| A | B |
|---|
| Therapeutic Relationship | An interaction between two people (usually a caregiver and a care receiver) in which input from both participants contributes to a climate of healing, growth promotion, and/or illness prevention. |
| A belief | An idea that one holds true, and it can take any of several forms: |
| Attitudes | Is a frame of reference around which an individual organizes knowledge about his or her world. |
| Values | Is a frame of reference around which an individual organizes knowledge about his or her world. |
| Rapport | Is the primary task in relationship development. Rapport implies special feelings on the part of both the patient and the nurse based on acceptance, warmth, friendliness, common interest, a sense of trust, and a nonjudgmental attitude. |
| Trust | One must feel confident in that person’s presence, reliability, integrity, veracity, and sincere desire to provide assistance when requested. |
| Concrete Thinking | Focuses their thought processes on specifics rather than generalities and on immediate issues rather than eventual outcomes. |
| Genuineness | Refers to the nurse’s ability to be open, honest, and “real” in interactions with the patient. |
| Empathy | The ability to see beyond outward behavior and understand the situation from the patient’s point of view. |
| Sympathy | Implies taking on the other’s needs and problems as if they were your own and becoming emotionally involved to the point of losing your objectivity. |
| Transference | Occurs when the patient unconsciously displaces (or “transfers”) to the nurse feelings formed toward a person from his or her past |
| Countertransference | Refers to the nurse’s behavioral and emotional responses to the patient in which the nurse transfers feelings (often unconscious) about past experiences or people onto the patient. |
| Professional boundaries | Boundaries are the spaces between a nurse’s power and the patient’s vulnerability |
| Touch | It can elicit both negative and positive reactions, depending on the people involved and the circumstances of the interaction. |
| Giving broad opening | Allow the patient to direct the focus of the interaction and emphasizes the importance of the patient’s role in the communication process. |
| Reflecting | Questions and feelings are referred back to the patient so that the patient is empowered to actively engage in problem-solving rather than simply asking the nurse for advice. |
| Voicing doubt | Expressing uncertainty as to the reality of the patient’s perceptions is a technique often used with patients experiencing delusional thinking. |
| Giving advice | Telling the patient what to do or how to behave implies that the nurse knows what is best and nurtures the patient in the dependent role by discouraging independent thinking. |
| Requesting an explanation | This technique involves asking the patient why he or she has certain thoughts, feelings, and behaviors. |
| Making stereotyped comments | Trite expressions are meaningless in a nurse-patient relationship |
| Abstract thinking | “What does this mean: No use crying over spilled milk.” (3 points) |
| Naming objects | Point to eyeglasses and ask, “What is this?” Repeat with 1 other item (e.g., calendar, watch, pencil). (2 points possible) |
| Outcomes | Patient behaviors and responses that are collaboratively agreed upon, measurable, desired results of nursing interventions. |
| Evaluation | The process of determining the health-care consumer’s progress toward attainment of expected outcomes, and the effectiveness of the registered nurse’s care and interventions |
| Case management | Is a model of care delivery that can result in improved client care. In this model, clients are assigned a manager who negotiates with multiple providers to obtain diverse services. |
| Managed care | Refers to a strategy employed by purchasers of health services who make determinations about various services to maintain quality and control costs |
| Case manager | Responsible for negotiating with multiple health-care providers to obtain a variety of services for the client. |
| Critical pathways of care | Is an abbreviated care plan that provides guidelines for goal achievement within a designated length of stay. |
| Concept mapping | A diagrammatic teaching and learning strategy that allows students and faculty to visualize interrelationships between medical diagnoses, nursing diagnoses, assessment data, and treatments. |
