Nurse-to-Client Interaction
The video depicting nurse-to-client interaction starts with a nurse handing over a heroin-addicted patient to another one taking over the shift. The nurse handing over seems tired and disinterested and even labels the patient, undermining her relationship with her family. The new nurse, however, is more concerned about the patient; she turns the rude client into a caring one by showing compassion and communicating with her in a language she understands. The nurse gets clear information from the patient on how she feels and gets her the help she needs. She ends up feeling better and thanking her for treating her better than other nurses.
The clip shows how empathy is crucial when handling clients, just like the nurse did. The nurse showed concern and care that even the patient doubted how she handled her. The nurse also allows the patient to give her feedback and how she felt about the medication she was to give, allowing the client to understand what she was talking about (Karaca & Durna, 2019). The nurse considers the patient’s verbal cues, especially the expression that she is in severe pain, and then allows the patient to rate her pain. The nurse also communicates with her patient in a clear language, allowing her to understand her progress.
New nurses need to know how important it is to communicate effectively with clients. Health literacy is essential for the nurse to learn and know all the relevant information about the client before taking over so that they comprehend their treatment (Kee et al., 2018). A patient-centered approach is essential when handling clients, for it makes the patient the person of interest, making them feel safe and wanted in the facility. The nurses can also employ the teach-back policy by ensuring that the patients understand their medical conditions, even if it means asking them to say back just as they understand it.
Interprofessional Interaction
The second video shows a young nurse taking over a shift, and just as she is receiving client information from the leaving nurse, she is told she is in charge of a new admission and then requests help from another nurse in the next ward. Therefore, she seeks help from an older nurse who was talking to her mother on the phone, who ends up saying how the young nurses are so inexperienced and cannot do anything independently. The young nurse feels bad and embarrassed but continues her shift. She later confronts the older nurse politely about how she feels and how important it is to work together. The older nurse apologizes for her behavior and then assists the young nurse.
The older nurse shows poor collaboration by saying bad things about the young nurse, which might affect her performance on the job and how she handles the clients. There is also a concern about the need for a clearer send-off for the new young nurse had received three assignments at ago, possibly due to poor shift planning (Kee et al., 2018). When the young nurse hears the insults, she does not confront or act victimized but instead ignores everything and acts like she heard nothing. She effectively acted defensive in the situation, which could have escalated the situation, but instead asked the older nurse for a conversation in private.
Tate and Frame (2018) say that interprofessional respect is paramount for nurses to recognize each other’s contribution through collaboration despite their level of experience and expertise. Creation of clear and structured handoffs so that the incoming nurse knows in advance about the tasks at hand and the clients they will handle to avoid shoulder brushing. Constructive feedback should encourage nurses to ask questions and get clear information about medications, dosages, and clients.
Interprofessional Interaction
The third video is about a nurse who takes over a client just about to be discharged. The patient has not received any medication, and the previous nurse presumed him to have no serious condition. The nurse diagnoses the client and notes a concern in his heart rate and body temperature, requesting that the discharge order be canceled due to the new observations. As he does that, another nurse pops in to tell him the patient is feeling very uncomfortable and has comments about passing out. They all rush in and do a collective diagnosis to find the patient with a blood infection. The nurse who had ordered the client’s discharge apologized for her inadequate judgment of the client and thanked the incoming nurse for saving the patient’s life.
The incoming nurse fails to make assumptions by observing the patient despite being told by the previous nurse that the client is acceptable and fit for discharge. Collaboration is shown when the other nurses hear about the patient’s condition and come in to help assess and diagnose the client (Tate & Frame, 2018). The collective effort is why the client was saved, for things could have been different if the client’s nurse had been alone. Mutual respect is essential among team members for the nurse on duty to approach the one that approved discharge with mutual respect.
Regular interprofessional training is recommended for a good working culture among health care practitioners for effective communication among professionals. Clear communication channels can also be formulated to pass and confirm information from one professional to another for better client satisfaction (Tate & Frame, 2018). Arrangement of case conferences where the doctors and nurses discuss complex scenarios and plan how best to handle the cases if one comes in contact with the situation.
References
Karaca, A., & Durna, Z. (2019). Patient satisfaction with the quality of nursing care. Nursing Open, 6(2), 535-545.
Kee, J. W., Khoo, H. S., Lim, I., & Koh, M. Y. (2018). Communication skills in patient-doctor interactions: learning from patient complaints. Health professions education, 4(2), 97- 106.
Tate, P., & Frame, F. (2019). The doctor’s communication handbook. CRC Press.
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