INFORMATION ON A TOPIC |
| THERAPEUTIC "TOUCH" | GENTLE TOUCH THAT INDICATES CARING IS THERAPEUTIC (EFFECTIVE OR CURATIVE) |
| THERAPEUTIC | EFFECTIVE OR CURATIVE |
| THERAPEUTIC "TOUCH", EX | TOUCHING THE PATIENT WARMLY ON THE SHOULDER AND SAYING, I'M GLAD THE MEDICINE HAS RELIEVED YOUR PAIN, INDICATES THAT YOU REALLY CARE |
| THERAPEUTIC "CLARIFYING" | CLARIFYING HELPS VERIFY THAT THE MESSAGE HEARD IS WHAT THE PATIENT INTENDED, ESPECIALLY WHEN THE DIALOGUE IS RAMBLED |
| THERAPEUTIC "CLARIFYING" EXAMPLE | ARE YOU SAYING THAT THE COFFEE KEPT YOU AWAKE, |
| THERAPEUTIC "GENERAL LEADS" | GENERAL LEADS OR BROAD STATEMENTS ARE USED TO GET THE INTERACTION UNDER WAY |
| THERAPEUTIC "GENERAL LEADS" EXAMPLES | I FEEL GUILTY ABOUT BREAKING MY LEG,..(GL) TELL ME MORE ABOUT THAT |
| A GENERAL LEAD WOULD BE USEFUL FIRST THING IN THE MORNING | TELL ME HOW YOUR NIGHT WAS, PERHAPS YOU WOULD LIKE TO TALK ABOUT YOUR CHEMOTHERAPY, I NOTICED THAT THE DOCTOR CAME AFTER I LEFT YESTERDAY, PERHAPS YOU LIKE TO TALK ABOUT WHAT HE SAID.....I HEAR YOU ARE BEING DISCHARGED TODAY, WHAT DO YOU THINK ABOUT THAT.... |
| THERAPEUTIC "OFFERING OF ONES SELF" | BEING AVAILABLE TO THE PATIENT, ANSWERING CALL LIGHTS QUICKLY, CHECKING RIGHT AWAY, LETTING THE PERSON KNOW YOU ARE GOING TO RETURN, SITTING WITH PATIENT |
| THERAPEUTIC "ENCOURAGING ELABORATION" | YOU SAID YOU HAVE HAD A DIFFICULT TIME WITH PAIN THESE LAST FEW MONTHS....? TELL ME MORE ABOUT THAT....IM NOT CERTAIN THAT I FOLLOW WHAT YOU MEAN |
| "ENCOURAGING ELABORATION | SUCH COMMENTS ARE USED TO ELICIT FURTHER INFORMATION ABOUT A TOPIC |
| "GIVING INFORMATION | NURSE MAY GIVE INFORMATION ABOUT MEDS, PROCEDURES, DIAGNOSTIC TESTS, SELF CARE, GIVING INFORMATION CONCISELY AND ALLOWING TIME FOR QUESTIONS IS THERAPEUTIC FOR THE PATIENT |
| "LOOKING FOR ALTERNATIVES" | NURSES HELP SOLVE PROBLEMS, YOU MIGHT THINK ABOUT..., HAVE YOU THOUGHT OF YOUR OPTIONS..., WHAT DO YOU THINK ARE POSSIBLE SOLUTIONS...THE FOCUS IS ON ASSISTING PATIENTS TO LOOK AT THINGS FROM THEIR POINT OF VIEW WHILE YOU REFRAIN FROM GIVING ADVICE. |
| "SUMMARIZING" | IS WHAT HAS OCCURED DURING THE INTERACTION IS HELPFUL, SUMMARY OF ALTERNATIVE SOLUTIONS TO A PROBLEM, DECISIONS MADE, PLANS FOR ACTION, FEELINGS THAT HAVE BEEN EXPRESSED |
| SUMMARIZING EXAMPLES | YOU HAVE INDICATED THAT YOU HAVE A CHOICE BETWEEN SURGERY AND TRYING MEDS FOR YOU PROBLEM, WEVE DISCUSSED THE POTENTIAL EFFECTS AND BENEFITS OF BOTH TREATMENTS, AND NOW YOU WANT TO THINK ABOUT IT |
| GENERAL LEADS....GO ON..I SEE..UH HUH...PLEASE CONTINUE | ENCOURAGES PATIENT TO CONTINUE OR ELABORATE |
| OPENEDED QUESTIONS OR STATEMENTS....TELL ME MORE ABOUT THAT FEELING...ID LIKE TO HEAR MORE ABOUT.... | ENCOURAGES PATIENT TO ELABORATE RATHER THAN ANSWER IN ONE OR TWO WORDS |
| OFFERING SELF...IM HERE TO LISTEN...CAN I HELP IN SOME WAY... | SHOWS CARING, CONCERN AND READINESS TO HELP |
| RESTATEMENT....PATIENT SAYS...I TOSSED AND TURNED LAST NIGHT...NURSE SAYS...YOU FEEL LIKE YOU WERE AWAKE AL NIGHT | RESTATEMENT OF THE CONTENT OF WHA TTHE PATIENT HAS SAID ENCOURAGES FURTHER COMMUNICATION ON THAT TOPIC |
| REFLECTION....PATIENT SAYS...IM SO SCARED ABOUT THE SURGERY, ANESTHESIA TERRIFIES YOU... | REFLECTING BACK DIRECTLY TO PATIENTS THE MAIN CONTENTS OF THIER STATMENTS ASKS FOR VALIDATION THAT THIS IS WHAT WAS MEANT, IT ALSO ENCOURAGES FURTHER VERBALIZATION OF FEELINGS |
| CLARIFYING..SEEING MY GIRL WAS SO HARD...IM SO UPSET....YOUR DAUGHTER UPSETS YOU | HELP THE PATIENT CLARIFY UNCLEAR THOUGHTS OR IDEAS |
| FOCUSING....DO YOU HAVE ANY QUESTIONS ABOUT YOUR CHEMOTHERAPY | ASKING A GOAL DIRECTED QUESTION HELPS THE PATIENT FOCUS ON KEY CONCERNS |
| ENCOURAGING ELABORATION...TELL ME WHAT THAT FELT LIKE...I NEED MORE INFO...TELL ME MORE ABOUT THAT EXPERIENCE | HELPS THE PATIENT DESCRIBE MORE FULLY THE CONCERN OR PROBLEM UNDER DISCUSSION |
| GIVING INFO....THE TEST RESULTS TAKE AT LEAST 2 HRS, YOU WILL GET A PREOP INJECTION.... | INFORMS THE PATIENT OF INFO RELEVANT TO SPECIFIC HEALTH CARE OR SITUATION |
| LOOKING AT ALTERNATIVES....HAVE YOU THOUGHT ABOUT....YOU MIGHT WANT TO THINK ABOUT ...WOULD THIS BE AN OPTION | HELP PATIENTS SEE OPTIONS AND CONSIDER ALTERNATIVES TO MAKE THEIR OWN DECISIONS ABOUT HEALTH CARE |
| SILENCE.....I DONT KNOW IF I SHOULD HAVE CHEMO....NURSE REMAINS SILENT | THE NURSE MAINTAINS SILENCE, SITTING ATTENTIVELY, BUT QUIETLY...ALLOWS PATIENTS TIME TO GATHER THEIR THOUGHTS AND SORT THEM OUT |
| SUMMARIZING....YOU IDENTIFIED...YOU ARE AWARE...PLAN TO CALL.. | SUMS UP THE IMPORTANT POINTS OF INTERACTION |
| BLOCKS TO EFFECTIVE COMMUNCIATION | TO BLOCK OR TERMINATE |
| BLOCKS TO EFFECTIVE COMMUNICATION | CHANGING THE SUBJECT, OFFERING FALSE REASSURANCE, GIVING ADVICE, |
| GIVING ADVICE | PLACES THE FOCUS ON THE NURSE RATHER THAN THE PATIENT |
| BLOCKS OF EFFECTIVE COMMUNICATION | DEFENSIVE COMMENTS, PRYING OR PROBING QUESTIONS, USING CLICHES, INATTENTIVE LISTENING, |
| INTERRUPTING OR JUMPING IN | BEFORE THE PATIENT HAS FINISHED SPEAKING ALSO INDICATES INATTENTIVE LISTENING |
| CHANGING THE SUBJECT....IM SO WORRIED ABOUT MY HUSBAND....IT IS TIME FOR YOU BATH NOW | DEPRIVES THE PATIENT OF THE CHANCE TO VERBALIZE CONCERNS |
| GIVING FALSE REASSURANCE....IM SURE IT WILL TURN OUT FINE...YOU DONT NEED TO WORRY | NEGATES THE PATIENTS FEELINGS AND MAY GIVE FALSE HOP, WHEN THINGS TURN OUT DIFFERENTLY, CAN DESTROY TRUST IN A NURSE |
| JUDGEMENTAL RESPONSE....I DONT THINK THAT WAS A GOOD THING FOR YOU TO DO CONSIDERING YOU HAVE DIABETES | IMPLIES THAT THE PATIENT MUST TAKE ON THE NURSES VALUE AND DEMEANING TO THE PATIENT |
| DEFENSIVE RESPONSE...MY DR NEVER SEEMS TO KNOW WHAT IS GOING ON...DR SMITH IS A VERY GOOD DR HE IS HERE EVERY DAY | PREVENTS PATIENTS FROM FEELING THAT THEY ARE FREE TO EXPRESS THEIR FEELINGS |
| ASKING PROBING QUESTIONS, WHY WERE YOU THERE AT THAT HR, WHAT DID YOU WANT TO PROVE | PRIES INTO THE PATIENTS MOTIVES AND INVADES PRIVACY |
| INATTENTIVE LISTENING...TURNING YOUR BACK...SHOWING IMPATIENCE...TAPPING YOUR FOOT | INDICATES THAT THE PATIENT IS NOT IMPORTANT, BORING, DONT MATTER |
| IN ADMISSION INTERVIEW | USE CLOSED ENDED QUESTIONS FOR SPECIFIC DATA |
| CLOSED QUESTIONS | WHAT MEDS, LBM, PAIN?, ANY ALLERGIES, |
| NURSE PATIEN RELATIONSHIP | YOU ARE IN A HELPER ROLE RATHER THAN A SOCIAL ROLE |
| NURSE PATIENT RELATIONSHIP | FOCUSES ON THE PATIENT, GOALS, BOUNDARIES, WHEN THE PATIENT IS DISCHARGED, THE RELATIONSHIP IS OVER |
| EMPATHY | ABILITY TO UNDERSTAND BY SEEING THE SITUATION FROM ANOTHERS PERSPECIVE |
| CONFIDENTIALITY | ON THE NURSES PART MUST BE MAINTAINED FOR TRUST TO ENDURE |
| TO BE NONJUDGEMENTAL | YOU MUST LOOK AT THE PATIENT IN REFERENCE TO HIS OR HER VALUES RATHER THAN YOUR OWN |
| HOPE | IS WHAT HELPS A PATIENT COPE IN A DIFFICULT SITUATION |
| THE PATIENT SHOULD BE HELPED | TO ESTABLISH REALISTIC HOPES, POSITIVE PROGNOSIS, LESS PAIN, PEACE, |
| APPLICATION OF THE NURSING PROCESS | IS ENGLISH SPOKEN, WHAT IS THE VOCAB LEVEL, NEUROLOGIC IMPAIRMENT?, WHAT CULTURAL FACTORS, |
| IMPAIRED VERBAL COMMUNICATION | PROBLEMS WITH COMMUNICATION |
| AUDITORY SENSORY PERCEPTUAL ALTERATION | DIFFICULTY WITH HEARING |
| ASSESSMENT INTERVIEW | NOT MORE THAN A HALF HOUR |
| APHASIC | HAS DIFFICULTY EXPRESSING OR UNDERSTANDING LANGUAGE, SPEECH THERAPIST |
| COMMUNICATING WITH THE HEARING IMPAIRED | SPEAK DISTINCTLY, DO NOT SHOUT, SLOWLY, VOICE PITCH, ATTENTION OF PERSON, SPEAKING DISTANCE, NONVERBAL COMMUNICATION, USE SHORT SIMPLE SENTENCES, REPHRASING |
| WITH THE ELDERLY | WAIT FOR AN ANSWER TO ONE QUESTION BEFORE ASKING ANOTHER |
| COMMUNICATING WITH CHILDREN | LANGUAGE AND THOUGHT PROCESS, VERY RESPONSIVE TO NONVERBAL, INFANT KEEP MOTHER CLOSE, TODDLER, FOCUS ON CHILDS NEEDS AND CONCERNS, SCHOOL AGE, GIVE EX..ADOLESCENT...NEEDS TIME TO TALK, USE ACTIVE LISTENING...BE HONEST AND TELL THE CHILD WHAT TO EXPECT |
| PEOPLE FROM CULTURES | ENGLISH?, BE ACCEPTING, GIVE PRINTED MATERIALS, REPECT THEIR CULTURAL DIFFERNCE |
| SHIFT REPORT | A VERBAL COMMUNICATION ON THE DETAILS OF A PATIENTS CONDITION AND TREATMENT |
| INPUT | INFORMATION PUT IN |
| INFO ON END OF SHIFT REPORT | ROOM NUMER, BED#, NAME, AGE, SEX, DATE OF ADM..DIAGNOSIS, DR, TESTS, TREATMENTS, THERAPIES PERFORMED IN THE PAST 24 HRS WITH PATIENTS RESPONSE, I/O, CHANGES IN CONDITION, SCHEDULED TESTS, CONSULTS, SURGERY, IV, FLOW RATE, AMOUNT REMAINING, NEXT TO BE HUNG, CURRENT PROBLEMS, ASSITANCE OF DAILY LIVING, TREATMENTS, MEDS, TIMES, PATIENT RESPONSE, CONCERNS, NEED FOR ORDERS CHANGES, TEACHING, FAMILY DYNAMICS AND EMOTIONAL STATUS |
| PRN | AS OCCASION ARISES |
| THE ABILITY TO USE A COMPUTER | FOR COMMUNICATION IS ESSENTIAL FOR TODAYS NURSE |
| END OF SHIFT REPORT | MAY BE RECORDED, PRESENTED IN A GROUP, GIVEN TO 2 SHIFT NURSES AS THEY WALK AROUND THE ROOM TOGETHER, WALKING ROUNDS |
| WALKING ROUNDS | WHEN THE NURSES FROM 2 SHIFTS ASSIGNED TO A GROUP OF PATIENTS WALK AROUND FROM ROOM TO ROOM TOGETHER |
| FULL END OF SHIFT REPORT | SHOULD ONLY TAKE 1 TO 3 MINUTES |
| COMPUTERIZED KARDEX TYPE INFORMATION SHEETS | ARE AVAILABLE AT THE BEGINNING OF THE SHIFT FOR ON ONCOMING NURSE |
| DELEGATE | AUTHORIZE ANOTHER PERSON TO DO SOMETHING |
| IN HOME CARE | STATE WHEN INSTRUCTIONS ARE TO BE GIVEN, LEAVE STEP BY STEP INFO, |
| COMMUNICATION | IS A CONTINOUS, CIRCULAR PROCESS AND OCCURS VERBAL AND NON VERBAL |
| A NON VERBAL RESPONSE INDICATING AGREEMENT | NODDING THE HEAD UP AND DOWN |
| ACTIVE LISTENING INVOLVES | KEEPING FOCUSED ON THE INTERACTION |
| AN OPEN ENDED QUESTION OR STATEMENT WOULD BE | TELL ME ABOUT YOUR NIGHT |
| SAYING WHY DID YOU DO THAT TO A PATIENT IS AN EXAMPLE OF | A PROBING QUESTION |
| A DIFFERENCE IN A SOCIAL RELATIONSHIP AND A THERAPEUTIC RELATIONSHIP IS THAT THE THERAPEUTIC RELATIONSHIP | MAINTAINS THE FOCUS ON THE PATIENT |
| WHEN YOU ARE CONDUCTING AN ASSESSMENT INTERVIEW, TIME WILL BE SAVED BY | ASKING CLOSED QUESTIONS TO OBTAIN ESSENTIAL DATA |
| WHICH OF THE FOLLOWING WOULD NOT PROMOTE TRUST IN THE NURSE PATIENT RELATIONSHIP | EXAMINING A WOUND WITHOUT PROVIDING PRIVACY |
