Resident is very alert oriented x3 the first day i had clinical with her, she was really angry about getting her up so late and she was surprised to see me there early the second day. she said that it takes forevery to get her up for breadfast. just few imformation to add up.
Therapeutic and Team Process Recording Instructions* (40 points-Human Flourishing-outcome assignment)
Objectives:
1) Analyze communication with resident and team member in clinical setting to identify communication patterns
2) Utilize analysis to identify strengths and areas for improvement of therapeutic and professional communication
3) Develop skills in identification of therapeutic communication techniques
4) Introduce awareness of impact of thoughts/feelings on communication
5) Introduce the ability to make accurate inferences based on both verbal and nonverbal communication
Guidelines for Documentation and Analysis of Communication
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What I said and did a) Verbal Communication b) Non-verbal Communication |
What resident/team member said and did a) Verbal Communication b) Non-Verbal Communication |
My feelings & thoughts experienced during the exchange (minimum of 2) a) Feeling/thought b) Feeling/thought |
Inference of communication Student’s inference of resident/team member communication based on verbal and non-verbal communication i.e. what is behind communication – happy, scared, angry, etc. |
Analysis of resident communication a- Communication technique used b- Therapeutic or Non-Therapeutic c- Alternative statement if Non-Therapeutic Analysis of team member communication a- Communication technique used b- Did communication improve client care/safety? c- Principles of professional communication observed. (see document in assignment module) |
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Document a segment of salient exchanges with a resident/team member where you reached, or attempted to reach, a feeling level (where therapeutic communication occurs). The segment needs to include a minimum of four exchanges. DO NOT include your introduction to the resident/team member as it is assumed rapport has been established. Record your statements/questions verbatim. Include non-verbal communication. |
Record your resident's/team member’s responses ( verbal AND non-verbal). If the resident/team member shares a long exchange, you may summarize the story, but MUST include the last thing client said verbatim. E.g. “Oh, I had a lot of jobs back then” (at this point resident shares stories of several different jobs over a 10 year period). |
Reflect on thoughts you had and feelings you experienced during each interaction, not those in retrospect. This requires honesty and self-awareness. |
(An inference is your judgment or interpretation of the client’s verbal & non-verbal communication.) Based on the resident's/team member’s verbal AND non-verbal communication, what is your interpretation of what they are trying to communicate? Your inference will drive your next response. The more accurate your inference, the more effective your communication will be. |
For each exchange: a. Identify the communication skill or technique YOU used for each exchange (see list in assignment module) b. Identify each exchange as therapeutic (T) or non-therapeutic* (NT) c. If the exchange was non- therapeutic, provide an alternate response that could have been used to move to a more therapeutic level |
Therapeutic Process Recording: RESIDENT
Pre-Interaction (5 points):
1. Briefly describe the environment where the communication took place & note if others were present:
2. Give a brief summary of events leading up to the therapeutic conversation: (this should provide the context for the section of
communication being analyzed).
DOCUMENTATION & ANALYSIS OF EXCHANGE WITH RESIDENT (10 points):
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What I said and did a) Verbal Communication b) Non-verbal Communication |
What resident said and did a) Verbal Communication b) Non-Verbal Communication |
My feelings & thoughts experienced during the exchange (minimum of 2) a) Feeling/thought b) Feeling/thought |
Inference of communication Student’s inference of resident communication based on verbal and non-verbal cues i.e. what is behind communication – happy, scared, angry, etc. |
Analysis of communication a- Communication technique used b- Therapeutic or Non-Therapeutic c- Alternative statement if Non-Therapeutic |
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a- b- |
a- b- |
a- b- |
a- b- c- |
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a- b- |
a- b- |
a- b- |
a- b- c- |
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a- b- |
a- b- |
a- b- |
a- b- c- |
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a- b- |
a- b- |
a- b- |
a- b- c- |
SUMMARY & REFLECTION of RESIDENT COMMUNICATION (5 points):
1. Summary of major theme(s):
2. The geriatric population faces unique challenges. How do you feel your resident’s physical and psychosocial challenges influenced the communication exchange?
a. Physical:
b. Psychosocial:
3. How did your own personal feelings identified in the table above influence the interaction?
Therapeutic Process Recording: TEAM MEMBER
Pre-Interaction (5 points):
1. Briefly describe the environment where the communication took place & note if others were present:
2. Give a brief summary of events leading up to the therapeutic conversation: (this should provide the context for the section of
communication being analyzed).
DOCUMENTATION & ANALYSIS OF EXCHANGE WITH TEAM MEMBER (10 points):
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What I said and did a) Verbal Communication b) Non-verbal Communication |
What team member said and did a) Verbal Communication b) Non-Verbal Communication |
My feelings & thoughts experienced during the exchange (minimum of 2) a) Feeling/thought b) Feeling/thought |
Inference of communication Student’s inference of team member’s communication based on verbal and non-verbal cues i.e. what is behind communication – happy, frustrated, angry, etc. |
Analysis of communication a- Communication technique used b- Did communication improve client care/safety? c- Principles of professional communication observed. (see document in assignment module) |
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a- b- |
a- b- |
a- b- |
a- b- c- |
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a- b- |
a- b- |
a- b- |
a- b- c- |
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a- b- |
a- b- |
a- b- |
a- b- c- |
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a- b- |
a- b- |
a- b- |
a- b- c- |
SUMMARY & REFLECTION of RESIDENT COMMUNICATION (5 points):
1. Was the goal of the communication exchange met at the conclusion of the interaction? Why or why not?
2. The healthcare environment can be stressful. How do you feel your own personal feelings and past experiences influenced the communication exchange?
3. Discuss strategies you will implement to improve your verbal and non-verbal communication prior to moving forward into ADNG 2100 Clinical II.
a. Verbal Strategy:
b. Non-Verbal Strategy:
Grading Rubric: Therapeutic and Team Process Recording
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5 |
4 |
3 |
2 |
1 |
|
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Therapeutic Resident: Pre-Interaction |
●Thoughtfully and thoroughly describes environment where communication took place ●Summarizes events/communication leading to exchange to provide context |
●Describes environment where communication took place but could provide more detail ●Summarizes events/communication leading to exchange to provide some context, could provide more detail |
●Addresses both questions but at a superficial level so that some context but direction of communication unclear |
●Addresses both questions but at a superficial level so as not to provide context for communication |
●Fails to address the pre-interaction questions |
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10-9 |
8-7 |
6-5 |
4-3 |
2-1 |
|
|
Therapeutic Resident: Documentation and Analysis of Exchange |
●Accurately documents a salient verbal and non-verbal exchange ●Moves communication to more therapeutic level through effective response to accurate inferences. ●Correctly identifies communication technique used and identifies the exchange as therapeutic or non-therapeutic ●Provides a therapeutic alternative when non-therapeutic communication was identified |
●Accurately documents a salient verbal and non-verbal exchange with occasional omission of data ●Moves communication to more therapeutic level through effective response to accurate inferences ●Usually (80%) identifies communication technique used and identifies the exchange as therapeutic or non-therapeutic ●Provides a therapeutic alternative when non-therapeutic communication was identified with occasional errors |
●Several errors in documentation of exchange, difficult to follow ●Does not move communication to more therapeutic level ●Attempts to analyze communication but does not consistently do one or more of the following: accurately identify non-therapeutic exchanges, offer alternative therapeutic communications for non-therapeutic exchanges, or correctly identify communication technique |
●Documentation of communication is inconsistent- missing 1 or more of the components on each exchange ●Does not move communication to more therapeutic level ●Analysis exhibits frequent errors in either identifying whether exchange was therapeutic/non-therapeutic, or the therapeutic communication technique used, or the level of the communication |
●Analysis is superficial, documentation missing most components, no identifiable direction to exchange |
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5 |
4 |
3 |
2 |
1 |
|
|
Therapeutic Resident: Summary & Reflection |
●Accurately summarizes the major recurring themes presented in the exchange ●Thoroughly analyzes physiological and psychosocial factors that influence geriatric communication ●Accurately analyzes & discusses the effects own thoughts and feelings had on the communication |
●Accurately summarizes most (80%) of the major recurring themes presented in the exchange ●Analyzes physiological and psychosocial factors that influence geriatric communication but could use more depth ●Accurately analyzes & discusses the effects own thoughts and feelings had on the communication but could use more depth in response |
●Summarizes recurring themes presented in the exchange with frequent errors ●Analysis of geriatric physiological and psychosocial factors superficial and/or missing elements ●Analysis of feelings superficial |
●Missing elements in all questions and/or responses are superficial and without evidence of thoughtful analysis |
●Fails to address summary/reflection questions |
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5 |
4 |
3 |
2 |
1 |
|
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Team Member: Pre-Interaction |
●Thoughtfully and thoroughly describes environment where communication took place ●Summarizes events/communication leading to exchange to provide context |
●Describes environment where communication took place but could provide more detail ●Summarizes events/communication leading to exchange to provide some context, could provide more detail |
●Addresses both questions but at a superficial level so that some context but direction of communication unclear |
●Addresses both questions but at a superficial level so as not to provide context for communication |
●Fails to address the pre-interaction questions |
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10-9 |
8-7 |
6-5 |
4-3 |
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