Therapeutic communication techniques utilized to psychiatric patients by Level III nursing students of Aquinas University of Legazpi
- BORJA, MARY ANNE CLEO S. BONAGUA, HAZEL GAY N. BODINO, DANICA IMEE C. BOLATA, MARY KRIS R. APRIL 2014
- 60 cm.
ABSTRACT
Bolata, Mary Kris, Bodino, Danica Imee, Bonagua, Hazel Gay, Borja, Mary Anne Cleo. "THERAPEUTIC COMMUNICATION TECHNIQUES UTILIZED TO PSYCHIATRIC PATIENTS BY LEVEL III NURSING STUDaITS OF AQUINAS UNIVERSITY OF
LEGAZPI." (An Undergraduate Thesis, Aquinas University of Legazpi, College of Health and Sciences, Rawis, Legazpi City. S.Y. 2013 — 2014)
Effective communication is the core skill in mental health nursing. It is a vital tool for health care professionals in providing health care services. This technique is commonly termed as "Therapeutic Communication". This was used to gather data from the patient upon admission and continued along the whole duration of stay in the hospital. This helped the interaction between the nurses and patient effectively, that provides a positive health care service.
This study determined the utilization of therapeutic communication techniques of Level III nursing students of the College of Nursing and Health Sciences of Aquinas University of Legazpi to Psychiatric patients handled in the National Center for Mental
Health (NCMH) last 2013 summer Manila affiliation. Specifically, it answered the following questions : 1) What is the profile of student and patient respondents along: gender and age; 2) What are the most commonly used communication techniques by the respondents along?: a) Therapeutic communication, b) Non-Therapeutic communication; 3) What are the factors that affect the utilization of therapeutic communication techniques along: a) student nurse factors , b) environmental factors; 4) What measures may be proposed to enhance the therapeutic communication techniques of the respondents?
This study made use of descriptive and direct observational method of research. This study was anchored on the theories of Imogene King's Goal Attainment Theory and Hildegard Peplau's Interpersonal Theory. The questionnaire checklist was the research All instrument that gathered pertinent data. Frequency, percentage and ranking were used as statistical tool in the treatment of the gathered data. The research believed that the result of the this study wg1 provide necessary data or information to the beneficiaries particularly the nursing students, patients, nursing faculty members, clinical instructors, staff nurses, other medical personnel and the future researchers.
This study did not tackleconcerns out of the scope of the study. Based on the data gathered, the following were the findings: On the profile of the student respondent, majority of them are between 1 8-20 years old which is 34 or 59.65% and the lowest is between 33-35 years old which is 1 or 1.75%. On sex, most of the respondents were female which constitutes 38 or 66.67% while 19 or 33.33% of them were male.
On utilization of therapeutic communication technique, open — ended lead question got the highest frequency of 55 or 96.49% while requesting description or comparison got the lowest frequency of 21 or 36.84%. For the non-therapeutic communication, giving common advice got the highest frequency of 22 or 38.60%, while passing judgement and probing got the lowest frequency of 2 or 3.51%. On student related factors affecting utilization of the therapeutic communication, knowledge about the case of the patient got the highest frequency of 31 or 54.39% while uncoordinated thoughts got the lowest frequency of 1 or 1.75%. On environmental factors, noise got the highest frequency of 30 or 52.63% while lighting got the lowest frequency of 2 or 3.51%. Based on the findings, the following conclusions were drawn. 1) The profile varies from the respondents. 2) Majority of the respondents commonly used open — lead questions as a form of therapeutic communication and giving common advice was commonly used as non-therapeutic communication. 3) Most of the respondents encountered student related and environmental factors in the utilization of therapeutic communication. Measures were recommended to enhance the therapeutic communication skills of the respondents.
Based on the findings and conclusions, the following recommendations are hereby presented: 1) On patients, they should be aware that they play a vital part in nurse patient relationship and help student nurses in achieving their common goal of health and well-being. They should also be aware that they should help student nurses gather accurate information during the communication process; 2) Student nurses from all level must enhance their therapeutic communication techniques in order to utilize communication process. They should be aware of the various factors and barriers influencing communication process and must be able to avoid and eliminate them to facilitate good communication; 3) Nursing Faculty Members and Clinical Instructors must assess if the students are using therapeutic communication in dealing with patients and identify the strengths and weaknesses of the students thereby identifying what could be done to reinforce their learning. They should help in enhancing student nurses communication skills before exposure to mentally ill; 4) NCMH staff nurses and other Medical Personnel should be model of the student nurses in the utilization of therapeutic communication techniques and should therefore manifest professional competence, expertise and confidence; 5) The Department of Health, through the committee on affiliation, should be able to recognize that student nurses still have hard time to utilize therapeutic communication techniques; hence, must also contribute to the improvement and development of these student nurses.
ABSTRACT
Bolata, Mary Kris, Bodino, Danica Imee, Bonagua, Hazel Gay, Borja, Mary Anne Cleo. "THERAPEUTIC COMMUNICATION TECHNIQUES UTILIZED TO PSYCHIATRIC PATIENTS BY LEVEL III NURSING STUDaITS OF AQUINAS UNIVERSITY OF
LEGAZPI." (An Undergraduate Thesis, Aquinas University of Legazpi, College of Health and Sciences, Rawis, Legazpi City. S.Y. 2013 — 2014)
Effective communication is the core skill in mental health nursing. It is a vital tool for health care professionals in providing health care services. This technique is commonly termed as "Therapeutic Communication". This was used to gather data from the patient upon admission and continued along the whole duration of stay in the hospital. This helped the interaction between the nurses and patient effectively, that provides a positive health care service.
This study determined the utilization of therapeutic communication techniques of Level III nursing students of the College of Nursing and Health Sciences of Aquinas University of Legazpi to Psychiatric patients handled in the National Center for Mental
Health (NCMH) last 2013 summer Manila affiliation. Specifically, it answered the following questions : 1) What is the profile of student and patient respondents along: gender and age; 2) What are the most commonly used communication techniques by the respondents along?: a) Therapeutic communication, b) Non-Therapeutic communication; 3) What are the factors that affect the utilization of therapeutic communication techniques along: a) student nurse factors , b) environmental factors; 4) What measures may be proposed to enhance the therapeutic communication techniques of the respondents?
This study made use of descriptive and direct observational method of research. This study was anchored on the theories of Imogene King's Goal Attainment Theory and Hildegard Peplau's Interpersonal Theory. The questionnaire checklist was the research All instrument that gathered pertinent data. Frequency, percentage and ranking were used as statistical tool in the treatment of the gathered data. The research believed that the result of the this study wg1 provide necessary data or information to the beneficiaries particularly the nursing students, patients, nursing faculty members, clinical instructors, staff nurses, other medical personnel and the future researchers.
This study did not tackleconcerns out of the scope of the study. Based on the data gathered, the following were the findings: On the profile of the student respondent, majority of them are between 1 8-20 years old which is 34 or 59.65% and the lowest is between 33-35 years old which is 1 or 1.75%. On sex, most of the respondents were female which constitutes 38 or 66.67% while 19 or 33.33% of them were male.
On utilization of therapeutic communication technique, open — ended lead question got the highest frequency of 55 or 96.49% while requesting description or comparison got the lowest frequency of 21 or 36.84%. For the non-therapeutic communication, giving common advice got the highest frequency of 22 or 38.60%, while passing judgement and probing got the lowest frequency of 2 or 3.51%. On student related factors affecting utilization of the therapeutic communication, knowledge about the case of the patient got the highest frequency of 31 or 54.39% while uncoordinated thoughts got the lowest frequency of 1 or 1.75%. On environmental factors, noise got the highest frequency of 30 or 52.63% while lighting got the lowest frequency of 2 or 3.51%. Based on the findings, the following conclusions were drawn. 1) The profile varies from the respondents. 2) Majority of the respondents commonly used open — lead questions as a form of therapeutic communication and giving common advice was commonly used as non-therapeutic communication. 3) Most of the respondents encountered student related and environmental factors in the utilization of therapeutic communication. Measures were recommended to enhance the therapeutic communication skills of the respondents.
Based on the findings and conclusions, the following recommendations are hereby presented: 1) On patients, they should be aware that they play a vital part in nurse patient relationship and help student nurses in achieving their common goal of health and well-being. They should also be aware that they should help student nurses gather accurate information during the communication process; 2) Student nurses from all level must enhance their therapeutic communication techniques in order to utilize communication process. They should be aware of the various factors and barriers influencing communication process and must be able to avoid and eliminate them to facilitate good communication; 3) Nursing Faculty Members and Clinical Instructors must assess if the students are using therapeutic communication in dealing with patients and identify the strengths and weaknesses of the students thereby identifying what could be done to reinforce their learning. They should help in enhancing student nurses communication skills before exposure to mentally ill; 4) NCMH staff nurses and other Medical Personnel should be model of the student nurses in the utilization of therapeutic communication techniques and should therefore manifest professional competence, expertise and confidence; 5) The Department of Health, through the committee on affiliation, should be able to recognize that student nurses still have hard time to utilize therapeutic communication techniques; hence, must also contribute to the improvement and development of these student nurses.