Interpersonal Relationships: Professional Communication Skills for Nurses

558 Pages·2013·16.612 MB·English

by  Elizabeth Arnold, Kathleen Underman Boggs

Interpersonal Relationships
PROFESSIONAL
COMMUNICATION SKILLS
FOR NURSES
SIXTH EDITION
Elizabeth C. Arnold, PhD, RN, PMHCNS-BC
Associate Professor, Retired
University of Maryland
Baltimore, Maryland
Family Nurse Psychotherapist
Montgomery Village, Maryland
Kathleen Underman Boggs, PhD, FNP-CS
Family Nurse Practitioner
Associate Professor Emeritus
College of Health and Human Services
University of North Carolina Charlotte
Charlotte, North Carolina
3251RiverportLane
St.Louis,Missouri63043
INTERPERSONALRELATIONSHIPS:PROFESSIONAL ISBN:978-1-4377-0944-5
COMMUNICATIONSKILLSFORNURSES,SIXTHEDITION
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To Jacob D. Goering, PhD
His influence on my life as an educator and clinician
was life changing and long lasting.
Elizabeth C. Arnold
In Memoriam,
Richard Daniel Underman, beloved brother.
Kathleen Underman Boggs
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ACKNOWLEDGMENTS
ThissixtheditionofInterpersonalRelationships:Profes- APRN, NP; and Jacqueline Conrad, BS, RN, from
sional Communication Skills for Nurses continues to the University of Maryland, and Ann Mabe Newman,
reflect the ideas and commitment of our students, DSN, RN, CS (Chapter 4); and David R. Langford,
valued colleagues, clients, and the editorial staff at RN, DSNc, from the University of North Carolina
Elsevier.Asnotedinearliereditions,theoriginofthe Charlotte.
textbegan inconjunction with thedevelopmentofan Thisbookistheresultoftheuniqueteameffortof
interpersonalrelationship seminarattheUniversity of several talented developmental editors who worked
Maryland School of Nursing. This seminar was hard to make the process of revision as seamless as
designedbyfacultytofacilitateunderstandingofthera- possible. We are most grateful for their expertise and
peutic communication across clinical settings through commitment to the completion of this book. Each
experientialsimulations.Developingeffectivecommu- went out of her way to make the revision a positive,
nicationwasimportantthen,anditremainscentralto quality experience. Tiffany Trautwein worked with
effective clinical practice in contemporary health care. us during the first part of the preparation for this
Thevitalityofitscontentsreflectsthecommitmentof edition. Maria Broeker stepped in during the next
facultyandstudentsfrommanynursingprogramsand phase of the text, and Heather D. Bays worked with
clinical nurses who have deepened the understanding us to finish the book in the final phase of the project.
of the materials presented in this text through their Maria Broeker deserves special acknowledgment for
positive support, ideas, and constructive feedback. her dedication to the preparation of this book. Her
Their voices still find consistent expression in each support and encouragement have been invaluable.
chapterofthisrevision. We also express our appreciation to Jeff Somers from
Weacknowledgeimportantpastandpresentfaculty Graphic World Publishing Services, who coordinated
and student contributors to the development of Inter- the final production of this book for publication, and
personal Relationships: Professional Communication Skills to Jeanne Robertson for the revised artwork in this
for Nurses, in particular, Verna Benner Carson, PhD, edition.
RN, PCNS (Chapter 8); Judith W. Ryan, PhD, RN, Finally, we acknowledge the loving support of our
CRNP(Chapter19);MichelleMichael,PhD,APRN, families and Michael J. Boggs for their unflagging
PNP;BarbaraHarrison,RN,PMH-NP;AnnO’Mara, support and encouragement.
PhD, RN, AOCN, FAAN; Barbara Dobish, MS,
RN; Anne Marie Spellbring, PhD, RN, FAAN; Elizabeth C. Arnold
Kristin Bussell, MS, RN, CS-P; Patricia Harris, MS, Kathleen Underman Boggs
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PREFACE
Recognitionoftheimportanceoftherapeuticcommu- groups:culturallydiverse,family,andgroupcommuni-
nication and professional relationships with clients cation. Applying therapeutic communication strategies
and families as a primary means of achieving treat- inconflictsituationsandspecialattentiontohealthpro-
mentgoalsinhealthcarecontinuestobetheunderly- motion community strategies and health teaching
ing theme in Interpersonal Relationships: Professional complete this section. Part IV, Responding to Special
Communication Skills for Nurses. This sixth edition Needs, focuses on the special communication needs
has been thoroughly revised, rewritten, and updated of children, older adults, clients with communication
to meet the challenge of continuing to serve as a pri- deficits, and those experiencing stress or crisis. Part V,
mary communication resource for nursing students ProfessionalCommunication,describescommunication
and professional nurses. Although the content, exer- issueswithotherhealthprofessionalsandnursingappli-
cises, and case examples continue to be written in cations in the use of electronic health records with
termsof nurse-clientrelationships,theyare applicable accompanying taxonomies. Two new chapters address
to clinical practice relationships conducted by other issuesincontemporaryhealthcarerelatedtotheroleof
health care providers. This edition, like previous edi- communication in promoting safety in the health care
tions can be used as individual teaching modules, as environmentandprinciplesrelatedtosupportingconti-
a primary text, or as a communication resource in- nuity of care within and across care settings. Major
tegrated across the curriculum. Two new chapters changesinmanaginghealthcaredataandtransmitting
related to communication strategies for client safety, vitalhealthinformationincludingtheplaceoftheInter-
andcontemporaryrealitiesincontinuityofcarereflect netforcontinualtransmissionofinformationinrealtime
the latest applications of communication in contem- areaddressed.Theroleofelectroniccommunicationas
porary health care delivery. an increasingly important form of communication is
The text is divided into five parts, using a similar highlightedatpointofcareandacrossclinicalsettings.
formattothatofpreviouseditions.PartI,Conceptual Eachchapterisdesignedtoilluminatetheconnec-
FoundationsofNurse-ClientRelationships,providesa tion between theory and practice by presenting basic
theory-basedapproachtotherapeuticrelationshipsand concepts, followed by clinical applications, using
communicationinnursingpractice,andidentifiespro- updated references and instructive case examples.
fessional, legal, and ethical standards guiding profes- Developing an Evidence-Based Practice boxes offer a
sional actions. Chapters on the relevance of critical summary of a research article related to each chapter
thinking and understanding of self-concept aid the subject and are intended to stimulate awareness of
students’ comprehension of the many variables the need to link research with practice. The Ethical
involvedincommunication.PartII,TheNurse-Client Dilemmas presented at the end of each chapter offer
Relationship, discusses the fundamental structure and the student an opportunity to reflect on common
characteristics of effective nurse-client relationships ethical situations, which occur on a regular basis in
and alliances, taking into account the context of health care relationships. The art program for the
short-termrealitiesfoundincontemporaryhealthcare sixth edition has been enhanced with photos and
systems.Chapter7,RoleRelationshipPatterns,estab- drawings, which provide contemporary visual repre-
lishesaframeworkforconsideringtheissuessurround- sentations of chapter concepts.
ing new models of nursing education and explores Experiential exercises provide students with the
role relationships as a nursing diagnosis. This section opportunity to practice, observe, and critically evalu-
ends with a comprehensive discussion about palliative ate their professional communication skills in a safe
care and communication strategies in end-of-life care. learning environment. The learning exercises are
Part III, Therapeutic Communication, explores basic planned to encourage self-reflection about how one’s
conceptsoftherapeuticcommunicationandapplications personal practice fits with the larger picture of
of strategies nurses can use with different population contemporary nursing, health practice models, and
viii Preface
interdisciplinary communication. Through active answerable to our clients, our profession, and our-
experiential involvement with relationship-based selves to communicate with clients in a therapeutic
communication principles, students can develop con- manner and to advocate for their health care and
fidence and skill with using patient-centered commu- well-being in the larger sociopolitical community.
nication in real-life clinical settings. The comments We invite you as students, practicing nurses, and
and reflections of other students provide a unique, faculty to interact with the material in this text,
enriching perspective on the wider implications of learning from the content and experiential exercises
communication in clinical practice. but also seeking your own truth and understanding
The text gives voice to the centrality of communi- as professional health care providers.
cation as the basis for helping clients, families, and Instructor Resources are available on the textbook’s
communities make sense of relevant health issues Evolve Web site. Additional experiential exercises
and develop effective ways of coping with them. Our canbe found inthe Instructor’sManual, togetherwith
hope is that the sixth edition will continue to serve strategies for teaching and learning, and brief chapter
as a primary reference source for nurses seeking to summaries with teaching tips. A revised Test Bank
improve their communication and relationship skills reflecting the updated content in the text is also
across traditional and nontraditional community- included. Instructors are encouraged to contact their
based health care settings. As the most consistent Elsevier sales representative to gain access to these
health care provider in many clients’ lives, the nurse valuable teaching tools.
bears an awesome responsibility to providecommuni-
cation that is professional, honest, empathetic, and Elizabeth C. Arnold
knowledgeableinaperson-to-personrelationshipthat Kathleen Underman Boggs
is without equal in health care. As nurses, we are