Analyses The NRSG139 Ax3 TPR Vignette

Analyses The NRSG139 Ax3 TPR Vignette

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Analyses The NRSG139 Ax3 TPR Vignette

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Analyses The NRSG139 Ax3 TPR Vignette

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Discuss about the Analyses The NRSG139 Ax3 TPR Vignette Video With The Gibb’s Reflective Framework.

Nursing Reflection
The Australian Nursing and Midwifery Board has a set of seven standards that guide the way practitioners need to engage with patients. Since registered nurses work with individual, families and communities, they meet patients from different demographic backgrounds that present an array of challenges for the practitioner (The Nursing & Midwifery Board Australia, 2018). The role of these standards is to establish a common ground that practitioner use to approach healthcare issues, address the challenges that they face and at the same time remain accountable to the license that they hold. This essay analyses the NRSG139 Ax3 TPR Vignette video with the Gibb’s reflective framework to understand how the practitioner applied the second standard in the care process.
From the case, the practitioner engages with the second standard through the therapeutic and professional relationship that he forms with the patient.  When the practitioner enters the room, the first thing is to greet the patient while calling him by name to establish a professional bond with the patient. Lidia (2013) suggests that the practitioner can create professional bonds through building trust, use of communication skills, caring and showing respect. The fact that the practitioner calls the patient by name makes the patient feel appreciated since the practitioner has personal knowledge of him. This leads to opening up of the patient since there is mutual trust between the two. The practitioner engages the patient by forming a relationship that defines the boundaries that exist between the two (Leonard, 2017). The patient is comfortable with this setting since it allows him to take the sick role so that he can be assisted by professionals. Further, the practitioner is seen applying the requirements of the standard by communicating effectively with the patient while observing his dignity, values and rights.  Perera (2015) adds that the role of the practitioner is to achieve the best out of any clinical process by applying professional skills. In this case, the practitioner recognises the diversity and uniqueness that patients have and thus approaches the assessment process from this perspective. By recognising this, the practitioner carefully communicated with the patient by asking questions that relate to his well being without necessarily penetrating into the personal space of the patient. The outcome is a satisfied patient who follows up the care process and ensures that the participation of the patient is achieved. The practitioner also uses effective communication to interact with the patient and gather the required information for the whole assessment period.
From the beginning of the video, anyone will want to know how the practitioner will engage the patient to achieve the required clinical outcomes. This is seen in trying to understand communication patterns that the researcher will use to approach the patient and handle any issues that revolve around the care process. In most cases practitioners have difficulty initiating contact with patients and building rapport for clinical outcomes. The challenge here is establishing therapeutic and professional boundaries that yield the expected outcomes. Each patient is unique and presents personal challenges that the practitioner deals with (Keea, Khoob, Limb, & Koh, 2018). However, through proper communication skills, the practitioner navigated these barriers and ensured that the patient responds to all clinical obligations required of him. From the video, the practitioner was informed of the requirements of the second standard thus making it easy for him to navigate through the whole process.
Agarwal & Sharma (2017) argue that patient-practitioner relationships form the quality of care that the patient receives. The role of therapeutic and professional relationships is to build a supportive environment that meets the needs of the patient and the practitioner. The video provides the way in which the second standard is applied in care processes to yield the required outcomes. When engaging with the patient, the nurse starts by building rapport and a culture of trust through proper communication skills. However, he is keen on maintaining a professional boundary to ensure that the rights and values of the patient are respected and at the same time ensuring that the practitioner meets the needs of the profession. Communication skills have been used well in the process thus leading to increased outcomes and ensuring that active participation of the patient is gained. According to Flannery, Glew, Brewster, & Christie (2018) the practitioner uses communication skills to involve the patient in the care process through asking assessment related questions that measure the wellbeing of the patient. This leads to culture of trust that makes the patient active in the whole process by participating in seeking clarifications on what seems different to increase his understanding of the whole process.
From the case, therapeutic and professional relationships are integral elements of any care process. Practitioners need to equip themselves with communication skills for establishing bonds with patients to improve clinical outcomes. In the video communication is a clinical tool that the practitioner uses to engage the patient and gather the required clinical information. This leads to patient participation which is seen in informed consent to all the clinical assessments that need to be done. Since the practitioner had established a therapeutic and professional bond with the patient. The nurse understands the effect of practitioner superiority and thus uses his communication skills to explain to the patient the demands of the situation and the requirements of the patient. From an ethical perspective, the professional needs to assist the patient to understand the obligations that they have in the assessment process and allow them autonomy to make the decision. This is seen where the patient is informed of the assessments that needs to be done and consents to them. 
From the case, nursing experience becomes easy when the patient understands the requirements of the care process and applies the required standards towards the process. By using the second standard requirements, the practitioner achieved the required assessment information that was to be gathered from the patient. However, the nursing profession like any other field is evolving requiring the practitioners to equip themselves with clinical tools and strategies designed for the modern profession (Stahlke, Rawson, & Pituski, 2017). This required regular training and updating of skills to meet the requirements of the professional and therapeutic standards.
Action plan
To improve clinical outcomes and application of the second standard, I need to work on my communication skills for easy interaction with patients and other colleagues. The role of communication in the second standard is to necessitate formation of professional and therapeutic boundaries that yield the required clinical outcomes (Hoff & Collinson, 2016). One area that I need to work on is understanding of patient behaviour within clinical settings. Patients display different behaviours that the practitioner is forced to control and manage to achieve the intended clinical outcomes. The communication skills that I require in this case are the ones that will be used to manage different patient behaviours during assessment. Since the second standard recognizes the uniqueness of patients and the need to approach each of them differently, communication skills will inform the way to deal with patient situations and improve my relationship and rapport building skills (Kutzleb, et al.). This will make me a better professional who can overcome the challenges that patients present in clinical situations. With these skills, I will achieve the best care process when working different patient profiles and segments.
Agarwal, A. K., & Sharma, A. (2017). Patient-Physician Relationship; A keystone of Care in Emerging Health Care System. Psychology and Behavioural Science, 2(2).
Flannery, H., Glew, S., Brewster, A., & Christie, D. (2018). Measuring Outcomes of PsychologicalWell-Being within Paediatric Health Settings. Healthcare, 6(1).
Hoff, T., & Collinson, G. E. (2016). How Do We Talk About the Physician–Patient Relationship? What the Nonempirical Literature Tells Us. Medical Care Research and Review, 74(3).
Keea, J. W., Khoob, H. S., Limb, I., & Koh, M. Y. (2018). Communication Skills in Patient-Doctor Interactions: Learning from Patient Complaints. Health Professions Education, 4(2), 97-106.
Kutzleb, J., Reilly, M., Rigolosi, R., Shaftic, A. M., Fruhschien, A., Duran, D., & Flynn, D. (n.d.). Nurse Practitioner Care Model: Meeting the Health Care Challenges With a Collaborative Team. Nursing Economics, 33(6), 297-304.
Leonard, P. (2017). Exploring ways to manage healthcare professional—patient communication issues. Supportive Care in Cancer, 25(1).
Lidia, S. (2013). The Essential Elements of a Therapeutic Presence. Cancer, 1706-1713.
Perera, J. (2015). Effective Communication Skills for Medical Practice. Journal ofthe Postgraduate Institute of Medicine, 2, 1-7.
Stahlke, S., Rawson, K., & Pituski, E. (2017). Patient Perspectives on Nurse Practitioner Care in Oncology in Canada. Journal of Nursing Scholarship, 49(5), 487-494.
TheNursing&MidwiferyBoardAustralia. (2018). Registered nurse standards for practice. Retrieved from Nursing and Midwifery Board Australia:

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