Health History Summary
The patient, DB, a 42-year-old single Black African man from Ghana, came to the hospital with information that his autoimmune disorder affected the kidneys. He lives in Maryland and occasionally comes to the country (not the UK). DB’s native and club tongue are English, and he is Christian. It is his second job. He holds a college degree in Information Technology. [Initially, he proclaims as someone economically stable, with virtually no disturbing factor]. He does not have a history of recent stressful occurrences, and he is good at coping with stress and taking refuge in family and friends to help him in stressful situations. Dwieczyk does not have much physical activity, not smoking, alcohol, and drug use being the only exception. He usually drinks, and his nutrition is appropriate.
Moreover, while in the hospital, he did not lose any weight. Information about his family history and psychosocial background is not provided. He also reports no problems with everyday activities or moving around.
Pre-interaction
The dialogue happened in a room at Hopkins Hospital where DB I was arguably referred to. Before visiting Richard or conversing with him, Adeola Arimoro became quite nervous, as she was anticipating her first visit with him and considering this as an unknown territory for her. She was anxious about her interpersonal competency skills. As such, she did not know what to expect from the patient and how to establish effective privacy with the patient (Bridges et al., 2019). The aim of the session was to identify the significant health history events of DB, nail down the condition he holds now, and build up the relationship as a nurse-patient team. The object of the student nurse was to apply therapeutic communication methods in order to provide an opportunity for dialogue and true ascension.
Process Recording
While in conversation, Adeola introduced herself and asked how DB was doing, starting the conversation with an open-ended question. DB responded cheerfully, showing that he was ready to participate. During the talk, Adeola kept eye contact, smiled, and actively listened to the other person. She inquired about DB’s name and birth date, and he showed enthusiasm, confirming that Kay was the name he preferred. As the discussion continued, Adeola asked him about the reasons for his admission and whether he was satisfied with his treatment (Potter et al., 2021). DB also described his joy with the care he received and his desire to return to Kenya after the treatment. Adeola considered DB’s level of pain and his personal life, but DB showed signs of resentment when asked about his relationship and alcohol use.
Analysis of Process Recording
Therapeutic communication approaches such as active listening, and non-ambiguous content was the tools Adeola used to be on the same page with DB and to create a conducive interaction. Despite this fact, it is essential to mention some nontherapeutic moments, especially during the sections of the conversation and when DB seemed uncomfortable discussing personal stuff. The variables that played a role included the cultural background and personal experiences of DB. This became an essential factor in the communication process, which lowered his level of disclosure (Potter et al., 2021). Adeola nurtured the patient’s trust and communication by akin to a heartfelt essence and strong collaboration. Non-verbal cues, such as facial expressions accompanied by emotions, were critical in the communication process and in building the comprehension level. This conversation has, however, shed limelight on the value of cultural sensitivity, active listening, and empathy needed in making therapeutic nurse-patient connections.
In conclusion, my interaction with DB has made me discover many different sides of communication in medical environments. The experience of Adeola again indicated the importance of using therapeutic communication skills to promote patient-centered care. Adeola identifies the demand for continuous learning and practice to develop better communication skills and healthier nurse-patient relations. It is clear that continuous professional advancement in nursing school is very significant, as is the importance of interpersonal attributes in providing quality patient care.
References
Bridges, J., Griffiths, P., Oliver, E., & Pickering, R. M. (2019). Hospital Nurse Staffing and Staff–patient interactions: an Observational Study. BMJ Quality & Safety, 28(9), 706–713. https://doi.org/10.1136/bmjqs-2018-008948
Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. (2021). Fundamentals of Nursing – E-Book. In Google Books. Elsevier Health Sciences.