[ANSWER]5058 Interpersonal Communication in Nursing-Critical Analysis Essay: Analysis of Emotional Intelligence Strategies

TASK DESCRIPTION

Emotional intelligence strategies

Overview of the course

This unit of study will examine the diagnoses and treatment of cancer as experienced by the patient and their family.

 Students will examine how culture, age, socio-political situations and health beliefs can influence the cancer experience.

This unit of study will draw on a range of media (narrative, film, audio, images) that inform the understanding of cancer and haematological illness experiences.

Interpersonal communication as an integral component of the therapeutic work of nursing will be interactively explored.

 Students will examine how our understanding impacts clinical practice and health care delivery, and will explore the interface between the social context of the lived experience of illness and that experienced within the context provided by current approaches to health care service delivery.

 Approaches to patient management within the total patient experience will focus on collaborative decision-making and the ways in which synthesised evidence informs patient care.

Interpersonal Communication in Nursing. This module explores the nurse’s use of effective interpersonal communication with colleagues, patients and families. The framework of emotional labour in nursing (collegial, instrumental and therapeutic emotional labour) is applied to nurses’ communication, and the relationship between emotional labour and emotional intelligence is explored.

The focus of experiential sessions is on effective communication with patients experiencing grief and loss, and skills that can be used to manage complex patient situations. Sessions will also address collegial communication and assertiveness in healthcare.https://www.youtube.com/watch?v=nDWbTM4UwXEhttps://www.youtube.com/watch?v=udBxagabq1c

Breaking Bad News (Badly)

How could this have gone differently?https://youtu.be/xCBQUGvZU7k

Giving Bad News

This video made by a nurse group in Manitoba is slightly long (9mins) but quite a useful example of good practice.https://youtu.be/oMaTcGjOPsU

Communication Skills in Clinical Practice, Part 4 – How to Break Bad News By Dr. Robert Buckman

This video by medical oncologist and presenter, Dr Rob Buckman shows a number of scenarios focused on feelings, emotions and communication.https://youtu.be/ftgNapAfV6Q

Case Study 1: Collegial Communication

You are an experienced CNC in cancer/haematology at a busy hospital and feel very strongly that follow-up could be more holistic using a nurse led model of care. You wish to establish a pilot nurse led follow-up clinic for patients undergoing treatment. Your aim is to Emotional Intelligence Strategies proactively manage symptoms and adverse effects of treatment early by reviewing patients on a weekly basis, either in the clinic or by telephone consultation. Your systematic review of the literature revealed supporting evidence for nurse led clinics such as this.

Your DON is supportive but suggests that you alone are in the position to negotiate with your medical colleagues. Your medical colleagues have previously stated that they are distrustful of a nurse’s ability to “comprehensively review”

a patient and suggest therapeutic management of Emotional intelligence strategies symptoms, and that they would be worried about the nurse “missing something”. Some of your nursing colleagues believe that the doctor knows best and have told you that “nurses shouldn’t be diagnosing and treating patients”.

You decide to meet with the relevant doctors to discuss the clinic further. You outline the plan for the clinic and give a clear explanation as to why a nurse led clinic would be effective. One doctor is Emotional intelligence strategies supportive but the others are dismissive and you think they are quite condescending about your ability to run the clinic. You feel yourself becoming defensive and start to argue with them. However, you realise this isri’t going to help your case so decide to finish the meeting for the time being and organise to meet again later.

Case Study 2: Family Communication

John is a 26 year old man diagnosed with acute myeloid leukaemia one year ago. He is now in complete remission and being worked up for an allogeneic transplant from his brother Steven, who is 24. John is a patient on your ward.

You are asked to work in the apheresis unit one day and meet Steven who is attending for his pre stem cell harvesting viral screening bloods. You know the family quite well, having looked after John since his diagnosis.

You are in the process of talking to Steven about the blood tests and pull out the information sheet and consent for his HIV test. You explain that this is routine and are sure that he has been told about this by the transplant coordinator and/or John’s doctors. Steven suddenly becomes very anxious and upset. He says that he no longer wants to donate his bone marrow and he doesn’t want to have the test. Steven is John’s only sibling and you know, therefore, that he is John’s best, if not only, chance of a cure for his leukaemia.

You realise Steven is concerned and that you need to talk further with him. You close the door to the room for privacy and acknowledge Steven’s concern and ask if there’s anything he wants to know further about the test Steven continues to look upset and you wait quietly.

Eventually he blurts out that he might have had unprotected sex and he’s not sure whether the test will be positive. He doesn’t want his family to know as he says they’re very conservative and don’t believe in sex before marriage. You tell him that it’s unlikely he’ll be positive but it is still possible, and organise for him to talk further about the test with the transplant coordinator.

Case Study 3: Patient Communication

Denise, a 38 year old woman with Non Hodgkins Lymphoma has attended your day unit for her third dose of R-CHOP. While chatting with her you have a feeling that she is not as well as she says that she is. Her weight has dropped by 5% over the last 3 weeks and you observe that her skin and mucosa are dry.

You suspect that she is not eating or drinking adequately but she denies that there is anything wrong. She has 3 small children and repeatedly tells you that she must get better in order to see them grow up. She tells you that she thinks of nothing else. When her blood chemistry results come back you see that they confirm that she is dehydrated and she is not eating.

You sit down with Denise to discuss the results. When you ask her how things are at home she suddenly bursts into tears. You are not sure what’s caused her distress but sit quietly with her for a few minutes while she cries.

When she starts to regain control you say “| can see you’re very upset. Would you like to tell me about what’s bothering you?” Denise nods and eventually says, “| can’t sleep. | can’t eat. All| do is worry about what’s going to happen to my kids if I’m not here to take care of them. | don’t want them to grow up without a mother”. You say *I can understand how that would be really worrying for you. Is there anyone you’ve been able to talk with about this?” Mary shakes her head.

You have a new patient coming in to the unit and know you’re going to have to go soon and attend to them. You decide the best thing to do is to ask the social worker to come and have a chat with Denise.

Case Study 4: Patient Communication

You work in a busy radiotherapy unit. Most of the staff are very focused and efficient in their interactions with patients. Indeed, as NUM, you are very proud of your efficient, clean, tidy and well run department. You believe an efficient nurse is the best kind of nurse and that patients want professionals who address their needs quickly and quietly.

The waiting time for appointments is short and the whole department runs like a well oiled machine itself. You start to notice, however, that patients don’t talk to each other and that the staff talk little to the patients, except to give instructions. You notice there are a couple of nurses in particular who are very directive with patients, and often seem to order them to do things rather than ask them.

This morning, for instance, you observe one nurse standing over a patient who is struggling to get into her gown and speak quite sternly to her, saying “Come on Mrs White, get those arms in.

We need to get a move on”. The patient, who is quite frail and obviously finding it difficult to coordinate her arms, looks distressed and embarrassed. She tries to get her arms up but fumbles and looks like she’s going to cry. The nurse seems irritated but says nothing and leans down and helps her get her arms in. She then briskly walks the patient down the corridor.

[ANSWER PREVIEW]

The most dominant aspect of emotional labour in this scenario is collegial. The two features of collegial emotional labour include navigating expectations and maintaining order (Delgado et al., 2017).

The former concerns scenarios where the interaction between nurses and other healthcare teams aim to maintain or improve quality of care. The CNC in this scenario is concerned about follow-up management and looks to improve such care delivery by incorporating a nurse-led model.

The CNC feels that managing the symptoms and adverse effects of treatment early could significantly improve the experiences of the patients. In the course of such interactions, different parties have unique standpoints and a nurse must navigate these expectations. Here, some doctors feel a nurse should not be diagnosing and treating patients, while one doctor seems to differ.

Maintaining order describes actions meant to prevent interpersonal confrontation while fostering positive interactions (Delgado et al., 2017). The CNC maintains order by leaving the conversation just before it grows chaotic and confrontational, which is not necessarily the right way to deal with the situation.

The emotional intelligence strategies that could be applicable in this scenario draw from domains like self-awareness, self-regulation, and social or relationship management (Raghubir, 2018; Ugoani, Amu,…[Buy Full Answer for Just USD 9: 2939 WORDS]

[SOLUTION DESCRIPTION]

Type: Essay

Word Count: 2939

Grade/Mark: 91 (Distinction)

GradedSolution