悉尼大学 NUR1110 代写 Nursing assignment

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    • 悉尼大学 NUR1110 代写 Nursing assignment


    DETAILS OF TASK:
    Word Limit: 2500 WORDS
     
    Communicationis an extremely powerful therapeutic tool required by all health professionals. Communication facilitates the expression of thoughts, feelings and attitudes, assists in gathering important information, and supports therapeutic relationships.
     
    In view of this statement:
    (i)         Define the terms communication and therapeutic communication.  [The definitions should be in your own words but supported by scholarly references]  
    (ii)        Identify two (2) barriers to communicating with clients/patients.
    (iii)       Discuss strategies to effectively manage the two (2) barriers you have identified.
     
    STEPS IN TASK DEVELOPMENT:
    Step 1: Use your textbook and scholarly articles to identify definitions of therapeutic communication and learn about specific communication barriers and management strategies you have chosen. Make sure you find evidence to support the existence of the barriers and effectiveness of the strategies to manage the barriers you identified.
    Step 2: Consider two (2) important or significant barriers and the key strategies for managing these barriers.
    Step 3: Research your ideas further using credible academic sources. [Database searching; academic writing and referencing skills are taught in Weeks 1,2 and 3 to assist you with this task].
    Step 4: Write up your findings as a formal piece of scholarly writing, addressing all three questions above.
    Include a clear introduction, body paragraphs and a conclusion paragraph. The marking rubric indicates the expectations for each component of your essay, at each grade level.
     
    Word limit: 2500 words including in-text references 
     
    Presentation requirements: Please observe the following formatting instructions:
       •     Word document (doc; docx) [do not PDF or lock the document as Markers will work within the document to provide feedback]
       •     12 point font and double spaced
       •     Page numbers

    悉尼大学 NUR1110 代写 Nursing assignment
    28/03/2017
    1
    Human Behaviour and
    Developmental Theories
    NUR1110
    Week 6 Objectives
    At the end of this lecture and with further
    reading and tutorial activities:
    1. Discuss the health professional’s role in
    facilitating therapeutic communication;
    2. Consider age-related factors in
    communication;
    3. Discuss 4 major developmental theories;
    4. Discuss the impact of developmental
    stages on communication
    Therapeutic Communication
    throughout the Lifespan
     Health Professionals provide information, resources and
    interventions for patients and families in order to support
    and facilitate the healing process.
     Human Behaviour is complex and is determined by many
    factors.
     The nurse/midwife needs to decide the 'appropriate
    means' to communicate and establish a therapeutic
    relationship with patients and families.
     Understanding developmental theory will help with this
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    2
     Age-related factors challenge
    nurses/midwives to adjust their
    communication
     ‘Just as nurses/midwives adjust
    the dosage of medication on
    the basis of a child's weight so
    must communication be altered
    to adjust to the child's
    developmental age’ .(Stein-Parbury,2014)
    Practical Example:Time for an IMI
    Therapeutic communication with
    toddler
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    3
     Developmental theories help to explain normal
    development and help health professionals improve
    communication by facilitating:
     Empathy
     Choice of interviewing approach
     Appropriate assessment
     Risk assessment
     Implementation of interventions
     Boundary issues
    Developmental Theories
    1. Piaget’s Theory of Cognitive
    Development
     Based on direct observation of children.
     Assimilation and Accomodation
     4 periods of development
    – Sensorimotor (0-2 yrs)
    – Preoperational (2-7 yrs)
    – Concrete operations (7-11)
    – Formal operations (11-15+)
    Schemas
     Schemas are categories of knowledge that
    help us to interpret and understand the
    world.
     According to Piaget, a schema includes both
    a category of knowledge and the process of
    obtaining that knowledge.
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    4
    Assimilation
     The process of taking in new information
    into our already existing schemas is known
    as assimilation.
    Accommodation
     Accommodation involves modifying existing
    schemas.
    Sensory stage: birth to 2
     Development of:
     Reflexes or actions
     Self-initiated activities
     Circular motions: Repetition
     Object permanence
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    5
    Preoperational: Age 2-7
     Marked by:Centration: Focus on 1 aspect
     Egocentism: Everyone experiences what I
    do
     Irreversibility: Cannot reverse direction
     Difficulty with Conservation tasks: Ability to
    determine that a certain quantity will remain
    the same despite adjustment to
    shape/apparent size.
    Concrete operations: 7-11 years
     Mental operations applied to concrete
    events
     Mastery of conservation
     Decentration
     Reversibility
     Less Egocentric
    Formal operations 11+ years
     Mental operations applied to:
     Abstract ideas
     Logical, systematic thinking
     Reasoning
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    6
    2. Sigmond Freud’s
    Psychosexual Theory
    " The underlying stimulis for human behaviour is
    libido".
    Behaviour is due to 3 elements of the conscious
    and unconscious mind:
    • ID (pleasure principle)
    • EGO (reality principle)
    • SUPER EGO (values & morals)
    Freud on Id
    Freud-developed idea of split between
    conscious/unconscious mind
    Development: Based on psychosexual stages: Oral, Anal,
    Phallic, Latency, & Genital stages
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    7
    PERSONALITY DEVELOPMENT:
    Erikson
    Series of tasks or crisis that must be
    achieved
    Whilst not essential to master one task in
    order to move onto the next, failure to do
    so may be damaging to development of
    the ego. Erikson emphasises the need to
    adapt.
    Consider: A building process, solid
    foundation, easier to build on however
    corrective experiences possible
    Erikson’s 8 stages of
    psychosocial development
    28/03/2017
    8
    MORAL DEVELOPMENT
     A child’s social world begins with family.
    Social behaviour is taught at home (pick up
    your toys).
     As their social sphere expands. Children
    acquire rules of thought and action that go
    beyond simple commands
    Kohlberg’s theory of moral development
    Moral reasoning progresses through series of stages
    – Stage 1-2: Pre-conventional 4-10 years (right and
    wrong determined by rewards and punishment)
    – Stage 3-4: Conventional 10-15 years (rules are
    necessary for maintaining social order and approval-
    internalise rules as absolute guidelines)
    – Stage 5-6: Post-conventional stages 15 + (personal
    code of ethics, some flexibility to rules but with strong
    ethics)
    Heinz’s dilemma
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    9
    Moral dilemmas in health care
     1. Terminal Lung Ca patient wants to
    smoke.
     2. Family doesn't want to let their
    Grandmother to know she has terminal
    pancreatic cancer.
     3. Caring for a patient suffering
    complications of an illegal abortion.
    Developmental theories
    Now let’s broadly compare the major theorists:
     Piaget
     Freud
     Erikson
     Kohlberg
     Gould
     Havighurst
    Developmental
    stage/age
    Freud Erikson Piaget Kohlberg
    Infancy (0-
    18mths)
    Oral stage Trust vs Mistrust Sensorimotor
    Stage 1-3
    Early childhood/
    toddler
    (18mths-3 yrs)
    Anal stage Autonomy vs
    shame and
    doubt
    Stage 4-6
    Preoperational
    Preconceptual
    Level 1
    Stage 1
    Preschool (3-5yrs) Phallic
    stage
    Initiative vs guilt
    Childhood (6-
    12yrs)
    Latent
    stage
    Industry vs
    inferiority
    Concrete
    operations
    Level 1
    Stage 2
    Early adolescence
    (12-14yrs)
    Genital
    stage
    Identity vs
    identity diffusion
    Formal
    operations Stage
    1
    Level 11
    Stage 3
    Middle
    adolescence (14-
    16yrs)
    Genital
    stage
    Identity vs
    identity diffusion
    Formal
    operations Stage
    2
    Level 11
    Stage 4
    Late adolescence
    (17-21yrs)
    Genital
    stage
    Identity vs
    identity diffusion
    Formal
    operations Stage
    3
    Level 111
    Stage 5-6
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    10
    Adult stages Erikson Gould Havinghurst
    Early-early adult
    (16-22yrs)
    Intimacy vs
    isolation
    I have to get away
    from my parents!
    Mate, family, rearing
    children, career
    Middle-early
    adult (22-28yrs)
    Late-early adult
    Is what I am the only
    way for me to be?
    Civic responsibilities;
    social group
    Middle adult (34-
    45yrs)
    Generativit
    y vs
    stagnation
    Have I done the right
    thing?
    Assisting children; social &
    civic responsibility;
    reaching & maintaining
    performance-occupation
    Middle adult (40-
    50yrs)
    The die is cast! Leisure activities; adjusting
    to physiological changes;
    aging parents
    Middle adult (50-
    60yrs)
    Decreased
    negativism
    Late adult/old
    age (60-85yrs)
    Integrity vs
    despair
    Retirement; decreased
    physical strength & health;
    death of spouse
    Developmental theory and
    therapeutic communication
    Pulling it all together…..
     People have unique healthcare needs resulting from their
    developmental level.
     To give holistic person centered care, it is imperative to
    understand the typical growth and development
    characteristics and needs of patients.
     Utilizing concepts of developmental theory allows nurses to
    identify why people respond the way they do.
     Understanding developmental theory assists with empathy
    and communication
    Conclusion
     Utilising the concepts of the developmental
    theories allows nurses and midwives to
    identify why people respond the way that
    they do and identify barriers to
    communication that may occur.
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    11
    Reflection and friendly challenge
     Reflect on your personal development
    based on these theories
     Choose a friend or family member and think
    about a theory you might like to use to
    analyse them
    References
     Elder, R. Evans, K. & Nizette, D. (2005) Psychiatric and
    Mental Health Nursing. Mosby: Sydney
     Crisp, J. &Taylor, C. (2005) Potter and Perry’s
    Fundamentals of Nursing. 2 nd Edition Elsevier: Sydney
     Stein-Parbury, J. (2002) Patient and Person Developing
    interpersonal skills in nursing. 2 nd Edition
    Churchill/Livingstone: Sydney
     Berk, L. (1991). Child development. 2 nd edition. Allyn and
    Bacon: Needham Heights, MA.
     Peterson, C. (1996), Looking forward through the lifespan:
    Developmental Psychology (3rd Edition), Prentice Hall,
    Sydney.
     Weiten, W. (2002). Psychology: Themes & Variations (5th
    ed.). Belmont, CA: Wadsworth/Thomson learning
    Reflection
     Take some time to reflect on your own
    lifespan journey and how your personal
    experience of attachment, family, personality,
    social relationships, morality, learning and
    stage of life, relates to where you are now,
    and where you are going in the future. What
    impact will your experiences have on your
    interactions with patients?
     
    悉尼大学 NUR1110 代写 Nursing assignment