Culture & Communication
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| Culture | show 🗑
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| People's views of self, expectations and behaviors are influenced by | show 🗑
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| show | Language
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| Culture is learned | show 🗑
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| show | Nursing care that is planned and implemented in a way that is sensitive to the needs of individuals, families and groups representing the diverse cultural populations within our society
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| What are Cultural Concepts? | show 🗑
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| Ethnicity | show 🗑
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| show | A way of categorizing people into subgroups according to specific PHYSICAL characteristics
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| Cultural Concepts | show 🗑
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| Cultural Assimilation | show 🗑
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| show | Acute experience of not comprehending the culture in which one is situated
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| show | Feeling threathened and uncomfortable by something you do not understand and so you ridicule and put down that group
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| show | assuming all members of a culture, subculture or ethnic group act alike
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| Ethnocentrism | show 🗑
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| show | Belief that everyone should conform to the majority belief system
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| Cultural Influences Affecting Healthcare | show 🗑
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| show | Attitudes based on faith as opposed to fact
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| show | A process in which the nurse strives continuously to achieve the ability and availablity to effectively work within cultural context of the individual, family, or community; View the patient as an unique individual with own ethnic and cultural background
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| show | Develop cultural self-awareness; Devlop Cultural knowledge, Accomodate cultural practices in healthcare
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| Develop cultural self-awareness | show 🗑
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| Develop Cultural Knowledge | show 🗑
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| Accommodate Cultural Practices in Healthcare | show 🗑
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| show | Anything that pertains to a person's relationship with a nonmaterial life force or higher power
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| show | Need for meaning and purpose; need for love and relatedness; need for forgiveness
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| show | ages 4-12 - may perceive God as frighteningly powerful, works through human interconnectedness, causes positive transformations
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| show | may question values/practices in forming identity
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| Spirituality in Life Cycle: Young Adults or Later | show 🗑
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| show | expands concept of spirituality to include other faiths, focus on love...
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| Factors Affecting Spirituality | show 🗑
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| Spiritual Development | show 🗑
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| Infants and Toddlers (Spiritual Development) | show 🗑
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| Preschoolers (Spiritual Development) | show 🗑
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| Preschoolers also (Spiritual Development) | show 🗑
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| School-age children and Adolescents -1. (Spiritual Development) | show 🗑
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| School-age children and Adolescents -2.(Spiritual Development) | show 🗑
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| School-age children and Adolescents -3.(Spiritual Development) | show 🗑
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| show | Young adults who need to answer the religious questions of children may find that early teachings of childhood are more acceptable; during the middle eyars, adults often find that they have more time for religious activities.
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| Spritual Distress | show 🗑
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| show | Spiritual pain, alienation, anxiety, guilt, anger, loss, despair
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| Cause of spiritual distress | show 🗑
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| Nursing Interventions to Promote Spiritual Health | show 🗑
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| Determining whether spiritual needs have been met | show 🗑
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| show | medications, dietary practices, prayers, Holy days, rituals, interventions or treatments, birth practices, death practices
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| What is Communication? | show 🗑
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| show | Verbal and Nonverbal
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| show | Exchange of information using words
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| show | Touch, Gestures, Posture, Eye Contact, Personal appearance, Facial expression, Sounds, Silence
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| show | Developmental level, gender, sociocultural differences, role responsibilities, space and territoriality, physical, mental, and emotional state, values, environment
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| show | Helping relationship established for the benefit of the client; social vs therapuetic relationship (professional)
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| show | Purposeful & goal directed; Client centered; Time-limited
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| Phases of Helping Relationship | show 🗑
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| Orientation | show 🗑
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| show | Provides care to meet needs/goals; thoughts, understanding, and feelings are explored; promotes problem-solving and coping skills; client teaching; longest phase
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| show | examine progress and attainment of goals; prepare client for next phase of care; support emotional response
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| Promoting Effective Communication | show 🗑
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| Interpersonal skills for effective communication are: | show 🗑
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| show | Rapport and Trust
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| Rapport | show 🗑
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| show | Basis of therapeutic relationship; confidence in nurse's ability; responsible and competent
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| Genuineness | show 🗑
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| Respect | show 🗑
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| show | Ability to see things from client's perspective; communicate understanding of their feelings
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| Sympathy | show 🗑
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| show | Demonstrate behavior that is nurturing; provides a means of comfort & promote self-actualization; don't be "task oriented", be client focused!
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| show | Decreases stress; Increases positive feelings
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| Criteria for Humor: | show 🗑
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| Assertiveness Skills | show 🗑
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| Self-Awareness | show 🗑
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| show | Listening is the most important communication skill!
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| show | Giving the client your complete attention: Sit facing the client; open posture; lean forward; establish appropriate eye contact; relax
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| Interview Techniques | show 🗑
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| Communication Skills | show 🗑
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| show | verbal & non-verbal responses that facilitate nurse-client interactions; help client to express feelings, gain insight & clarify their thinking
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| show | Hinder or block effective communication
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| show | Purpose: Gather specific information; Assist clients in identifying & exploring ideas & feelings; Over use limits client ineraction & disrupt flow of ideas
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| show | Open, Closed, Indirect
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| show | Require more than a one word or yes/no response; begin with what, how, could; indirect statements
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| show | answered in yes-no or one word response; useful when immediate and specific information is needed; non-therapeutic when you want the patient to elaborate; begin with Do, Is, Are
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| Communications Techniques | show 🗑
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| show | Restating in the content of the message to clarify your interpretation
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| show | Encourages client to elaborate on their feelings; nurse describes feelings or emotions that are implied. ex. You feel scared about being pregnant at your age
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| show | Encourages client to continue; allows client to determine direction of the interaction; Go on... and then?; Non-verbal: Nod Head
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| Seeking Clarification | show 🗑
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| show | Repeat portion of what was said e.g. Pt: my doctor wants me to go home N: go home?
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| Exploring Focusing | show 🗑
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| Making Observations | show 🗑
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| Giving Information | show 🗑
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| show | Orient client to the environment e.g. Today is October 4th; I see no one else in the room
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| Silence | show 🗑
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| show | Advising, Giving False reassurance, Probing, defending or judgmental, asking why, requesting an explanation; changing the topic
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| show | Telling the client what the nurse thinks should be done; fosters dependency; giving advice is different than giving information
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| Giving false reassurance | show 🗑
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| Probing | show 🗑
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| show | Objections to client's remarks, feelings or opinions; imposing nurese's view on client; explore the client's perspective; complaints may be related to anxiety
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| Asking Why; Requesting an explanation | show 🗑
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| show | Verbatim account of the verbal & non-verbal communication between nurse & client
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| Purpose of Process Recording | show 🗑
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| show | Nurse verbal, nurse non-verbal, patient verbal, patient non-verbal, communication technique used
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| show | Do not take notes, do not tape conversation, maintain confidentiality
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| Communication with the elderly | show 🗑
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| show | Speak clearly in a low to normal tone, avoid shouting, face the person, use gestures
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| show | Loss of peripheral & night vision: Front approach, exaggerate gestures, indirect lighting, speak before touching, large print items
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| Dementia Communication Techniques | show 🗑
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| Reminiscence Therapy (Patients with Dementia) | show 🗑
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