Communication for Nurses: Talking with Patients

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Throughout the analysis, different questions emerged that were discussed among the co-authors, with the purpose of trying to increase the validity of the study. Such questions included the authors’ ability to have a bridling attitude (Dahlberg et al., 2008) towards the phenomenon. The first author has worked for many years with children undergoing NRMP, which means having a great pre-understanding in the matter. Attempts were made to have a bridling attitude, by trying to do what Dahlberg and Dahlberg ( 2003) describes as not to take the indefinite as definite. McCullough ME, Emmons RA, Tsang JA. The grateful disposition: a conceptual and empirical topography. J Pers Soc Psychol. 2002;82(1):112–27. Merleau-Ponty M. In: Phenomenology of perception. Smith C, editor. London: Routledge; 2002. (Original work published 1945) [ Google Scholar] This is done by the nurses talking to the children so that the parents can hear them: They may feel that the child is screaming unnecessarily.

Nurses feel shame and guilt because they see clearly that there is no teamwork and this affects the caring process. Praising emotions When a nurse can identify patient worries, she can help alleviate fears and create a better experience. USING COMMUNICATION SKILLS TO SUPPORT PATIENT EDUCATION Scherer KR. Toward a dynamic theory of emotion: the component process model of affective states. Geneva Stud Emotion Commun. 1987;1:1–98. Data were gathered using interviews. The role as interviewer was that of an encouraging, non-normative neutral facilitator so that the participants could explain themselves as fully as possible [ 21]. Each interview took around 90 min, was recorded on an audio file and transcribed verbatim. Transcriptions have been made after each interview to provide a clear recollection of the interview; to increase the reliability, parts of the interviews have been listened to many times. To avoid interference during data collection, this was done outside the care units. Salmela M, Salanterä S, Aronen E. Child-reported hospital fears in 4 to 6- years-old children. Pediatric Nursing. 2009; 35(5):269–277. [ PubMed] [ Google

OVERVIEW

The difference between moral emotions and basic emotions is that the basic emotions come from ideas, the imagination or the perception of immediate self-realisation such as sadness, happiness, anger, disgust or joy [ 10]. The moral emotions are linked to the interests and/or the well-being of all people, as well as individuals. Furthermore, the moral emotions are evoked in circumstances that extend beyond the immediate sphere of self, such as empathy and compassion and, finally, the emotions relating to praising others, such as gratitude. Meltzer H, Vostanis P, Dogra N, Doos L, Ford T, Goodman R. Children's specific fears. Child: Care, Health and Development. 2008; 35(6):781–789. [ PubMed] [ Google Scholar]

The findings indicate that nurses use different types of conversation in their attempt to be supportive when talking to children and their parents. Metaphors can be used to facilitate an understanding between the child and the nurses, helping the child to become involved in the procedures. Most importantly, the nurses are able to talk in a language that the child understands. This finding is consistent with previous research from Kortesluoma and Nikkonen ( 2006) who maintain that children from the age of five are able to construct metaphorical expressions. Fleitas ( 2003) also discusses the benefits of using metaphors when talking with children in pediatric settings. We believe that nurses can be supportive by using metaphors although nurses have to be vigilant as there is a risk that children do not always understand, especially the younger children. But being a nurse isn’t easy, as nurses face full patient loads and crowded workflows. It may be challenging for nurses to find time to build interpersonal patient relationships between their clinical duties and other job demands. Health literacy is a precursor to health and achievement of a culture of health,” the group wrote in its policy brief that year. “Patient empowerment, engagement, activation, and maximized health outcomes will not be achieved unless assurance of health literacy is applied universally for every patient, every time, in every health care encounter, and across all environments of care.” This study was undertaken to describe the lived experience of supporting children during NRMP, from the perspective of nurses. The analysis resulted in the following constituents: developing relationships through conversation, being sensitive to embodied responses, balancing between tact and use of restraint, being the child's advocate, adjusting time, and maintaining belief; and the discussion will focus on some of these findings. Coronavirus disease 2019 (COVID-19) is a respiratory infectious disease caused by a newly identified coronavirus named SARS‐CoV‐2 [ 1, 2]. Health workers, especially nurses, have to play a significant role in combating this health problem on both preventive and curative sides. A recent systematic review identified that nurses have a pivotal role in healthcare when responding to infectious disease pandemics and epidemics [ 3]. Koh et al. [ 4] report that facing emerging respiratory diseases is an unavoidable health hazard for nurses who are in the frontline of care as nurses have to live, experience and accept this risk. Caring for patients with COVID-19 demands more knowledge and training [ 5]; however, the literature supports that nurses provide this care without adequate expertise [ 6]. Moreover, several studies have explored that nurses experience extra pressure, burden and psychological problems during global respiratory outbreaks (e.g. Severe Acute Respiratory Syndrome [SARS], H1N1 influenza, Human Swine Influenza and Middle East Respiratory Syndrome [MERS]) [ 7– 13]. Therefore, nurses need continuous support and training to improve their preparedness and efficacy of crisis management as well as to cope with psychological problems and safeguard their well-being [ 3, 6].

References

Melhuish S, Payne H. Nurses’ attitudes to pain management during routine venepuncture in young children. Paediatric Nursing. 2006; 18(2):20–23. [ PubMed] [ Google Scholar] Pearch J. Restraining children for clinical procedures. Paediatric Nursing. 2005; 17(9):36–38. [ PubMed] [ Google Scholar]