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ASSESSMENT 2: VIDEO STIMULUS Intent: To enable students to identify poor nursing practice, specifically with regards to therapeutic communication and professional boundaries and to link this to...

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ASSESSMENT 2: VIDEO STIMULUS
Intent: To enable students to identify poor nursing practice, specifically with regards to therapeutic communication and professional boundaries and to link this to patient safety.
Word count: 1000 words
Format: 4 short answers with reference list
Task: Students will watch a short video which shows an interaction between a student RN and patient and will:
1. Identify FOUR (4) e
ors with regards to therapeutic communication and/or professional boundaries and discuss the significance of the e
or.
2. For each e
or identify and discuss the co
ect actions the student RN should have taken.
Answered Same Day Apr 21, 2020

Solution

Soumi answered on May 01 2020
147 Votes
VIDEO STIMULUS
Table of Contents
1. 4 E
ors pertaining to Professional Boundaries and Therapeutic Communication, along with their Significance    3
2. Appropriate Actions to be taken for mitigating each E
or    4
References    6
1. 4 E
ors pertaining to Professional Boundaries and Therapeutic Communication, along with their Significance
In the given video case scenario of the student Registered Nurse (RN), Ellie and the patient, Sandra, it has been shown that the RN has been behaving in a very unprofessional manner. The student RN has failed to implement appropriate instances of therapeutic communication that strengthen the therapeutic relation between a nurse and a patient (UTS Health, 2018). There have been multiple e
ors committed by the student RN, on the grounds of ideal nursing practices, amongst which the four instances that mark the e
ors, in terms of therapeutic communication and professional boundaries, are as follows:
Firstly, when the student RN enters the room of the patient, she does not greet the latter in a formal way and addresses her with a wrong name. She begins the conversation with a ‘Hi’ and calls Sandra as Mandy, which is not the formal way of establishing therapeutic relationship and initiating a therapeutic communication. Furthermore, she also does not address Sandra will her any addressal, such Miss Smith and instead uses a nickname ‘Sandy’ for her, which is beyond her professional boundaries. As suggested by Webster (2014), therapeutic communication is not initiated if they patient is greeted and addressed properly in the beginning.
Secondly, her body language is a very unprofessional and casual one that is not supportive of professional nursing practice. As mentioned by Levy-Storms, Ha
is and Chen (2016), therapeutic communication encompasses of both ve
al and non-ve
al communication. Hence, if a nurse is entrusted with a patient for assessment, their approach to the latter should always comprise of formal tone of speaking along with formal body language. However, the student RN ties her hair within the patient’s room and sat on her bed, which is unacceptable from nursing perspective.
Thirdly, the student RN also uses her mobile phone to attend to a personal message amidst her duty hours, which is not an appropriate action to be undertaken while attending to a patient. According to Annoni and Miller (2016), no personal calls or messages should be attended to, while assessing a patient, because that not only creates distraction for the nurse, but also imparts a negative impression for the patient to assume that the personal contexts are more important for the nurse than the health and well-being of the patient.
Lastly, the nurse is also talking to the patient on...
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