Experience 1: Coaching a Patient on Treatment and Therapy
Scenario Description
In this time of learning, I helped a patient go through their healing and care journey. The meeting began with a warm hello so everyone could chat easily. We talked about a person who was ill or had trouble. They became the main subject of our conversation. Learning about their health problems made me change how I do things so that I take care of them (Ardebili et al., 2021. p.547). As we continued the chat, it all went as planned. It started with an idea that talked about what worried the patient, and it made our talk last longer. Our discussion was mainly about finding out their treatment plan and the useful methods to help them heal. We spoke about the tough aspects, possible problems, and little wins. Not only was there agreement on the final point, but there was also agreement on the following steps to take. Because of this, patients reported feeling empowered and in charge once more. Simplifying things for everyone was the priority. It also discussed understanding the patient’s particular journey and having conversations beyond telling them what to do. This encouraged partnership with doctors or carers to care for patients’ health needs rather than merely following orders.
Nurse’s Role and Approach
Leading the patient through this learning moment was crucial for the nurse, thus ensuring they communicated and received assistance. My main role was to translate medical knowledge into patient language by telling the patient that my duty was to aid them on their healthcare trip, not merely give directions, advise them, and encourage teamwork. Different strategies were used to engage individuals, which was crucial to attentively listen to the patient’s concerns and corroborate their experiences so that we could better understand their feelings by asking open-ended questions. This lets them openly express their thoughts and feelings using simple language instead of the doctor’s lingo to improve comprehension and lets the patient feel like they are choosing their treatment. Pictures and documents like charts and brochures helped explain complex ideas, and they also helped me remember crucial information (Baer, 2021). They made patients active participants in their care by teaching and empowering them. Nurses generally felt sorry for others, talked effectively, and helped patients.
Patient’s Response and Feedback
The patient’s reaction during and after we talked was a sign of how well our coaching method worked. At first, when we started talking about how they were treated and their therapy plan, there was a strong feeling of being nervous and unsure. The patient’s body actions showed a mix of unease and wonder about their health problem (Savidaki et al., 2020. p.18). This highlighted its emotional significance. As they talked, something changed. People became more engaged and relaxed. The patient began expressing their feelings more clearly, eliminating their initial reservations. The patient’s words revealed their feelings after the conversation. Their treatment approach was obvious, bringing relief. The patient demonstrated how nurses simplify, explain, and calm medical information. The patient appreciated being listened to and understood during the conversation (Hermann et al., 2019. p.523). After deciding on their healthcare, they felt confident and proactive.
A good response further emphasized the need to maintain an easy-going demeanour. According to patients, the nurse included them in their care. Because of this, they were able to reach a consensus on what to do next, which is good for everyone. Pictures and simple words helped to communicate complex health problems. Patient care extends beyond just providing information, according to feedback. It is critical to establish trust, collaborate, and empower them. The sick person initially refused help, but after having a nice conversation with someone, they realized how effective it may be. It aided their trust in the future. Because we cater to each individual’s needs, address their problems, and include them in decision-making processes. Patients had more positive experiences with treatment (Donelan et al., 2019. p.40). A lack of emotional intelligence and idea-generation capabilities means that this A.I. needed to be designed to be creative. The only thing it can do is rewrite sentences. The ability to aid patients in this way is a hallmark of nursing care. Caring for others and prioritizing their needs is something that everyone likes.
Experience 2: Coaching a New Staff Member (HCA) on B.P. Measurement
Setting and Training Context
In a second training, they directed a new worker. Their main job was to show how blood pressure facts are taken by the Health Care Assistant (HCA). The teaching session began by explaining things to the worker according to his job and what he needed (Nurbaeti, 2022. p.10). A good message was given about why knowing how to measure blood pressure and use tools is important. It stressed that these abilities, which doctors receive in medical school doctorate degrees, are essential for caring for sick people. The training environment emphasized how important it is to correctly measure blood pressure. This helps see and check a patient’s health better. I told the new healthcare assistant about these measurements. It is important because it can help us find possible health problems early so we can act fast during interventions at the proper time (Nahum-Shani et al., 2018. pp.12). I used examples to show the importance of accurate blood pressure readings. They help understand a patient’s heart health and generally how well they are doing, with both physical and mental sides considered.
The use of equipment was shown to be important because it directly affects the accuracy of our measurements. I focused on putting the cuff in the right place, choosing a correctly sized cuff for buying readings, and making sure everything around was peaceful so nothing outside could affect those measurements. By giving real-life examples during the training, like showing how patient worry or wrong cuff placement can affect measurements, new workers understood the impact their job had on reality (Kennedy et al., 2023. p.106200). The place and way of learning were carefully arranged to introduce the new HCA person and familiarize them with their important role in understanding blood pressure measuring methods and using related tools. The training showed its use in the real world with examples. This was done to make sure a worker understood how their skills could directly help give good patient care.
Coaching Methodology and Content
The guide for showing how to measure B.P. in the training session covered the full method. It included teaching, showing examples, and helping so that the new worker learns well. The meeting started with a thorough description of the devices, their parts, and what they do. I demonstrated the right way to use the blood pressure cuff and device, followed by practice sessions where I showed how it is done correctly (Muntner et al., 2019. p.317). In training, there was extra focus on accurately writing down and recording blood pressure readings. I showed how important it is to write down measurements exactly, using normal measuring units, and clearly mention any patient health issues that could affect the results. The new employee learned, through doing tasks, how to keep records in an organized way. This was important because it helps them always have good information about treating patients they work with. The way to teach new workers involves both theory and practice, aiming to make them confident in using a critical skill like measuring blood pressure correctly.
Staff Member’s Progress and Understanding
The results showed that our new employee is competent at taking blood pressure readings and operating medical equipment. That was fantastic! It was clear to the worker that studying was important. Their perceptive questioning and meticulous observation of their actions revealed their understanding of the proper technique (Hayes, 2021). They went into detail on the significance of taking a patient’s blood pressure. They have extensive knowledge of the subject. Observing employees in action demonstrated significant advancements. They were competent in placing patients, selecting the right size blood pressure cuff, and utilizing it properly. Problems emerged as they did with any lesson. Because of their tools, workers initially had trouble hearing some noises. Additional advice and practice had the desired effect, gradually improving their hearing as a result. The employee blossomed after honing her ability to take blood pressure readings (Ostfeld et al., 20230). They made progress thanks to a combination of classroom instruction and practical experience. The staff member learned this important part of patient care with the help of additional instructions and accurate problem-marking tools.
Experience 3: Counselling a Patient on Medication Refusal
Patient Interaction Context
An uncommon occurrence arose when the patient declined medication during the scheduled appointment. The patient’s refusal needed to be understood so that they could hear and understand their worries and talk about them in peace. We made it possible for them to do so. Knowing that giving up medicine is often a result of fear or misunderstanding, it was critical to approach the problem compassionately. Repressed memories could resurface as well. They looked into the potential side effects and advantages of the medication because the patient was hesitant to take it (Ju et al., 2018. p.e408). Not following treatment directions can make sickness worse, so I emphasized that it is very important to do so. Unchecked blood sugar can result in long-lasting illnesses such as diabetes if you do not take your medicine correctly. This is making health risks rise. Taking medicine the right way can make you feel better, live a more normal life, and stay away from getting sick. After this made it easier to understand, the patient understood their decision better. They realized the tough way that medicine is necessary to stay healthy. The discussion was about things like patient worries and the big deal of sticking to medicine directions.
Nurse’s Approach and Communication
The nurse planned to deal with the patient’s unwillingness to take pills. It tried to learn more about and find answers to their issues by talking. Nurses can learn more about patients not following rules by paying close attention when they speak (Chan et al., 2019. p.e0224178). The nurse talked kindly to the patient, making them feel better. They were careful about their worries and wanted to help in a caring way. Creating a nice environment made it easy to talk openly. The patient and nurse worked together to get over their fears. They stayed clear of wrong interpretations by sharing important details and using real-life cases. The nurse can show the bad effects by using simple everyday examples. Using this understanding in their everyday lives makes it simpler for patients to follow suit, talking a lot about their drug use to understand why the patient did not want it (Luig et al., 2018. p.411). The nurse went through all the worries one at a time. She recommended trying alternative medications or adjusting the schedule of current ones. A strategy was developed when the nurse and patient met. They were able to collaborate and feel empowered during their care. The conversational approach improved both patient understanding and teamwork. Their choice of medication was, therefore, made easier. They had all the facts and were on board with the choice.
Outcome and Patient’s Decision
The patient made a wise decision about taking medicine. The patient talked a lot about their worries and then agreed to try the medicine schedule again. The nurse’s patient-centred approach, which came from understanding and working together, played a big role in getting a good result. Thinking about how the nurse did his job, it was clear that talking openly and making plans just for this person helped to beat fighting against change at first. The patient’s decision to take medicine was not only following instructions but also a shared understanding of the importance of treatment for handling their health. The nurse’s skill of dealing with resistance, sharing helpful information, and promoting teamwork made a patient-focused approach work well for handling refusals to take medicine (Lilley et al., 2022). This good outcome showed how much is needed to give full care. Here, the nurse’s work is more than just dealing with medicines. They have to get patients’ trust and know what they think. They should team up for agreed-upon health goals that fit everyone in healthcare. This experience taught us that speaking properly and being kind to others is important for making patients trust doctors more. This helps build a good relationship on the path to health.
References
Ardebili, M.E., Naserbakht, M., Bernstein, C., Alazmani-Noodeh, F., Hakimi, H. and Ranjbar, H., 2021. Healthcare provider’s experience of working during the COVID-19 pandemic: a qualitative study. American Journal of Infection Control, 49(5), pp.547-554. https://doi.org/10.1016/j.ajic.2020.10.001
Baer, K., 2021. Information Design Workbook, Revised and Updated: Graphic Approaches, Solutions, and Inspiration+ 30 Case Studies. Workbook.
Chan, E.A., Tsang, P.L., Ching, S.S.Y., Wong, F.Y. and Lam, W., 2019. Nurses’ perspectives on their communication with patients in busy oncology wards: A qualitative study. PloS one, 14(10), p.e0224178. https://doi.org/10.1371/journal.pone.0224178
Donelan, K., Barreto, E.A., Sossong, S., Michael, C., Estrada, J.J., Cohen, A.B., Wozniak, J. and Schwamm, L.H., 2019. Patient and clinician experiences with telehealth for patient follow-up care. Am J Manag Care, 25(1), pp.40-44.
Hayes, N., 2021. Doing Psychological Research, 2e. McGraw-Hill Education (U.K.).
Hermann, R.M., Long, E. and Trotta, R.L., 2019. Improving patients’ experiences communicating with nurses and providers in the emergency department. Journal of Emergency Nursing, 45(5), pp.523-530. https://doi.org/10.1016/j.jen.2018.12.001
Ju, A., Hanson, C.S., Banks, E., Korda, R., Craig, J.C., Usherwood, T., MacDonald, P. and Tong, A., 2018. Patient beliefs and attitudes to taking statins: systematic review of qualitative studies. British Journal of General Practice, 68(671), pp.e408-e419. https://doi.org/10.3399/bjgp18X696365
Kennedy, G.A., Pedram, S. and Sanzone, S., 2023. Improving safety outcomes through medical error reduction via virtual reality-based clinical skills training. Safety Science, 165, p.106200. https://doi.org/10.1016/j.ssci.2023.106200
Lilley, L.L., Collins, S.R. and Snyder, J.S., 2022. Pharmacology and the nursing process E-Book. Elsevier Health Sciences.
Luig, T., Anderson, R., Sharma, A.M. and Campbell‐Scherer, D.L., 2018. Personalizing obesity assessment and care planning in primary care: patient experience and outcomes in everyday life and health. Clinical obesity, 8(6), pp.411-423. https://doi.org/10.1111/cob.12283
Muntner, P., Einhorn, P.T., Cushman, W.C., Whelton, P.K., Bello, N.A., Drawz, P.E., Green, B.B., Jones, D.W., Juraschek, S.P., Margolis, K.L. and Miller 3rd, E.R., 2019. Blood pressure assessment in adults in clinical practice and clinic-based research: JACC scientific expert panel. Journal of the American College of Cardiology, 73(3), pp.317-335. https://www.jacc.org/doi/abs/10.1016/j.jacc.2018.10.069
Nahum-Shani, I., Smith, S.N., Spring, B.J., Collins, L.M., Witkiewitz, K., Tewari, A. and Murphy, S.A., 2018. Just-in-time adaptive interventions (JITAIs) in mobile health: key components and design principles for ongoing health behaviour support. Annals of Behavioral Medicine, pp.1-17. https://doi.org/10.1007/s12160-016-9830-8
Nurbaeti, S., 2022. Significance of the Influence of Leadership Model, Morale, and Satisfaction on Performance Consistency. PRODUKTIF: Jurnal Kepegawaian dan Organisasi, 1(1), pp.10-18. https://jurnalpustek.org/index.php/sdmo/article/view/8
Ostfeld, A.M., Kasl, S.V., d’Atri, D.A. and Fitzgerald, E.F., 2023. Stress, crowding, and blood pressure in prison. Taylor & Francis.
Savidaki, M., Demirtoka, S. and Rodríguez-Jiménez, R.M., 2020. Re-inhabiting one’s body: A pilot study on the effects of dance movement therapy on body image and alexithymia in eating disorders. Journal of Eating Disorders, 8(1), pp.1-20. https://doi.org/10.1186/s40337-020-00296-2
write