RLE 3

• Critical thinking in health assessment involves analyzing data and drawing conclusions based on evidence.
• The Muddiest Point in today’s session was not clear.
• Subjective and objective data are different types of data collected during health assessment.
• Clinical Reasoning is the process of using data and evidence to make decisions about diagnosis and treatment.
• The health history interview is a conversation with a purpose, drawing on interpersonal skills that are different from social conversation.
• The primary goal of the nurse-patient interview is to improve the well-being of the patient.
• Relating effectively with patients is among the most valued skills of nursing care.
• Using techniques that promote trust and convey respect allows the patient’s story to unfold in its most full and detailed form.
• Establishing a supportive interaction helps the patient feel more at ease when sharing information and itself becomes the foundation for therapeutic nurse-patient relationships.
• Illness can make patients feel discouraged and isolated but a strong nurse-patient relationship can reduce feelings of isolation and fear.
• During a clinical, it is appropriate to appear attentive when a patient becomes silent during the nursing interview.
• Asking a series of questions, one at a time, is a useful interview technique for a student nurse to use when drawing a blank on what to ask the patient next.
• Watching the patient closely for nonverbal cues is an appropriate response during a clinical.
• Creating an opportunity for the early generation of a plan is a question that offers multiple choices for answers.
• Asking your question again is not appropriate during a clinical.
• Changing the subject you are asking about is not appropriate during a clinical.
• A premature reassurance can cause a noticeable lessening of the patient’s anxiety.
• Techniques that encourage patient disclosures while minimizing the risk for distorting the patient’s ideas or missing significant details include asking a series of questions, one at a time, using reflection, and offering multiple choices for answers.
• A question that is narrow in focus is a question that elicits a graded response.
• A question that demands an exact response is a question that mirrors the patient's position.
• The principle of confidentiality is of paramount importance in the nurse-patient relationship.
• Reassuring a patient is not appropriate during a clinical.
• The health history format is a structured framework for organizing patient information in written or verbal form for other health care providers; it focuses the nurse’s attention on specific kinds of information that must be obtained from the patient.
• The interviewing process that actually generates the pieces of health information is much more fluid and demands effective communication and relational skills.
• Underlying these interviewing skills is a mind-set that allows the nurse to collaborate with the patient and build a healing relationship.
• Therapeutic communication techniques can be used during the patient interview.
• The phases of the nurse-patient interview include establishing a trusting and supportive relationship, gathering information, and offering information.
• The appropriate environment to promote a successful interview includes a comfortable setting, privacy, and confidentiality.
• Strategies for handling difficult patients include active listening, empathy, and de-escalation.
• The principle of confidentiality is of paramount importance in the nurse-patient relationship.
• Ethics in interviewing include maintaining confidentiality, active listening, guided questioning, nonverbal communication, empathic responses, validation, reassurance, summarization, transitions, empowering the patient, and dealing with special patients such as the silent patient, the confused patient, the patient with altered capacity, the talkative patient, the crying patient, the angry or disruptive patient, the dying patient, the patient with low literacy, the patient with impaired hearing, the patient with impaired vision, the patient with cognitive disabilities, and the patient with per
• Introduction activities include greeting the patient and establishing rapport, establishing the agenda for the interview.
• Pre-interview activities include self-reflecting, reviewing the patient record, setting interview goals, reviewing own clinical behaviour and appearance.
• The principle of confidentiality is of paramount importance in the nurse-patient
• The potential power of the nurse-patient communication calls for guidance beyond one’s innate sense of morality.
• Termination activities include summarizing important points, discussing the plan of care, active listening, guided questioning, nonverbal communication, empathic responses, validation, reassurance, summarization, transitions, empowering the patient, and dealing with special patients such as the silent patient, the confused patient, the patient with altered capacity, the talkative patient, the crying patient, the angry or disruptive patient, the dying patient, the patient with low literacy, the patient with impaired hearing, the patient with impaired vision, the patient with cognitive disabili
• Ethics are a set of principles crafted through reflection and discussion to define what is right and wrong.
• During the working phase of an interview, the nurse invites the patient’s story, identifies and responds to emotional clues, expands and clarifies the patient’s story, generates and tests diagnostic hypotheses, negotiates a plan, including further evaluation, treatment, education and self-management support and prevention.
• Therapeutic communication techniques include self-reflecting, reviewing the patient record, setting interview goals, reviewing own clinical behaviour and appearance, inviting the patient’s story, identifying and responding to emotional clues, expanding and clarifying the patient’s story, generating and testing diagnostic hypotheses, negotiating a plan, including further evaluation, treatment, education and self-management support and prevention.
• Post-interview activities include summarizing important points, discussing the plan of care, active listening, guided questioning, nonverbal communication, empathic responses, validation, reassurance, summarization, transitions, empowering the patient, and dealing with special patients such as the silent patient, the confused patient, the patient with altered capacity, the talkative patient, the crying patient, the angry or disruptive patient, the dying patient, the patient with low literacy, the patient with impaired hearing, the patient with impaired vision, the patient with cognitive disab