Therapeutic Communication in Mental Health Nursing

In mental health nursing, the process of transition from a student nurse to a registered nurse is highly challenging and informative to student nurses (Delaney, 2017). Throughout this journey from the student nurse to registered nurses, a student nurse has to face several exciting as well as challenging moments that not only promote the nurse’s professional and personal development but also teach the student nurse about the nursing principles and guidelines that need to be implemented into practice. This essay will critically reflect on the journey from a student nurse to a newly qualified mental health nurse. The essay will reflect on the episode of care, therapeutic communication, that I have applied during my professional practice. This study will also reflect on the learning needs that are associated with the chosen episodes of care and how these learning needs are achieved. This study will also discuss that how a student nurse can follow and implement the NMC codes and the mental health policies into practices while applying the chosen episodes of care into their professional practices. The episode of Care (EoC) is defined as the entire treatment or care process that is conducted for a patient for one particular illness or episode of the patient (Cleverley et al. 2020). While illustrating my transition from a student nurse to a registered nurse I will discuss the EoC that entailed maintaining therapeutic communication with a patient. During my practices as a student, I worked with an MDT to provide high quality as well as compassionate care to dementia patients aged 65 years. In this MDT my role was to assist my mentor and senior nurses and health professionals in this team in providing high-quality care to this patient. Here I will illustrate the personal experiences that I gathered during my practice while taking care of dementia patients by using the Gibbs reflective cycle. I have chosen this cycle for reflecting on my experiences on the EoC of the patients because this reflective model is highly effective and relevant to describe my experience concisely, illustrate my feeling regarding the experience, evaluate and conclude the learning aspects that I gained throughout the reflection and the actional plan that I have made to improves my weaknesses. Gibb’s reflective cycle has six stages of reflection such as description, feeling, evaluation, discussion, conclusion and action plan. In the first stage of Gibb’s reflective cycle description, I am going to describe the events that I have experienced during the EoC while assisting the MDT in maintaining therapeutic communication with the dementia patient. Throughput an EoC, the conduction of effective therapeutic communication in case of treating a mentally ill patient is crucial in promoting holistic wellbeing of the patient (Cantlay et al. 2017). While conducting therapeutic communication with the dementia patient I felt that the patient suffers from severe depression and frustration due to his poor memorising ability made him unable to recognise his relatives and friends. During this EoC of maintaining therapeutic communication with a dementia patient, I also noticed the patient is unable to perform his regular activities in daily living such as dressing, going to the toilet, cleaning and bathing. The patient also suffered from severe hallucinations due to antidepressants used to take to rid of hallucinations. During this therapeutic communication, I also did the basic observation of the patient's physical health which showed that there is high BP, high pulse rate and low oxygen saturation of the patients. I was not happy with these physical and mental assessment reports of this dementia patient and I informed my mentor. My mentor also interacts with the patient and again they told me to do a nest basis physical observation of this patient which showed a similar result. Under NMC (2019), effective therapeutic communication is not only associated with interacting with patients to provide him or her with psychological and emotional support about also promote the physical and spiritual well-being of the patient by promoting the patient’s holistic wellbeing (Chang and Daly, 2019.). My mentors called the senior nurses and doctors who were involved in the MDT. Doctors then interacted with that patient to discuss his physical and mental health needs, his overall psychological conduction and his current feeling regarding his physical health. Doctors told me to do another observation of the patient which also showed the high BP, low oxygen saturation and Pulse rate. Then the doctor made some adjustment in the ongoing medicines which were administered to the patients by the senior nurse. After 3 hours of the medicined administration, I was told to do the basic physical observation of the patient which showed that he had normal BP, body temperature, oxygen saturation and pulse rate. As argued by Edward et al. (2017), while conduct therapeutic communication only physical assessment of the patients is not sufficient, in proving high-quality care to the patient ratite health professionals must conduct an effective mental assessment of the patient for determining which mental support the patient need to meet his or her emotional and psychological needs. Here I used to maintain regular interaction with the dementia patient to encourage him to share his feeling, thoughts and pain with me, thereby providing him with mental and psychological support. I used empathetic and polite communication with the patient to motivate him to be involved in different activities such as dressing, taking medicines, cleaning the bed, bathing and going to the toilet I also encouraged this patient to solve any issues by using his decision making and problem-solving skin that can improve the cognitive skill of this patients.

Whatsapp

In the next stage of Gibb's reflective cycle, I would like to share what I feel regarding the abovementioned event. I feel that I needed to work more closely with health professionals and senior nurses in the MDT. During maintaining effective therapeutic common location with the dementia patient, I needed to be more actives in maintaining a transparent information delivery system within the MDT which would assist team members to get all the valuable details of the mental and physical health-related information of the dementia patients. During the transition period from a student nurse to a registered mental health nurse, student nurses need to obtain a clear understanding of all the NMC standards (Porteous and Machin, 2018). NMC (2015) mentioned that all the nursing trainees must be aware of the four NMC standards such as prioritising people, preserving safety, practising effectively and promoting professionals [NMC, 2015]. Each student nurse must ensure during their practice that they obtained clear knowledge on how to conduct therapeutic communication in an EoC, by complying with principles and guidelines set under each NMC standard. Here I feel that although I was involved, I assisting the MDT to conduct therapeutic communication with the dementia patients in the EoC, I needed to be more concerned in implementing all the four NMC codes into practice to maintain my professional integrity and accountability. I felt during the EoC that I needed to prioritise the holistic needs of the dementia patients at the centre of the care framework which could help the entire MDT to improve the cognitive, physical and psychological of this patient. I also feel that although all my team members including my mentors and the senior nursing staffs were very helpful in supporting my learning from the experiences while conducting the therapeutic communication, I think I needed to be more active in involving any task regarding proving the holistic care to the patient (Powers et al. 2019). I also realise that during maintaining therapeutic communication of the EoC, I needed to show more enthusiasm and motivation in attending any of the care-related discussions within the MDT. In the next two stages of Gibb’s reflective cycle, I would like to evaluate and analyse the experience that I gathered during the EoC while conducting effective therapeutic communication with the dementia patient. The entire event of EoC was very interesting and informative to me that assisted me to to learn different important aspects of nursing that are crucial in making the transition from that student nurse to the registered nurse. Throughout the EoC of maintaining therapeutic communication, I had learned the types of communication that are crucial in nursing such as written, verbal and non-verbal communication. As mentioned by Cleverley et al. (2020), registered nurses must provide effective training to the student nurse regarding the process and techniques that the student nurses need to use to adhere to the NMC standard preserving safety'. To become a highly professional registered mental health nurse, student nurses must develop the skill and knowledge that are required to ensure patients safety by conducting clear and transparent communication with patients and health professionals throughout the care delivery. During this EoC, while assisting the MDT in maintaining therapeutic communication with patients, IO learned how to maintain transparent, empathetic and healthy communication with mentally ill patients thereby proving patients with proper mental and psychological support. I also learned how to conduct effective written communication which would assail me to develop patients’ case study reports, patient's EHR and everyday observation reports of patients. Throughout the EoC, I have also learned how to conduct an effective physical, psychological and behavioural assessment of a mentally ill patient to maintain an effective therapeutic communication for protein the holistic wellbeing u the patients. Throughout the EoC on maintaining therapeutic communication with patients, I have also learned about the importance of the process of implementing all the four NMC codes into practices to ensure high-quality care delivery to patients. Throughout the EoC I learned about the importance of maintaining professional integrity and professional accountability in relation to promote their professionalism in therapeutic communication (Murray et al. 2019). Here I also learn how to maintain trustworthiness, loyalty and transparency in therapeutic communication while dealing with their patients. NMC (2015) mentioned that, while adhering to the standard practices effectively, student nurses must learn the evidence-based clinical interventions that the neds to use to ensure effective and high-quality care delivery to patients. In this context, registered nurses must guide student nurses regarding how to behave and work with mentally ill people to determine their health needs thereby developing an effective care plan that can meet all these needs.

In the fifth stage of Gibb’s reflective cycle, conclusion, I can conclude that the overall experience that I gathered during the EoC throughout the process of therapeutic communication with patients, I am able to develop in-depth knowledge and understanding on different crucial aspects of nursing which can assist me to make the smooth journey from the student nurse to the registered nurse. By evaluating the past experiences that I gathered during the EoC, I can conclude that there are many strengths and weaknesses of mine that I have identified during this reflection. I need to work more on this strength to make their further improvement and execute my drawbacks and faults that I had done while working with the MDT. Here I can conclude that the overall experience that I gathered during forming the therapeutic communication is highly helpful in developing my communication skill, time management skills, task delegation skill, decision-making skills and problem-solving skills, which are crucial in fastening the transition from the student nurse to registered nurses. . As mention by Spence Laschinger et al. (2019), in mental health nursing student nurses must develop the skill, competencies and knowledge on the effective leadership and management in health a social care. For achieving this leadership and management skill I will work with many health care managers and leaders to learn from the activities and strategies they take to manage and direct the entire healthcare team. My next objective in this action plan is to develop an in-depth understanding of effective and safe medication management and medicine administration. For this purpose, I need to go through repeated training on effective medicine management and medicine administration. In this process student nurses are provided with professional knowledge regarding the process of effective medication administration and management through which I can develop an in-depth understanding of the safe and useful administration of medicines to mentally ill patients (Vieta et al. 2020).

Order Now

As mentioned by Robins et al. (2018), there is political and professional influence on nursing practices and healthcare delivery (NMC, 2018). PHE (2018) mentioned that in recent years, student nurses in the UK face severe challenges in attaining a good and continuous professional devolvement during their training due to many reasons such as lack of registered nurses, lack of training skills of registered nurses and poor resources management framework in the healthcare organisation. Many nursing trainees are reported to face challenges of getting proper training resources and professional skill development opportunities throughout their training process due to the professional policies turmoil (Collard et al. 2020). In this post Brexit condition, healthcare organisations in the UK face a severe scarcity of skilled nursing staff. Before Brexit, there were many high skilled and highly professional nursing staffs who came from Europe. For overcoming these challenges posed by political changes in healthcare and promoting the effective transition from nursing trainee to registered mental health nurses, I would go through continuous improvement of my skill and abilities that will enable me to shape my skill and develop new as well as innovative knowledge on different nursing aspects. As mentioned by Bressington et al. (2018) student nurses must be involved in the self-reflection and self-assessment process that will assist them to find out their strengths, weaknesses and areas of improvement. Thorough reflecting on my own activities and performing during the training, I can evaluate the limitations of the skill, therefore, discussing these limitations with my mentors to seek their valuable guidelines in improving these skills. From the overall discussion it can be concluded that, throughout the journey of student nurses to registered mental health nurses, nursing trainees go through several exciting as well as challenging moments. This training process assists student nurses to shape existing knowledge and develop new skills that are required for attaining the degree of registered nurses. Through repeated training and continuous improvement as wells as skill development process, student nurses can gain the professionalism and expertise for obtaining the degree of a registered nurse.

Dig deeper into Prevalence of Prostate Cancer in the U.S. with our selection of articles.
Reference list:

Bakon, S., Craft, J., Wirihana, L., Christensen, M., Barr, J. and Tsai, L., 2018. An integrative review of graduate transition programmes: developmental considerations for nursing management. Nurse education in practice, 28, pp.80-85.

Baldwin, S., Malone, M., Sandall, J. and Bick, D., 2019. A qualitative exploratory study of UK first-time fathers’ experiences, mental health and wellbeing needs during their transition to fatherhood. BMJ open, 9(9), p.e030792.

Berrouiguet, S., Perez-Rodriguez, M.M., Larsen, M., Baca-García, E., Courtet, P. and Oquendo, M., 2018. From eHealth to iHealth: transition to participatory and personalized medicine in mental health. Journal of medical Internet research, 20(1), p.e2.

Cantlay, A., Salamanca, J., Golaw, C., Wolf, D., Maas, C. and Nicholson, P., 2017. Self-perception of readiness for clinical practice: A survey of accelerated Masters program graduate registered nurses. Nurse education in practice, 24, pp.34-42.

Cleverley, K., Rowland, E., Bennett, K., Jeffs, L. and Gore, D., 2020. Identifying core components and indicators of successful transitions from child to adult mental health services: a scoping review. European child & adolescent psychiatry, 29(2), pp.107-121.

Edward, K.L., Ousey, K., Playle, J. and Giandinoto, J.A., 2017. Are new nurses work ready–the impact of preceptorship. An integrative systematic review. Journal of Professional Nursing, 33(5), pp.326-333.

Murray, M., Sundin, D. and Cope, V., 2019. Benner's model and Duchscher's theory: Providing the framework for understanding new graduate nurses' transition to practice. Nurse education in practice, 34, pp.199-203.

Simpson, A., Oster, C. and Muir‐Cochrane, E., 2018. Liminality in the occupational identity of mental health peer support workers: A qualitative study. International journal of mental health nursing, 27(2), pp.662-671.

Spence Laschinger, H.K., Wong, C., Read, E., Cummings, G., Leiter, M., Macphee, M., Regan, S., Rhéaume‐Brüning, A., Ritchie, J., Burkoski, V. and Grinspun, D., 2019. Predictors of new graduate nurses’ health over the first 4 years of practice. Nursing open, 6(2), pp.245-259.

Swift, A., Banks, L., Baleswaran, A., Cooke, N., Little, C., McGrath, L., Meechan‐Rogers, R., Neve, A., Rees, H., Tomlinson, A. and Williams, G., 2020. COVID‐19 and student nurses: A view from England. Journal of clinical nursing.

Trepanier, S., Mainous, R., Africa, L. and Shinners, J., 2017. Nursing academic–practice partnership: The effectiveness of implementing an early residency program for nursing students. Nurse Leader, 15(1), pp.35-39.

van Rooyen, D.R., Jordan, P.J., ten Ham-Baloyi, W. and Caka, E.M., 2018. A comprehensive literature review of guidelines facilitating transition of newly graduated nurses to professional nurses. Nurse Education in Practice, 30, pp.35-41.

Wakefield, E., 2018. Is your graduate nurse suffering from transition shock?. Journal of Perioperative Nursing, 31(1), pp.47-50.

Wardrop, R., Coyne, E. and Needham, J., 2019. Exploring the expectations of preceptors in graduate nurse transition; a qualitative interpretative study. Nurse education in practice, 34, pp.97-103.

Sitejabber
Google Review
Yell

What Makes Us Unique

  • 24/7 Customer Support
  • 100% Customer Satisfaction
  • No Privacy Violation
  • Quick Services
  • Subject Experts

Research Proposal Samples

Academic services materialise with the utmost challenges when it comes to solving the writing. As it comprises invaluable time with significant searches, this is the main reason why individuals look for the Assignment Help team to get done with their tasks easily. This platform works as a lifesaver for those who lack knowledge in evaluating the research study, infusing with our Dissertation Help writers outlooks the need to frame the writing with adequate sources easily and fluently. Be the augment is standardised for any by emphasising the study based on relative approaches with the Thesis Help, the group navigates the process smoothly. Hence, the writers of the Essay Help team offer significant guidance on formatting the research questions with relevant argumentation that eases the research quickly and efficiently.


DISCLAIMER : The assignment help samples available on website are for review and are representative of the exceptional work provided by our assignment writers. These samples are intended to highlight and demonstrate the high level of proficiency and expertise exhibited by our assignment writers in crafting quality assignments. Feel free to use our assignment samples as a guiding resource to enhance your learning.