The communication skills needed by the nursing student to improve and ensure to communicate care provided and needed at each transition in care? Case summary: The nursing student caring for the patient Mr. L and finds out that this patient needs more care. Mr. L had a history of diabetes, circulatory problems, and decreased level of consciousness. The nurse finds out that the patient is almost ignored by the nurses, he has not given any proper wound care, personal hygiene care, and emotional care. The nurses who care the patient, talk in front of him as though the patient is deaf. The nursing student saw this action and cared for the patient. The nursing student holds the patient hand and spends time and could see some relief in the patient. Later, the nursing student complains the issue to her clinical instructor, who responded to the nursing student issue. The instructor could find that this patient is being badly ignored by the nurses. The nurse instructor points the charge nurse about the patient conditions and orders that he need immediate critical care. The nurse instructor without insulting the charge nurse states that patient quality care is the most import duty of a nurse. Later, after two days, the patient dies, the student nurse had little satisfaction that she cared for him at his end stage of life.

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Answer 1

Question

Chapter 32, Problem 3RP

Summary Introduction

To discuss:

The communication skills needed by the nursing student to improve and ensure to communicate care provided and needed at each transition in care?

Case summary:

The nursing student caring for the patient Mr. L and finds out that this patient needs more care. Mr. L had a history of diabetes, circulatory problems, and decreased level of consciousness. The nurse finds out that the patient is almost ignored by the nurses, he has not given any proper wound care, personal hygiene care, and emotional care. The nurses who care the patient, talk in front of him as though the patient is deaf. The nursing student saw this action and cared for the patient. The nursing student holds the patient hand and spends time and could see some relief in the patient. Later, the nursing student complains the issue to her clinical instructor, who responded to the nursing student issue. The instructor could find that this patient is being badly ignored by the nurses. The nurse instructor points the charge nurse about the patient conditions and orders that he need immediate critical care. The nurse instructor without insulting the charge nurse states that patient quality care is the most import duty of a nurse. Later, after two days, the patient dies, the student nurse had little satisfaction that she cared for him at his end stage of life.

Summary Introduction

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

Summary Introduction

To discuss:

Are any other ways available to respond to the situation?

Summary Introduction

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

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Make a nursing care plan include cognitive goal, affective goal, psychomotor goal, cognitive, affective, psychomotor interventions, and rationale for each Cognitive (Independent Interventions) Cognitive (Dependent Interventions) Cognitive (Collaborative Interventions) Affective (Independent Interventions) Affective (Dependent Interventions) Affective (Collaborative Interventions) Psychomotor (Independent Interventions) Psychomotor (Dependent Interventions) Psychomotor (Collaborative Interventions) Nursing Diagnosis: Acute pain related to post operative surgery as evidenced by guarding and facial grimace Chief Complaints: Hypogastric pain history of present illness2 months prior to consultation the patient complained of abdominal pain associated with discomfort, she was admitted to the ER but was discharged with unrecalled medications. 1 month prior to consultation the patient had moderate to severe dysmenorrhea, a whole abdominal ultrasound was performed and the results indicated…

Make a nursing care plan include Cognitive, affective, and psychomotor GOALS, cognitive, affective, psychomotor interventions, and rationale for each Cognitive (Independent Interventions) Cognitive (Dependent Interventions) Cognitive (Collaborative Interventions) Affective (Independent Interventions) Affective (Dependent Interventions) Affective (Collaborative Interventions) Psychomotor (Independent Interventions) Psychomotor (Dependent Interventions) Psychomotor (Collaborative Interventions) Nursing Diagnosis: Acute pain related to post operative surgery as evidenced by guarding and facial grimace Chief Complaints: Hypogastric pain history of present illness2 months prior to consultation the patient complained of abdominal pain associated with discomfort, she was admitted to the ER but was discharged with unrecalled medications. 1 month prior to consultation the patient had moderate to severe dysmenorrhea, a whole abdominal ultrasound was performed and the results indicated the…

Make a nursing care plan include cognitive, affective, psychomotor interventions, and rationale for each Cognitive (Independent Interventions) Cognitive (Dependent Interventions) Cognitive (Collaborative Interventions) Affective (Independent Interventions) Affective (Dependent Interventions) Affective (Collaborative Interventions) Psychomotor (Independent Interventions) Psychomotor (Dependent Interventions) Psychomotor (Collaborative Interventions) Nursing Diagnosis: Acute pain related to post operative surgery as evidenced by guarding and facial grimace Chief Complaints: Hypogastric pain history of present illness2 months prior to consultation the patient complained of abdominal pain associated with discomfort, she was admitted to the ER but was discharged with unrecalled medications. 1 month prior to consultation the patient had moderate to severe dysmenorrhea, a whole abdominal ultrasound was performed and the results indicated the patient to have myoma in her uterus. 2…

Answer 2

Question

Chapter 32, Problem 3RP

Summary Introduction

To discuss:

The communication skills needed by the nursing student to improve and ensure to communicate care provided and needed at each transition in care?

Case summary:

The nursing student caring for the patient Mr. L and finds out that this patient needs more care. Mr. L had a history of diabetes, circulatory problems, and decreased level of consciousness. The nurse finds out that the patient is almost ignored by the nurses, he has not given any proper wound care, personal hygiene care, and emotional care. The nurses who care the patient, talk in front of him as though the patient is deaf. The nursing student saw this action and cared for the patient. The nursing student holds the patient hand and spends time and could see some relief in the patient. Later, the nursing student complains the issue to her clinical instructor, who responded to the nursing student issue. The instructor could find that this patient is being badly ignored by the nurses. The nurse instructor points the charge nurse about the patient conditions and orders that he need immediate critical care. The nurse instructor without insulting the charge nurse states that patient quality care is the most import duty of a nurse. Later, after two days, the patient dies, the student nurse had little satisfaction that she cared for him at his end stage of life.

Summary Introduction

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

Summary Introduction

To discuss:

Are any other ways available to respond to the situation?

Summary Introduction

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

Expert Solution & Answer

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Answer 3

Question

Chapter 32, Problem 3RP

Summary Introduction

To discuss:

The communication skills needed by the nursing student to improve and ensure to communicate care provided and needed at each transition in care?

Case summary:

The nursing student caring for the patient Mr. L and finds out that this patient needs more care. Mr. L had a history of diabetes, circulatory problems, and decreased level of consciousness. The nurse finds out that the patient is almost ignored by the nurses, he has not given any proper wound care, personal hygiene care, and emotional care. The nurses who care the patient, talk in front of him as though the patient is deaf. The nursing student saw this action and cared for the patient. The nursing student holds the patient hand and spends time and could see some relief in the patient. Later, the nursing student complains the issue to her clinical instructor, who responded to the nursing student issue. The instructor could find that this patient is being badly ignored by the nurses. The nurse instructor points the charge nurse about the patient conditions and orders that he need immediate critical care. The nurse instructor without insulting the charge nurse states that patient quality care is the most import duty of a nurse. Later, after two days, the patient dies, the student nurse had little satisfaction that she cared for him at his end stage of life.

Summary Introduction

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

Summary Introduction

To discuss:

Are any other ways available to respond to the situation?

Summary Introduction

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

Expert Solution & Answer

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Answer 4

Question

Chapter 32, Problem 3RP

Summary Introduction

To discuss:

The communication skills needed by the nursing student to improve and ensure to communicate care provided and needed at each transition in care?

Case summary:

The nursing student caring for the patient Mr. L and finds out that this patient needs more care. Mr. L had a history of diabetes, circulatory problems, and decreased level of consciousness. The nurse finds out that the patient is almost ignored by the nurses, he has not given any proper wound care, personal hygiene care, and emotional care. The nurses who care the patient, talk in front of him as though the patient is deaf. The nursing student saw this action and cared for the patient. The nursing student holds the patient hand and spends time and could see some relief in the patient. Later, the nursing student complains the issue to her clinical instructor, who responded to the nursing student issue. The instructor could find that this patient is being badly ignored by the nurses. The nurse instructor points the charge nurse about the patient conditions and orders that he need immediate critical care. The nurse instructor without insulting the charge nurse states that patient quality care is the most import duty of a nurse. Later, after two days, the patient dies, the student nurse had little satisfaction that she cared for him at his end stage of life.

Summary Introduction

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

Summary Introduction

To discuss:

Are any other ways available to respond to the situation?

Summary Introduction

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

Expert Solution & Answer

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Check out a sample textbook solution

See solution

Answer 5

Chapter 32, Problem 3RP

Summary Introduction

To discuss:

The communication skills needed by the nursing student to improve and ensure to communicate care provided and needed at each transition in care?

Case summary:

The nursing student caring for the patient Mr. L and finds out that this patient needs more care. Mr. L had a history of diabetes, circulatory problems, and decreased level of consciousness. The nurse finds out that the patient is almost ignored by the nurses, he has not given any proper wound care, personal hygiene care, and emotional care. The nurses who care the patient, talk in front of him as though the patient is deaf. The nursing student saw this action and cared for the patient. The nursing student holds the patient hand and spends time and could see some relief in the patient. Later, the nursing student complains the issue to her clinical instructor, who responded to the nursing student issue. The instructor could find that this patient is being badly ignored by the nurses. The nurse instructor points the charge nurse about the patient conditions and orders that he need immediate critical care. The nurse instructor without insulting the charge nurse states that patient quality care is the most import duty of a nurse. Later, after two days, the patient dies, the student nurse had little satisfaction that she cared for him at his end stage of life.

Summary Introduction

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

Summary Introduction

To discuss:

Are any other ways available to respond to the situation?

Summary Introduction

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

Answer 6

Chapter 32, Problem 3RP

Summary Introduction

To discuss:

The communication skills needed by the nursing student to improve and ensure to communicate care provided and needed at each transition in care?

Case summary:

The nursing student caring for the patient Mr. L and finds out that this patient needs more care. Mr. L had a history of diabetes, circulatory problems, and decreased level of consciousness. The nurse finds out that the patient is almost ignored by the nurses, he has not given any proper wound care, personal hygiene care, and emotional care. The nurses who care the patient, talk in front of him as though the patient is deaf. The nursing student saw this action and cared for the patient. The nursing student holds the patient hand and spends time and could see some relief in the patient. Later, the nursing student complains the issue to her clinical instructor, who responded to the nursing student issue. The instructor could find that this patient is being badly ignored by the nurses. The nurse instructor points the charge nurse about the patient conditions and orders that he need immediate critical care. The nurse instructor without insulting the charge nurse states that patient quality care is the most import duty of a nurse. Later, after two days, the patient dies, the student nurse had little satisfaction that she cared for him at his end stage of life.

Answer 7

Chapter 32, Problem 3RP

Summary Introduction

To discuss:

The communication skills needed by the nursing student to improve and ensure to communicate care provided and needed at each transition in care?

Case summary:

The nursing student caring for the patient Mr. L and finds out that this patient needs more care. Mr. L had a history of diabetes, circulatory problems, and decreased level of consciousness. The nurse finds out that the patient is almost ignored by the nurses, he has not given any proper wound care, personal hygiene care, and emotional care. The nurses who care the patient, talk in front of him as though the patient is deaf. The nursing student saw this action and cared for the patient. The nursing student holds the patient hand and spends time and could see some relief in the patient. Later, the nursing student complains the issue to her clinical instructor, who responded to the nursing student issue. The instructor could find that this patient is being badly ignored by the nurses. The nurse instructor points the charge nurse about the patient conditions and orders that he need immediate critical care. The nurse instructor without insulting the charge nurse states that patient quality care is the most import duty of a nurse. Later, after two days, the patient dies, the student nurse had little satisfaction that she cared for him at his end stage of life.

Answer 8

Summary Introduction

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

Answer 9

Summary Introduction

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

Answer 10

Summary Introduction

To discuss:

Are any other ways available to respond to the situation?

Answer 11

Summary Introduction

To discuss:

Are any other ways available to respond to the situation?

Answer 12

Summary Introduction

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

Answer 13

Summary Introduction

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

Answer 14

Expert Solution & Answer

Answer 15

Expert Solution & Answer

Answer 16

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Answer 17

Ch. 32 - Prob. 1RP Ch. 32 - Prob. 2RP Ch. 32 - Prob. 3RP Ch. 32 - Prob. 4RP Ch. 32 - Prob. 5RP Ch. 32 - Prob. 1DCR Ch. 32 - Prob. 2DCR Ch. 32 - Prob. 1PFN Ch. 32 - Prob. 2PFN Ch. 32 - Prob. 3PFN

Videos

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

To discuss:

Are any other ways available to respond to the situation?

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

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Chapter 32 Solutions

Videos

To discuss: The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

To discuss: Are any other ways available to respond to the situation?

To discuss: How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?

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Chapter 32 Solutions

To discuss:

The communication skills needed by the nurse to improve to ensure to function as a member of the patient-care team?

To discuss:

Are any other ways available to respond to the situation?

To discuss:

How is the nursing student frame advocating for the patient in a way that builds team relationships and promotes teamwork?