...Video Vignette: “The Paramedic” What can I take away from the experience of observing this video that will help me build knowledge and Self-Awareness in Therapeutic Communication? In observing James (the paramedic) carry out a first aid attendance to a patient, Sally, who is 28-weeks pregnant, I was able to identify a range of Therapeutic Communication techniques and have gained to appreciate the significance of Self-Awareness and what it means to be patient-centred. Communicating therapeutically typically uses a combination of techniques such as empathy, touch, active listening, clarifying and open-ended questioning as noted by Day, J., Levett-Jones, T., & Kenny, R. (2015). Ultimately, it aims to create a space in which the patient feels sufficiently safe to express their feelings openly and disclose what may often be private and personal, so that practitioners can make accurate assessments and diagnoses. For example, Sally had difficulty speaking, so James worked around this roadblock by asking close-ended questions and held Sally’s hand before asking, “Have you got a headache? Just squeeze my hands if you’ve got a headache.” So as not to make the history note-taking difficult for Sally, James recruited her husband David, to answer the more probing questions relating to her medical history and genetic predispositions. David in turn responded in a cooperative manner which indicated the beginnings of rapport being established. The tone and quality of his voice projected...
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...The clinical skills lab I have chosen to reflection on was the lab where we leant how to administer eye drops to a patient. I choose this lab, as it was the skill I found most challenging to master. I will also be using Driscoll’s Reflection Cycle (Driscoll, 2007) to explain the What, So What and Now What of the clinical skills lab. Firstly looking at the ‘What’ which is about returning to the situation in this case it is the lab where we administered eye drops. Reflecting on the lab I found that I was quiet unsure on how to administer eye drops, in my personal life I have never had to administer eye drops only been the recipient of them. In the lab we were instructed to administer eye drops according to the medication chart provided. Once we found the correct medication we needed to go through the correct steps of administering two drops to each eye. I was confident with most things except when it came to actually administering them. The reason why I believe I had difficultly giving the eye drops as I had trouble steadying my hand and finding what comfortable for me and also keeping in made what is most comfortable for the patient. Now looking at the ‘So What,’ which is all about the analysis of the situation and looking at what learning arises from the process of reflection (Driscoll, 2007). Now looking back on the lab I am glad I hit those barriers there in class, as I was able to overcome them then and there with the help of my fellow classmates and also our lecturer...
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...Reflective essay HLSC110 Question: What can I take away from the experience of observing this video that will help me develop clinical skill (knowledge and self-awareness) in either therapeutic communication or inter-professional communication? Therapeutic communication is the communication between the nurse and the patient, focusing on the patient’s wellbeing (Berman et al, 2015). In the video of the radiographer working in the emergency department, therapeutic communication is demonstrated between the radiographer and his patient. After reflecting over the therapeutic communication that’s shown in this video, it has helped me developed different techniques that are used with this communication and how to approach these techniques in the best way. Using Discolls reflection cycle, the ‘what’ comes first, describing what has happened in the situation. The therapeutic communication in this video starts with the Radiographer Peter, abruptly entering the room of pregnant patient Sally, who has seemed to have had a stroke. Not realizing that Sally can’t talk, Peter immediately starts to ask her questions before Sally’s husband has to step in and explain what her situation is. Peter then carry’s on asking Sally’s husband questions about herself and explains that he needs to do a CT scan of her brain. Peter then makes it clear that because a CT scan requires them to use radiation that there is harm to the baby. Sally’s husband becomes concerned and tries to sort out with Peter...
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...HLSC110- Pregnant Stroke Reflection Shelby Strong, S00189447 “Therapeutic communication consists of specific techniques, including the use of open-ended questions, touch, focusing, giving information, acknowledging, clarifying, reflecting, silence, and offering self (Berman & Snyder, 2012), with the goal of establishing a nurse-patient relationship based on mutual trust and respect. It is patient-centered as opposed to provider-centered.” (Kleier, 2013, p. 110) The ‘Handover’ video presented within one of the Pregnant Stroke vignettes shows a noteworthy example of effective therapeutic communication. Through inter-professional communication between the paramedic, James, and the nurse, Louise, both of the health-care professionals were able to create a safe, comfortable environment for their patient. “The nurse's key goal is to gain the patient's cooperation and trust often in a limited amount of time.” (Rosenberg, Gallo-Silver, 2011, p. 2) To do this, the nurse and/or health professional must use a range of techniques to achieve the greatest possible outcome for that individual. As Sally, the patient, is pregnant and had just experienced a stroke, it is crucial to keep her calm and reassure her that she is in the best possible care. As a result of James providing the nurse with all of the critical information needed, Louise was able to start forming a relationship with Sally. This pre-interaction phase is crucial in building a rapport with the patient. “If the person...
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