Relational Practice - Learning Outcomes PDF

Relational Practice - Learning Outcomes (Approach to engaging clients in their health journey) Week 1 Introduction to Professional Relationships and Relational Practice -​ What is communication? ​ Encoding - Turning th...

Relational Practice - Learning Outcomes (Approach to engaging clients in their health journey) Week 1 Introduction to Professional Relationships and Relational Practice -​ What is communication? ​ Encoding - Turning thoughts into communication ​ Decoding - Turning a communication method into a thought ​ Models Of Communication (Transmission, Interaction, Transaction) ​ Transaction I feel would be the best model to support a nurse-client relationship as it emphasizes a two way process where both can actively participate in communication. It recognizes that each party influences and is influenced by the other. Mutual Engagement. -​ What is the difference between therapeutic relationships and communication? ​ Therapeutic relationships refer to the professional bond between a healthcare provider and a client or patient. It is characterized by trust, empathy, and mutual respect (Clients feel comfortable sharing info, facilitates growth, healing, or change in client) ​ Communication is the process of exchanging information, thoughts, and feelings between individuals (Essential for conveying information, and building the relationship) -​ What is the difference between a therapeutic vs. a social relationship? ​ Therapeutic Relationship -​ Goal Oriented -​ Personal but not intimate -​ Needs and Goals are identified -​ Specialized professional skills are used to employ nursing interventions -​ Time Oriented ​ Social Relationships -​ Personal or Intimate -​ Identification of needs may not occur -​ Personal goals may not be discussed -​ Not really time oriented -​ What actions support the nurse to engage in relational practice? 1.​ Open Communication (Create an environment where clients feel comfortable sharing)  2.​ Active Listening (Give full attention and focus to patient, paraphrase what they say to ensure understanding) 3.​ Empathy (Validate feelings) 4.​ Building Trust (Be consistent, maintain confidentiality) 5.​ Cultural Competence (Respect diversity, acknowledge cultural differences that may influence health beliefs and practices) Standard Statements (4) - Nurses Accou⁄ntabilities in the Nurse-Client Relationship 1.​ Therapeutic Communication -​ Intro and outline of nurse and client roles in relationship -​ Identify preferred title of client -​ Inform client of info being shared within healthcare team -​ Providing opportunity to learn about client and their goals -​ Utilizing communication theory to support engagement -​ Advocacy -​ Refrain from self disclosure -​ Reflection -​ Planning for meeting clients ongoing needs and termination of relationship 2.​ Client/Person-Centered Care -​ Activity including the client in their care and care planning -​ Understanding the clients needs and expectations -​ Directing all nursing interventions towards therapeutic needs of client -​ Demonstrating sensitivity and respect for client choices -​ Effectively managing stress -​ Evaluating the effectiveness of nursing interventions to meet clients needs -​ Acknowledging and transferring care when relationship is not evolving therapeutically 3.​ Maintaining Boundaries -​ Following care plan -​ Not interfering with clients personal relationships -​ Not disclosing personal information -​ Ensuring co-existing relationships do not undermine judgment and objectivity in the therapeutic relationship -​ Abstaining from engaging in financial transactions unrelated to care -​ Consulting nurse managers when unsure if you crossed boundaries -​ Consider cultural boundaries 4.​ Protecting Client from Abuse -​ Not engaging in and intervening and reporting incidents of: Verbal / Nonverbal behaviors, Violence or Romantic behavior  -​ Not entering a friendship or romantic personal relationship with a client -​ Not neglecting a client by failing to meet or with hold their basic assessed needs -​ Not engaging in activities that could result in benefit for the nurse -​ Not accepting the position of power for personal care or property In what ways can relational practice contribute to patient-centered care (involving patients in their health journey as well as treating them with respect and dignity)? It can play a crucial role in: -​ Building trust and rapport -​ Understanding individual needs -​ Improved communication -​ Encouraged shared decision making Why are relational practice skills essential for the practice of nursing? -​ Helps nurses build up that Patient-Centered Care helps them to understand their patients, which is significant for effective personalized care -​ Improves effective communication -​ Improves advocacy, enables nurses to better understand their patients wishes and concerns in the healthcare system What are the relevant regulatory standards and guidelines related to professional development Professional Introductions 1.​ Full name 2.​ Your Role (Ex. Student Nurse) 3.​ Ask how patient would like to be addressed + Their Personal Pronouns 4.​ Identify Patient (Name & Date of Birth) 5.​ Confirm reason to visit 6.​ Ask about any other concerns 7.​ Reason for the interview (Explain what you will be doing, Include that info will be shared with healthcare team to come up with a plan of care) 8.​ Ask if there is any questions 9.​ Confirm consent to proceed Week 3 How does engaging in relational practice and therapeutic relationships support the nurse's ability to provide person centered nursing care? -​ Helps build trust -​ Understanding the whole person:  ​ Holistic Care: Engaging with patients on a relational level allows nurses to consider not just the medical aspects but also the emotional, social, and cultural factors affecting health ​ Individualized Care Plans: By understanding patients’ unique backgrounds and needs, nurses can tailor care plans that resonate with individual values and goals -​ Enhancing patient engagement -​ Fostering resilience and coping: ​ Support Systems: Nurses can help build support networks for patients, enhancing their coping mechanisms during difficult times ​ Motivational Support: A therapeutic relationship can motivate patients to overcome challenges, fostering resilience in managing their health How do nurses prepare for creating and sustaining therapeutic relationships with clients? -​ Through Education and training to enhance verbal and non-verbal communication skills (essential for rapport and understanding of patients) -​ Self-Awareness and Reflection (reflect and improve on things that might need it) -​ Establishing boundaries, nurses learn to set and maintain appropriate boundaries to protect both themselves and patients, ensuring a safe therapeutic environment -​ Practicing Empathy and Compassion so that they can connect with their patients on a therapeutic level How do nurses convey trust, respect and empathy within the therapeutic relationship? -​ Through active listening -​ Open and honest communication -​ Consistency and reliability -​ Cultural sensitivity -​ Empathetic responses What is professional intimacy and how does a nurse engage in professional intimacy within the care relationship? -​ This is the close, trusting and emotionally charged relationship that develops between healthcare providers and their patients -​ Involves deep understanding of patient needs, experiences and feelings while maintaining professional boundaries and ethical standards Nurses can engage in professional intimacy through: 1.​ Empathetic understanding (Active listening or validation of feelings)  2.​ Open communication (Encouraging expression, where patients feel comfortable to share their thoughts) 3.​ Emotional support (Compassionate responses, offering comfort and difficult times so that the patient feels cared for and understood as well as being present) What are the requisite capacities and skills that are required to engage in Relational Practice? -​ Effective communication skills (Listen attentively, understand patient concerns) -​ Emotional intelligence (Self-awareness, recognising one's own emotions and how they affect interactions with patients as well as showing empathy) -​ Building rapport (Ability to create a sense of trust and connection w patients) -​ Professional Boundaries to ensure a safe and therapeutic relationship -​ Commitment to Patient-Centered Care (Advocacy and working together with the patient to come up with a plan of care) What foundational qualities and requisite capacities are necessary to engage therapeutically? -​ Empathy -​ Compassion -​ Respect -​ Cultural Sensitivity -​ Interpersonal skills -​ Reflective practice Other Aspects Included In Slides: Situational Awareness -​ Taking in client with “Nursing Eyes” -​ Setting tone for interview -​ Establishing Basic Trust -​ Representing Profession During Initial Interaction -​ Is there anything that needs immediate attention -​ Scan the embodied patient for factors that might affect communication (Discomfort) -​ Advertise privacy -​ Initiate a professional relationship -​ Conduct general survey of the patient (Lack of eye contact, Appear sick/pain, comfortable?)  -​ Focus on hearing the patients story first Theoretical Models to Support Patient Centered Care -​ Peplau’s 1997 - Interpersonal Nursing Theory -​ Watson’s - Theory of Human Caring -​ Maslow’s - Hierarchy of Needs Theory Peplau - Phases Of Therapeutic Relationship -​ Pre Interaction -​ Orientation -​ Working Phase -​ Termination Peplau - 6 Roles of The Nurse ​ Stranger Role: Receives the person the same way one meets a stranger in other life situations; provides an accepting climate that building trust ​ Resource Role: Answers questions, gives info ​ Teaching Role: Gives instructions, provides education, analysis + synthesis ​ Counseling Role: Helps person understand and integrate meaning of current life circumstances; provides guidance to make essential changes ​ Surrogate Role: Helps person clarify domains of dependance, interdependence and independence acts on the person's behalf as an advocate ​ Leadership Role: Helps person assume maximum responsibility for meeting treatment goals in a mutually satisfying way Jean Watson Caring Science ​ Caring consciousness can be intentional ​ Forms the heart of nursing work ​ Identified 10 processes that enact care in a therapeutic relationship: -​ Embrace  -​ Inspire -​ Trust -​ Nurture -​ Forgive -​ Deepen -​ Balance -​ Co-Create -​ Minister -​ Open Maslow's Hierarchy Meeting all the steps in the Triangle -​ Physiological Needs (Adequate food, water, sleep) -​ Safety + Security (Stable home, financial, personal) -​ Loving and Belonging (Friendships, family, social groups) -​ Self Esteem (Feeling valued, appreciated) -​ Self Actualization (Awareness of reaching one's full potential) Components of the Nurse-Client Therapeutic Relationship (5) -​ Trust -​ Respect -​ Power -​ Empathy ​ Identify internal and external cues (feeling anxious, appearance) ​ Notice judgements, use counter cues to shift gears ​ Goodwill greeting (“Welcome (Name), nice to see you today”) ​ Empathetic language (From “train wreck” to a “person with complex needs”) ​ Affirm strengths (“That's great to hear” or “Im impressed with your follow through”) ​ Reflective Listening (From “Um-hm” to “I heard you say… did I get that right?”) -​ Professional Intimacy ​ 3 Types of Intimacies ​ Physical: Close contact with patients ​ Emotional: Delivered through gestures, words, expressions or actions ​ Therapeutic: Involves acceptance, respect, empathy, recognition and compassion RNAO - Registered Nurses Association of Ontario What is it? -​ Professional Body representing RN’s, NP’s, and student nurses Why was it developed? -​ Provides educational and professional development opportunities, advocates for the health care system and patients, promotes and protects the nursing profession Framework for Therapeutic Relationships Self Awareness -​ Reflect on one's thoughts, feelings and actions -​ Realize I am conveying an attitude that could impede the therapeutic relationship -​ Counteract any potential negative effects on the client To be Self Aware: -​ Recognize your emotions -​ See yourself honestly -​ Recognize strengths and weaknesses -​ Commit to personal growth + reflect Self Knowledge  -​ Recognize experience is shaped by nationality, race, culture, health, conditions, gender, education -​ Differentiate between his/her own experience and values and of those of the client -​ Appreciate the unique perspective of the client, avoid burdening the client with personal issues and prevents superimposing own beliefs and preferred solutions on the client Subjective - What the patient tells you (I’m in pain) Objective - Nurses finding from assessment (Checking fast heart rate) Awareness of Ethics -​ Boundaries define the limits of the professional role -​ Nurses are required to always place patients needs before their own -​ Recognizes adhering to CNA Code of Ethics for RN Phases of Therapeutic Relationships Pre-Interaction Phase -​ Short time before meeting patient learn about them, plan your approach Orientation Phase -​ Beginning of therapeutic phase, nurse interacts with patient, begin to know and trust each other -​ Presentation of self as a Nursing professional -​ Utilize formal tone Working Phase -​ Nursing intervention takes place -​ Problems and issues are being identified -​ Active problem solving -​ Guided by person centered care goals SMART GOALS -​ Specific -​ Measureable -​ Attainable -​ Relevant -​ Time Sensitive Resolution Phase -​ Includes evaluation of the person's response to care -​ Occurs when problems and issues are addressed or patient was discharged -​ Review any further problems  Week 4 Identify and describe communication strategies nurses use to engage in the therapeutic interview Nonverbal Communication Techniques -​ Tone of voice -​ Intonation -​ Facial expressions -​ Body language -​ Eye contact Verbal Communication Techniques -​ Identify the goals of a focused interview and the types of data that the nurse would aim to collect while they engage in the client interview -​ Biographical Data -​ Reason for seeking care -​ Current health history or history of current illness -​ Past health history -​ Family history OPQRSTU -​ Onset: When did pain start? -​ Provoke: What makes the pain better, worse? -​ Quality: How does it feel? (Burning, Itching) -​ Region/Radiating: Where is the pain, where does it radiate? -​ Severity: Scale of 1-10 how bad is the pain? -​ Timing: Is the pain constant or intermittent, how long does it last? -​ Understand Patinets perspective of the problem - what they think it means Examine the concept of compassion and how the nurse demonstrates compassion for others? Practice mindfulness techniques nurses can use to engage in self-compassion -​ Noticing your thoughts without judgment -​ Being in the now -​ Slowing down -​ Being aware of your body  Week 5 Explore and understand the nurse’s obligations to confidentiality and privacy -​ No recording -​ No disclosing personal patient information -​ No interfering in patients personal relationships Identify nursing actions that uphold our professional obligations to confidentiality and privacy -​ Legal Obligations (Documentation standards) -​ Ethical Obligations (Principle of Autonomy) -​ Professional Standards (Nursing codes of ethics) Examine the principles that support effective documentation and communication with the care team Explore reasons why documentation is important and the forms of documentation that nurses use to communicate with the healthcare team Why it's important: -​ Communication -​ Accountability -​ Legislative Requirements -​ Quality Improvement -​ Research -​ Funding and Resource Management Forms of Documentation ​ Problem oriented - SOAP & SOAPIE - Subjective Data (pt’s verbalizations) - Objective data (measured and observed) - Assessment (based on date from above) - Plan (what you plan to do) - Intervention (what you did) - Evaluation (How did it go?) ​ PIE - Problem - Intervention - Evaluation ​ Focus charting - DAR  - SBAR - Situation (What is happening now?) - Background (What are the circumstances leading up to this situation? (Ex. diagnosis) - Assessment (what do you think the problem is? Vs, findings) - Recommendation (what do you want to correct the problem) Week 6 Explore developmental levels and how these impact communication and relational practice -​ Developmental levels significantly influence communication styles and relational practices throughout the lifespan Speech and Language Development: ​ Infants: Use intentional communication (Babbling, gestures, crying) ​ 16 months: Use symbolic communication (single words combined with gestures) ​ 2-5 years: Uses linguistic communication (using two words then increasing towards full sentences) ​ 5+ year: Full sentences are used for communication When communicating with children: -​ Use words familiar to the child -​ Parents can support interpretation -​ Use talk, listening and play opportunities to connect Discuss age-appropriate strategies for communicating with children, adolescence, adults and older adults 1.​ Children -​ Use words that are familiar to the child -​ Use talk, listening and play opportunities to connect -​ Short phrases and repeat words for emphasis -​ Read their responses (crying, facial appearance, body movement) -​ Distraction can be used 2.​ Adolescence -​ Shift responsibility from parent to teen -​ Privacy is needed for assessments (sexual health, birth control) -​ Conduct some of the assessments without the parents -​ Convey compassion, concern and respect  -​ Answer questions directly and honestly -​ Be open and non-judgmental -​ Support a trusting relationship 3.​ Adults -​ Consider your own biases and stereotypes to ensure they do not negatively impact your communication -​ Consider how the health challenges the adult is experiencing impacts their family roles, goals, life experiences and careers -​ Some people seek help all the time, and some don’t (men don't go to the doctors enough) 4.​ Older Adults -​ Establish rapport -​ Clarify the structure of the interview, reason, and how info is collected and will be used -​ Identify individuals strengths and affirm them -​ Recognize social supports available -​ Use open ended questions first -​ Ask one question at a time -​ Acknowledge feelings and emotions ​ Prominent Communication Deficits: -​ Hearing loss -​ Vision loss -​ Neurocognitive deficits (dementia, alzheimers) Identify strategies for communicating with families and care partners -​ Consider the impact of illness on family, as well as client -​ Provides a context for client teaching and need for services -​ Provide information -​ Encourage questions -​ Involve families in decision making Family Assessment -​ Assess (Understand the relationship and meaning of the family to the client looking for signs of disagreement, abuse) -​ Plan (Work with the client and family to develop mutually established goals) -​ Implement (Carry out actions to support achievement of mutually agreed upon goals) -​ Evaluate (Determine the effectiveness of the interventions Identify family assessments tools that can be used within clinical practice Describe how the nursing process can support the nurse to engage with clients and their families ASSESS → PLAN → IMPLEMENT → EVALUATE Consider how confidentiality and privacy laws apply when working with client’s and their families Examine how consent is considered during the care of families and children Consenting for medical treatment requires that the individual: Has capacity to make the decision Is adequately informed and given all relevant information a person requires to make a decision Is free of coercion When capacity is not met, assent should be sought Assent – agree or approve Dissent – withhold assent or approval, disagree or different opinion Week 7 Disorders that impact the way information is exchanged in the nurses-client therapeutic relationship Hearing Loss: Can range from mild to profound, impacting the ability to understand speech, follow conversations, or localize sound. This often leads to miscommunication, frustration, and social withdrawal. Vision Loss: Hinders the ability to interpret nonverbal cues, decode written information, and navigate the environment, potentially increasing dependence on others. Speech and Language Disorders: These include: ​ Apraxia: Difficulty producing speech despite knowing what to say. ​ Dysarthria: Slurred or slow speech due to muscle weakness. ​ Aphasia: Impairments in formulating, understanding, or expressing speech, often caused by neurological issues like strokes. Neurocognitive Disorders: Conditions like dementia and delirium impact memory, language, and cognitive processing, affecting the ability to communicate effectively. Person centered strategies to support individuals with special communication needs Hearing Impairment: ​ Ensure assistive devices like hearing aids are functioning. ​ Face the client and maintain eye contact for lip-reading. ​ Use gestures, written materials, and amplification tools to reinforce messages.  ​ Minimize background noise and speak distinctly without shouting. Visual Impairment: ​ Announce your presence and identify yourself clearly. ​ Use touch and verbal cues appropriately to orient the client. ​ Optimize lighting, ensure glasses are clean, and use large print or braille materials. ​ Describe procedures and surroundings explicitly. Language Disorders: ​ Speak slowly with simple sentences, focusing on one topic at a time. ​ Allow extra time for processing and replying. ​ Use visual aids, gestures, or communication boards to supplement speech. ​ Refer to speech-language therapists when appropriate. Identify person centered communication strategies to support communication with the older adult and with those individuals experiencing cognitive impairment Older Adults: ​ Acknowledge age-related sensory changes, such as presbycusis (hearing loss) or vision impairment. ​ Use age-appropriate communication aids, like large-print materials or assistive listening devices. ​ Maintain a calm tone, provide clear explanations, and allow for adequate response time. Individuals with Cognitive Impairments: ​ Adapt to the client’s pace and cognitive level; use short, simple sentences. ​ Avoid arguing; instead, validate emotions and redirect when appropriate. ​ Use nonverbal communication, such as touch, gestures, and visual aids, to supplement verbal messages. ​ Implement a calm and consistent environment to reduce confusion and anxiety. ​ Leverage tools like calendars, clocks, or memory aids to provide orientation and support. Week 8 sources of stress for clients and their families Physical stress: such as illness, trauma, pain, insomnia Psychological stress: such as loss of any kind, finances, relationships, care-taking of others Spiritual stress: such as loss of purpose or hope, questioning of values and meaning Communication strategies to conduct a stress assessment Active Listening: Listen attentively to verbal and non-verbal cues to understand stressors and their impact. Structured Questions: Ask specific questions Therapeutic Responses: Provide empathetic statements like: "This must be very challenging. "It sounds like you're dealing with a lot right now." Observation: Monitor behavior, physical signs (e.g., anxiety or irritability), and non-verbal communication. Assessment Tools: Use tools like the Perceived Stress Scale (PSS) to evaluate stress levels objectively. Identify strategies to communicate with clients during stressful situations Building Rapport: Establish trust and provide a calm, supportive presence. Tailored Crisis Interventions: Adapt strategies based on individual beliefs and the type of crisis (developmental, situational, or behavioral emergencies). De-escalation Techniques: Use a calm tone, validate feelings, and avoid arguing. If necessary, create a safe environment and involve others for support. Gentle Persuasive Approach: Especially useful for clients with dementia or delirium, focusing on understanding and reframing behaviors. Consider communication strategies to provide emotional support to clients across the lifespan Infants and Toddlers: ​ Focus on meeting physical and emotional needs. ​ Therapeutic responses include soothing actions like holding, eye contact, and speaking softly. School-Age Children: ​ Address fears with honesty, clear explanations, and opportunities to express feelings (e.g., drawing). Adolescents: ​ Provide privacy, respect their independence, and explain procedures in relatable terms. Adults: ​ Encourage verbalization of feelings, provide resources, and focus on developing realistic goals. Older Adults: ​ Ensure respect, involve them in decision-making, and provide opportunities for social inclusion.  Week 9 Define what equity, diversity, inclusion and belonging mean to the Honours BScN curriculum Equity → Approaches that engage and include, rather than exclude; provide everyone with fair/equitable treatment Diversity → Wide range of attributes within an individual, group, or community Inclusion → Outcome of equity and diversity Belonging → An environment where everyone feels as if they belong and matter Explore the meaning of culture and cultural diversity Culture → Shared beliefs, values, customs, behaviors, and artifacts that characterize a group of people. It shapes how individuals interact with each other and the world around them Cultural Diversity → Existence of a variety of cultures within a community, organization, or society Utilize communication approaches that support equity, diversity, inclusion and belonging -​ Avoid assumptions -​ Introduce yourself with your designation, name, and pronouns, and ask for theirs -​ Use person's preferred name and pronouns -​ If you make a mistake apologize and carry on -​ Do not ask intrusive questions -​ Use non-gendered language Approaches that support cultural safety -​ Recognize that not all people fit the heteronormative roles in society -​ Be cognizant that the use of “normative” or gendered language can offend, harm, and discriminate -​ Be aware that the way in which care is structure can cause fear or feelings of discrimination Gender appropriate communication Sex: Biological attributes of humans and animals (physical features, chromosomes, gene expression, hormones) Gender: Socially constructed roles, behaviors, expressions, and identities of girls, women, boys, men, etc Gender Identity: Personal, inner sense of being male, female, both or something else Sexual Orientation: Predominant gender preference of a person’s sexual attraction over time * Use non-gendered language Trauma informed approaches to communication Trauma → Any subjectively negative experience that causes prolonged and extensive amounts of stress  ​ Begin with self reflection to recognize your own reactions, biases and judgements ​ Build on individuals strength and resilience ​ Recognize opportunities and solutions for each person instead of problems, barriers and vulnerabilities ​ Recognises the impacts of previous traumatic events on current health ​ Letting the client set pace of interview based on their needs Effects of Trauma -​ Physical -​ Cognitive -​ Spiritual -​ Emotional -​ Behavioural 6 Guiding Principles to Trauma Informed Approach -​ Safety -​ Trustworthiness and transparency -​ Peer support -​ Collaboration and mutuality -​ Empowerment voice & choice -​ Cultural, historical, and gender issues Explore how culturally safe communication will support patient wellbeing -​ Empowers patients to express their needs, enhances collaboration in care, and ensures they feel valued and supported, ultimately promoting better health outcome Week 10 Six domains essential for intraprofessional collaboration 1.​ Interprofessional Communication: Clear, respectful communication is key to teamwork. 2.​ Client-Centered Care: Aligning care with client values, preferences, and needs. 3.​ Role Clarification: Understanding your role and the roles of others to avoid conflicts or redundancies. 4.​ Team Functioning: Working collaboratively while respecting team dynamics. 5.​ Collaborative Leadership: Shared decision-making and leadership. 6.​ Conflict Resolution: Addressing and managing interprofessional conflicts effectively. Barriers to successful interprofessional collaboration -​ Personal values and personality differences. -​ Hierarchies and disruptive behaviors. -​ Cultural, generational, and gender-based differences. -​ Variations in professional training, qualifications, and schedules. -​ Issues with accountability, regulations, and payment systems Describe the component of a healthcare culture that support collaboration -​ Person-Centered Care: Focus on client outcomes and safety as the shared goal. -​ Equality and Respect: Valuing all team contributions equally. -​ Clear Communication: Emphasis on clarity and relevance in discussions. -​ Shared Decision-Making: Active involvement of all members in creating care plans. -​ Leadership and Accountability: Leaders must foster collaboration and ensure accountability across roles​ TeamSTEPPS framework 1.​ Key Communication Techniques: ○​ SBAR: Structured communication for critical information (Situation, Background, Assessment, Recommendation). ○​ Check-Back: Confirming messages through closed-loop communication. ○​ Handoff: Effective information transfer during transitions of care. 2.​ Leadership Strategies: ○​ Conduct briefings, huddles, and debriefings to maintain situational awareness and adjust plans. ○​ Provide clear goals, assign responsibilities, and monitor team performance. 3.​ Mutual Support: ○​ Encourage task assistance and feedback to build team strength. ○​ Use advocacy/assertion techniques to address and resolve concerns​ Providing Feedback ​ Timely: Deliver feedback promptly after the event. ​ Specific and Respectful: Focus on behavior, not personal attributes, and provide actionable recommendations. ​ Improvement-Oriented: Suggest clear steps for enhancement. Receiving Feedback ​ Listen attentively and seek clarification when needed. ​ Avoid defensiveness and reflect on feedback for self-improvement. ​ Develop actionable plans to implement the feedback Determine how you can soliciting feedback to support professional growth Request Feedback Regularly: Create opportunities for constructive critique. Encourage Honesty: Foster a non-judgmental environment for open dialogue. Reflect and Act: Assess the feedback and incorporate it into practice to demonstrate growth and adaptability.  Week 11 Personal styles of response to conflict 1.​ Passive: Avoidance of confrontation, often leading to unresolved issues and feelings of resentment. 2.​ Assertive: Direct, respectful communication that stands up for one’s own rights while respecting others. 3.​ Aggressive: Forceful, dominating responses aimed at winning, often at the expense of relationships. Opportunities to resolve or prevent conflict between the interprofessional team, client and family Proactive Communication: Engage in discussions early to address potential issues. Understanding Perspectives: Empathy and active listening to appreciate differing viewpoints. Collaborative Solutions: Work together to find mutually acceptable resolutions. Role Clarity: Clearly defined roles to avoid misunderstandings. Strategies to managing conflict between the client and healthcare team to support optimal patient outcomes Conflict Management Styles -​ Avoidance: Useful for trivial issues but can leave problems unresolved. -​ Accommodation: Prioritizes relationships but may compromise self-needs. -​ Competition: Resolves issues quickly but risks damaging relationships. -​ Compromise: Balances needs but may result in partial satisfaction for all parties. -​ Collaboration: The ideal approach, combining mutual respect and problem-solving. De-escalation Techniques -​ Position: Face the person calmly and maintain a safe distance. -​ Posture: Adopt a non-threatening stance with open body language. -​ Proximity: Maintain an appropriate distance (1.5–3 feet) to respect personal space​ Week 12 Basic principles underlying effective patient teaching 1. Patient-Centered Approach ​ Listen: Understand the patient’s needs and concerns. ​ Collaborate: Build a therapeutic partnership with the patient. ​ Empower: Ensure patients can actively participate in their care decisions. 2. Environment and Readiness ​ Create an optimal learning environment that is: ○​ Well-lit, quiet, and free of distractions. ○​ Psychologically and culturally safe. ○​ Equipped to address sensory needs (e.g., hearing aids, interpreters). ​ Ensure patients are physically and emotionally ready to learn, addressing pain, fatigue, or anxiety first. 3. Tailoring to Learning Styles and Capacities ​ Assess and adapt teaching methods to match the patient’s: ○​ Learning style (visual, auditory, or kinesthetic). ○​ Cognitive ability and literacy level. ○​ Developmental stage and emotional readiness. ​ Use plain language and chunk information into manageable sections. 4. Motivation to Learn ​ Address the patient’s: ○​ Perceived severity of health threats. ○​ Confidence in their ability to make changes. ​ Utilize motivational strategies like affirming strengths and setting realistic goals. 5. Teaching Strategies ​ Cognitive: Use demonstrations, discussions, and teach-back methods to ensure comprehension. ​ Affective: Build trust, connect learning to personal experiences, and use open-ended questions. ​ Psychomotor: Provide hands-on practice and repeat demonstrations until the patient is confident. 6. Ongoing Evaluation ​ Continually assess understanding through feedback and teach-back techniques. ​ Adapt teaching methods based on the patient’s responses and progress. 7. Ethical Considerations ​ Provide evidence-based and reliable information. ​ Respect the patient’s autonomy and ensure informed consent for all teaching processes​ Specific communication strategies that enhance teaching and learning 1.​ Empathic Listening ○​ Actively listen to the patient’s concerns and goals to establish trust. ○​ Use reflective statements to validate their feelings. 2.​ Teach-Back Method ○​ Ask patients to repeat or demonstrate what they’ve learned to confirm understanding. 3.​ Use Plain Language ○​ Simplify medical terminology and use analogies for clarity. ○​ Avoid jargon and explain concepts in short, digestible sections. 4.​ Adapt to Learning Styles ○​ Visual learners: Use diagrams, videos, and written instructions. ○​ Auditory learners: Explain concepts verbally and encourage discussions. ○​ Kinesthetic learners: Include hands-on practice or role-playing. 5.​ Tailor Information ○​ Base teaching on the patient’s health literacy, preferences, and cultural context. ○​ Focus on what is most relevant to their current needs and goals. 6.​ Repetition and Reinforcement ○​ Repeat key points and summarize information at the beginning and end of sessions. ○​ Reinforce learning with follow-up materials or additional sessions. Understand and assess a patients’ readiness to change as it relates to health teaching and coaching for lifestyle change. Precontemplation: The patient may not see the need for change. ​ Use open-ended questions to explore their awareness of the issue. ​ Example: "What concerns you most about your health right now?" Contemplation: The patient is considering change but is ambivalent. ​ Discuss pros and cons of making changes. ​ Example: "What are the benefits of this change for you?" Preparation: The patient is planning to act. ​ Help them set specific, realistic goals using the SMART framework. ​ Example: "What small steps do you feel ready to take?" Action: The patient is actively implementing changes. ​ Provide support, encouragement, and resources.  ​ Example: "What challenges have you faced, and how can we work through them together?" Maintenance: The patient is sustaining changes. ​ Focus on preventing relapse and reinforcing habits. ​ Example: "What strategies have helped you stay consistent?" principles of motivational interviewing as a tool to support lifestyle changes.