NR 305 Week 1 Discussion Topic: Healthy People Initiative
NR 305 Week 1 Discussion Topic: Healthy People Initiative
As Elaine observed, nurses should establish a therapeutic relationship with their patients to promote health care provision and effective interventions. Communication is the most effective tool that nurses and other health care providers can use to develop and nurture these relationships and interactions. Therapeutic communication is a critical component for nurses that believe in having mutual and respectful relationships and interactions with their patients. Accordingly, therapeutic communication prioritizes patients’ physical, emotional, and mental well-being (Abdolrahimi et al., 2017). Through therapeutic communication, nurses listen to patients attentively, clarify and verify some information, reflect, and engage patients by offering leads and summing up discussions as well as recognizing and acknowledging them.
Therapeutic communication also requires nurses to offer themselves to clients and always be willing to have conversations, open-ended discussions, and questions and maintain silence to provide a critical moment to reflect. Nurses become trusted figures that forge meaningful connections with their patients through therapeutic communication (Blake & Blake, 2019). Nurses are patient advocates and using therapeutic communication, and they become better at articulating issues affecting patients in their clinical practice environments in various settings. The implication is that therapeutic communication is a fundamental aspect of providing quality and patient-focused care in different settings. Nurses who leverage this communication model’s benefits are better providers, understand patients, and develop mutual and trusting relationships in the long-term (Joung & Park, 2020).
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As mentioned in Elaine’s post, the quality of care nurses provide to patients with chronic conditions depends on the communication approaches that the practitioner uses. Nurses must possess specific communication attributes when caring for chronically-ill patients. For instance, they should possess the ability to listen and explain and create trust and empathy to maintain a fundamental relationship that will assist in care delivery. Patients become satisfied when they feel that they have mutual relationships with their care providers.
References
Abdolrahimi, M. Ghiyasvandian, S., Zakerimoghadam, M. & Ebadi, A. (2017). Therapeutic
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communication in nursing students: A Walker & Avant concept analysis. Electronic Physician, 9(8): 4968-4977.
Blake, T., & Blake, T. (2019). Improving therapeutic communication in nursing through
a simulation exercise. Teaching and Learning in Nursing, 14(4), 260-264.
Joung, J., & Park, Y. (2020). Exploring the Therapeutic Communication Practical Experience of
Mental Health Nurses. Journal of Korean Academy of psychiatric and Mental Health Nursing, 28(4), 321-332.
5. Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance |
B (87%) Very good or high level of performance |
C (76%) Competent or satisfactory level of performance |
F (0) Poor or failing or unsatisfactory level of performance |
|---|---|---|---|---|
| Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points |
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.16 points | Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.14 points | Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.12 points | Minimally addresses the initial discussion question(s) or does not address the initial question(s).0 points |
| Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points |
Integrates evidence to support your discussion from:
Sources are credited.* 12 points |
Integrates evidence to support discussion from:
Sources are credited.* 10 points |
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.Sources are credited.*
9 points |
Does not integrate any evidence.0 points |
| Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points |
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.14 points | Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.12 points | Responds to a classmate and/or instructor but does not further the discussion.10 points | No response post to another student or instructor.0 points |
| Communicates in a professional manner. 8 points |
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).8 points | Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).7 points | Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).6 points | Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 points |
| PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. |
0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
-5 points
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
||
| PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. |
0 points lost
Posts in the discussion at least three times AND on two different days. |
-5 points
Posts fewer than three times OR does not participate on at least two different days. |
||
| NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. |
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| ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
| *** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||