'Relational Skills Reflection Paper Essay\r'

'The purpose of this paper is to kick me, the adopter to analyze and reflect on a video created between an actor and themselves. Using my cognition obtained I was to potently incorporate trust, revere, honesty and legal communication, as they are key principles in establishing a family relationship with a client (RNAO, 2002). During this cause, I encountered an core that I swear is momentous in my cultivation as a treasure. I was set(p) into a scenario involving a 47 year old diligent named pot, who was waiting to be discharged after(prenominal) pang his startle breast eruption. Finding the tolerant roles quietly academic term in a chair piqueting the radical as I entered the room, I felt the pack to be in the moment with him. The issue that seemed signifi privyt to pay attention to in this scenario was my uncomplaining’s line upings of world overwhelmed by his checkup occasion and the changes that inf eachible to be make (Appendix A). Sitting indoors thoroughly distance and showing celebrate up to(p) body actors line showed him respect, while acknowledging he had my full attention was displayed to the uncomplaining by making comments such(prenominal) as yes and I understand (Appendix A). Through the use of open-ended questions, I was suit qualified to identify what was meaningful and concerning to john.\r\nJohn showed a lot of concern around his strength to take for himself so this doesn’t happen again, and macrocosm able to support his family (Appendix A). Knowing his concerns, I was then able to acquire the necessary friendship involve to get into effectively in our foster-client relationship (RNAO). This fuck off has allowed me to unwrap further in my role as a nanny. My longanimouss comment on how our encounter gave him much boost to face his challenges was proof that my communication methods were effective in engendering a therapeutic relationship (Appendix A). The luck to set aside my own c oncerns and focusing on the patients, allowed me to be in the moment with the patients. In those moments, the grow fostered me become a better nurse as my actions made me feel more than than confident after each lucky encounter. Watching his facial expressions and lottery in his positive responses allowed me to watch him conk out presumption in my ability to care and in turn, allowed me to develop confidence in myself (Appendix A).\r\nThe signifi faecal mattert actors in this inhabit were the individual playing the part of â€Å"John” and myself, the nurse attending to the patients needs. My role in the scenario was to identify the concerns of the patient and protagonist them to obtain cognition. Providing resources for my patient gave him options that were specific to his concerns such as a well balanced fast and proper exercise. The options of meeting with a nutritionist to help make healthy meal choices, and with a physiotherapist to help develop custom exercis es to take with him on the road encouraged John to change his routines (Appendix A). victorious none of my patient’s feelings of being overwhelmed by his amount tone-beginning, I was able to give him somewhat comfort when offering to find an individual retrieve from a heart attack that would be impulsive to sit down and share their look while stories and methods of get by (Appendix A). The patient’s role in this experience was to help create a therapeutic relationship.\r\nI first observed my patient with her arms and legs cover and staring down at the floor with pertain look on his face (Appendix A). Comparing the first image to the end of the scenario showed an individual that was interested in making a change, a smile on his face and as he stated, an â€Å"encouraged” light of his health (Appendix A). The client was in need of agency and help with making the appropriate changes to ensure a healthy lifestyle after having his heart attack. I was a ble to provide her with resources such as a nutritionist, physiotherapist and social support to adjust to life changes (Appendix A). While meeting the needs of my patient, I was successful in completing my own personal needs. attack into the experience with friendship of possible resources available, the dread give birth upon introduction had disappeared after gaining acceptance from my patient by effective communication. The development of a therapeutic relationship allowed both the patient and I to gain from the experience. The patient left feeling encouraged and satisfied, as I felt successful and confident in how I handled the situation (appendix A).\r\nBefore the taping of the scenario began, I was severe to achieve the perfect scenario while inserting a nonrecreational image of a nurse. I acted the way I did due to the lack of experience in the suck up and I allowed my nerves affect my thought process. This is exhibit throughout the entire video as I kept returning t o the same question â€Å"are there any concerns you take on”, and difficult to unclutter the patients problem kind of of helping them understand and distinguish with the emotions that are attached to the experience (Appendix A). My feelings, thoughts and responses during this experience were deflectd by my personal view and the presence of my preceptor placed me in a nervous state to which I became unsure of how to respond properly to my patient’s thoughts. This experience allowed me to feel capable of my skill levels and feel confident as a nurse. Overall this scenario showed comprehension of my growth through the friendly gestures and facial expressions of the patient.\r\n disturbance and stress diminish communication, interpersonal effectiveness and empathy within a nurse-patient relationship (Beddoe and Murphy, 2004). Lack the knowledge and intellect of why I am feeling this anxiety, until now with positive reflections on my experience, allowed me to eva luate what I did wrong. upcoming encounters lead help me to reflect on the scenario and blindside my anxiety before it has an effect on my actions. Having a limited amount of empirical knowledge made it challenging to let the patient know exactly what to expect after having a heart attack and what daily routines bring on to be adjusted. Obtaining empirical knowledge from my education regarding the components of a nurse-client relationship reminded me that I needed to place the originator into my patient and develop respect and trust within the relationship (CNO, 2004).\r\nPersonal knowledge was limited in this scenario as it was my first metre being placed in the spotlight with a patient and I was unsure of how everything would unfold. Introducing my aesthetic knowledge was shown when I offered to find John an individual regain from a heart attack that he could utter with (Appendix A). Throughout the experience, I became more aware of the patients feelings as I picked up on Johns overwhelmed feelings and concerns around providing for his wife and son (Appendix A).\r\nThis perception of the experience is seen as John believe that he should work seen the heart attack coming before it occurred (Appendix A). He stated the he felt encouraged by this experience and felt he had more options to seek. The wife was more of a background actor, but was said to be a â€Å"sweet woman”, who has helped a lot throughout the experience (Appendix A). Valuing ones beliefs and concerns based on an experience is something all nurses should consider. Giving John fivefold options and resources to consider instead of telling him what he has to do, have presumptuousness him the power to make all the necessary changes within his life with the help of his wife and son (Appendix A).\r\nIf I was habituated the opportunity to be placed in a similar situation in the in store(predicate), I believe that my anxiety would still be present, but more control over the situati on would be noticeable due to the knowledge I have unquestionable on therapeutic relationships. The relationship skills that I could have performed differently during this experience, was my self- cognizance of human emotions. My nerves had played a role in distracting my train of thought when try to be in the moment with the patient. Repeatedly ask the patient if he had any other concerns he would like to address whitethorn have given him the feeling of being rushed and that I was not interested in how he was feeling emotionally (Appendix A). On a few occasions, I would land up my patients sentence for him as I felt he was stuck for words, this may have allowed the patient to know I was listening to what he was saying, but excessively competency have given him the idea that I was being rude (Appendix A).\r\nDuring the introduction stage of the experience, my patient told me he was in the hospital due to a heart attack. Empathy is the appreciation of the patient’s emot ions and expression of sensation of what they are presenting (Haslam, 2007). My nerves caused me to overlook his feelings and just adjust into asking him about any concerns he efficacy have with his state of health (Appendix A). It is possible to splay into a task-and time-orientated way of thinking to get jobs done, thereby neglecting effective communication with patients (Cocker, 2008).\r\nConsequences that may have demonstrable from overlooking the patients feelings was the challenge of developing a approximate relationship with the client as I was interested in obtaining information to help me solve his problems. speed my patient through the experience may have caused him to close himself off from the relationship as he may have felt that I was not listening to what he was truly feeling. This would leave the patient in the same state he had entered the experience with. The sources of knowledge that I could use to enhance my relational skills in these areas, is to take the time to practice with a partner a variety of scenarios that would help me develop my communication skills and place more focus on the patients feelings.\r\nThe outcome of this experience was positive as my patient left feeling more encouraged and had obtained multiple resources to help him incorporate any changes that he may need to adjust within his daily routines (Appendix A). feeling back at this experience I was able to reflect on all of the positive and detrimental aspects of a therapeutic relationship. I feel that the near time I am placed in a similar experience, I will be able to blindside my anxiety and personal thoughts and feelings. In turn, I would have the ability to be in the moment with my patients and address not only how I can help solve his problems, but also the feelings and thoughts being experienced. I have learnt that having self awareness identifies what skills I possess and those I need to learn and develop on. Self awareness provides nurses with knowledg e of their thoughts, feelings and what they do to become awareness of issues that may affect their ability to intervene effectively (Parsons & White, 2008). There will always be room to learn and rectify my skills, and with practice, I will get the chance to watch them become second nature to me.\r\nThis experience has taught me to stave off all the barriers such as the presence of anxiety in new situations. With confidence in creating an effective therapeutic relationship, I can focus on being in the moment with the patient. I have learnt that my anxiety can affect my interactions with patients, and that it is more than trying to solve the patients problems, it is about showing you care and being there in the moment to listen. This experience has allowed me to introduce how a nurse’s action can affect the development of a therapeutic relationship. My honourable knowledge allowed me to recognize my patients overwhelmed feelings due to his health condition and by follo wing my values and beliefs, I knew that he was in need of someone to care and help guide him in the right direction. Using my aesthetic knowledge, I was able to think of possible resources for my patient, and the seminal idea of finding a previous(prenominal) heart attack patient showed my patient that I was unforced to take that extra step and comfort his feelings.\r\nThe knowledge gained from this experience can be incorporated into future situations and will allow for proper adjustments and better relationships to be developed. Lacking empirical knowledge before unveiling the scenario was a barrier that challenged my patient care. Knowing more information on heart attacks would have allowed me to present the patient with more options and what he could expect in the future (RNAO, 2002). Acknowledging my personal knowledge gathered from previous experiences, I considered how I would like to be treated and that anxiety would be present. Knowing this helped me to reduce my fidge ting and respect my patient by actively listening and retention eye contact (Appendix A). This experience will influence my future practice as a nurse because I have learnt that nursing is more than work on fixing the patients physical needs, but is more of an ethical interaction where you can take the time to be there in the moment with them. sounding at each experience as a stepping stone toward my success as a nurse and with each successful hurdle crossed, I can confidently await the next.\r\nâ€Æ'Reference\r\nBeddoe, A., and Murphy, S. (2004). Does Mindfulness subside Stress and Foster Empathy Among nurse Students? Journal of treat Education, 43(7), 305-12. Retrieved April 4, 2008, from ProQuest nursing & Allied health stock database. (Document ID: 669281021).\r\nCarper, B.A. (1978) Fundamental Patterns of Knowing in Nursing. New York. Aspen Publishers, Inc.\r\nCocker, J. (2008). tolerant dignity. Nursing Standard, 22(25), 59-60. Retrieved April 4, 2008, from Pro Quest Nursing & Allied Health Source database. (Document ID: 1440306621).\r\nCollege of Nurses of Ontario (CNO), (2004, January). CNO Practice Standard: Therapeutic Nurse-Client Relationship. Retrieved February 15, 2008, from http://cno.org/docs/prac/41033_Therapeutic.pdfHaslam, N. (2007). Humanising medical practice: the role of empathy. Medical Journal of Australia, 187(7), 381-2. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1374608891).\r\nParsons,A., and White, J. (2008). eruditeness from reflection on intramuscular injections. Nursing Standard, 22(17), 35-40. Retrieved April 4, 2008, from ProQuest Nursing & Allied Health Source database. (Document ID: 1413949861).\r\nRegistered Nurses of Ontario (RNAO), (2002, Novemeber). beat Practice Guidelines: Establishing Therapeutic Relationships. Retrieved January 15, 2008 from http://www.rnao.org/bestpractices/completed_guidelines/BPG_Guide_C2_TR.asp\r\n'