Trust in the Nurse/Patient Relationship
The strength of the trust between a nurse and the patient determines how streamlined the care can be. For example, a patient who doesn’t disclose their entire health history to a nurse that they don’t have confidence in may experience more obstacles that could have been avoided. Trust is something that needs to be earned; it is not necessarily present because someone requires medical care. Patients become more trusting of nurses in a variety of ways: the capability to perform skills, awareness of physiological processes, empathy for their condition, etc. There is an inherent relationship power imbalance due to the responsibility and say-so that the nurse has over the patient’s care. With this in mind, …show more content…
Firstly, stereotyping can be offensive. Also, it can over- or underestimate the capabilities of the patient. When teaching, we need to assess their current educational level and improve from there – not from where we assume that they are at. Secondly – as with all populations – health information should be explained in a way that is easily understandable, without medical terms. Writing out the key information may also be helpful, so it can be reviewed at home. Lastly, emphasizing that the nursing interventions are due to medical conditions and not age can improve morale. The misnomer that medical issues are expected as we age may cause the patient to feel dejected about their health. Highlighting these points will aide in effectively teaching the older adult …show more content…
2014.) Firstly, the difference in their current level of understanding and the desired level needs to be determined – by asking questions or requesting a demonstration, for example. Next, emotional readiness (motivation and self-concept) and experiential readiness (attitude and culture) can impact the learning of the cognitively impaired older adult if they aren’t open to acquiring new knowledge. If the patient is non-compliant with the teaching strategy, it won’t be effective. The largest parameter involves the ability to learn. A pleasantly confused patient may willingly participate in learning activities, but their impairment may prevent them from truly understanding the information. Literacy and communication skills should also be considered. Lastly, the patient’s learning strengths should be considered, such as the success of previous attempts. If previous learning attempts caused the patient to become agitated or discouraged, different approaches should be
The strength of the trust between a nurse and the patient determines how streamlined the care can be. For example, a patient who doesn’t disclose their entire health history to a nurse that they don’t have confidence in may experience more obstacles that could have been avoided. Trust is something that needs to be earned; it is not necessarily present because someone requires medical care. Patients become more trusting of nurses in a variety of ways: the capability to perform skills, awareness of physiological processes, empathy for their condition, etc. There is an inherent relationship power imbalance due to the responsibility and say-so that the nurse has over the patient’s care. With this in mind, …show more content…
Firstly, stereotyping can be offensive. Also, it can over- or underestimate the capabilities of the patient. When teaching, we need to assess their current educational level and improve from there – not from where we assume that they are at. Secondly – as with all populations – health information should be explained in a way that is easily understandable, without medical terms. Writing out the key information may also be helpful, so it can be reviewed at home. Lastly, emphasizing that the nursing interventions are due to medical conditions and not age can improve morale. The misnomer that medical issues are expected as we age may cause the patient to feel dejected about their health. Highlighting these points will aide in effectively teaching the older adult …show more content…
2014.) Firstly, the difference in their current level of understanding and the desired level needs to be determined – by asking questions or requesting a demonstration, for example. Next, emotional readiness (motivation and self-concept) and experiential readiness (attitude and culture) can impact the learning of the cognitively impaired older adult if they aren’t open to acquiring new knowledge. If the patient is non-compliant with the teaching strategy, it won’t be effective. The largest parameter involves the ability to learn. A pleasantly confused patient may willingly participate in learning activities, but their impairment may prevent them from truly understanding the information. Literacy and communication skills should also be considered. Lastly, the patient’s learning strengths should be considered, such as the success of previous attempts. If previous learning attempts caused the patient to become agitated or discouraged, different approaches should be