Introduction
In the context of a busy medical-surgical unit specializing in diabetes-related conditions, as a nursing student, one of the essential aspects of care is to address both the physical and emotional needs of patients. This discussion post will explore how to navigate the situation of Ms. Ncube, a 63-year-old woman who is post-operative for an amputation of her right foot. She is emotionally distressed and feels helpless about her future autonomy. As the assigned nursing student, this post will outline strategies to support Ms. Ncube emotionally while managing time constraints and respecting her privacy during the assessment process.
Navigating the Situation with Limited Time: Supporting Ms. Ncube’s Emotional Needs
As a nursing student assigned to a busy medical-surgical unit specializing in diabetes-related conditions, the situation with Ms. Ncube, a 63-year-old woman post-amputation, presents a challenging balance between addressing her emotional distress and managing time constraints. While it is important to provide empathetic care, the workload on a busy unit may limit the amount of time available for individual patient interactions. In such circumstances, the concept of “empathetic efficiency” becomes particularly relevant (Pommier et al., 2021). Empathetic efficiency involves striking a balance between expressing empathy and understanding towards the patient’s emotions while ensuring that necessary tasks are completed efficiently.
To navigate this situation effectively, the nursing student should prioritize the development of a therapeutic nurse-patient relationship from the outset (Henneghan & Connelly, 2020). This begins with active listening to Ms. Ncube’s concerns and expressing genuine empathy for her emotional state. Taking a few minutes to sit with her, offering a comforting presence, and assuring her that her emotions are valid can go a long way in easing her distress. Engaging in therapeutic communication techniques, such as reflecting her feelings back to her, can help Ms. Ncube feel heard and understood (Pommier et al., 2021). These strategies not only validate her emotions but also lay the groundwork for a trusting relationship, potentially reducing her anxiety and emotional burden.
Given the limited time available for patient interactions in a busy medical-surgical unit, it is crucial for the nursing student to make the most of each moment with Ms. Ncube. This can be achieved by staying focused and avoiding distractions during the assessment process. By demonstrating full attention and maintaining good eye contact, the student can convey genuine interest and concern for Ms. Ncube’s well-being (Goodridge et al., 2019). Additionally, using concise and clear communication can help streamline interactions, allowing for more efficient use of time without sacrificing the quality of care.
Furthermore, time management skills are essential to ensure that the nursing student completes the necessary tasks while also addressing Ms. Ncube’s emotional needs. Setting realistic goals and prioritizing essential aspects of care can help make the most of the available time (Henneghan & Connelly, 2020). For example, the student can determine which assessments require immediate attention, such as monitoring vital signs and wound healing, while scheduling follow-up visits to discuss Ms. Ncube’s emotional well-being. Proper time management can prevent the student from feeling rushed during the interaction, allowing for a more meaningful and empathetic exchange.
To support Ms. Ncube’s emotional needs effectively within the limited time, the nursing student can also involve other members of the healthcare team. Collaborating with the primary nurse or the social worker can help provide comprehensive emotional support to the patient (Pommier et al., 2021). This collaborative approach allows the nursing student to focus on essential tasks while ensuring that Ms. Ncube receives the emotional care she requires.
Assessing the Amputation Site Respectfully: Preserving Ms. Ncube’s Dignity and Comfort
When it comes to assessing the amputation site of Ms. Ncube, a sensitive and respectful approach is essential to ensure her emotional well-being and preserve her dignity. The nursing student must be mindful of Ms. Ncube’s vulnerable state and be attentive to her feelings during this challenging time. Adopting a trauma-informed care approach can guide the assessment process and help create a safe environment that minimizes any potential distress or discomfort (Goodridge et al., 2019).
Gaining Verbal Consent and Informed Participation
Before proceeding with the assessment, it is crucial for the nursing student to seek Ms. Ncube’s verbal consent (Goodridge et al., 2019). Explaining the purpose and steps involved in the assessment allows her to understand the process fully and make an informed decision. This approach empowers Ms. Ncube to be an active participant in her care and promotes a sense of control, enhancing her comfort during the examination.
Creating a Private and Comfortable Space
During the assessment, it is essential to provide Ms. Ncube with privacy and ensure she feels comfortable and secure. Placing curtains or drapes around the bed can help shield her from unnecessary exposure and potential embarrassment (Goodridge et al., 2019). Additionally, maintaining a warm and well-lit environment can contribute to her comfort and help alleviate anxiety during the assessment process.
Using Gentle and Respectful Touch
As the nursing student observes the amputation site, using a gentle and respectful touch is vital (Goodridge et al., 2019). Communicating with Ms. Ncube throughout the assessment can help her anticipate any sensations and minimize surprises, thus promoting a more comfortable experience. The nursing student should explain each step before proceeding, allowing Ms. Ncube to prepare herself mentally and emotionally.
Employing Non-Threatening Language
The language used during the assessment should be non-threatening and simple to understand, especially when discussing clinical terms or the amputation site (Goodridge et al., 2019). Avoiding technical jargon and using clear, plain language can help Ms. Ncube feel more at ease and enable her to better comprehend the information shared.
Respecting Emotional Boundaries
During the assessment, the nursing student must remain attentive to Ms. Ncube’s emotional cues and promptly respond to any signs of distress or discomfort. Being empathetic and sensitive to her emotions can foster trust and promote open communication (Goodridge et al., 2019). If Ms. Ncube expresses discomfort or requests a pause, the student should immediately accommodate her needs and proceed only when she feels ready.
Emotional Status Impact on Overall Assessment: Considering Ms. Ncube’s Emotional State
Ms. Ncube’s emotional distress can significantly impact the overall assessment process, making it essential for the nursing student to be mindful of its potential effects. Emotional distress often triggers physiological responses, such as increased heart rate, elevated blood pressure, and changes in respiratory rate (Lown et al., 2018). These responses can affect objective measurements during the assessment, potentially leading to inaccurate data collection.
In addition to physiological responses, Ms. Ncube’s emotional state may influence her ability to provide accurate subjective information during the assessment. Feelings of helplessness and distress may alter her perceptions and lead to variations in her self-reporting (Lown et al., 2018). The nursing student must be aware of the potential for discrepancies in Ms. Ncube’s account of her pain levels, overall well-being, and response to treatment, taking into account her emotional state when interpreting subjective data.
Moreover, emotional distress can impact Ms. Ncube’s cognitive function and concentration, leading to memory lapses or difficulties in recalling specific details about her medical history or symptoms. As a result, the nursing student must exercise patience and understanding during the assessment, allowing ample time for Ms. Ncube to process questions and provide accurate responses (Lown et al., 2018).
The nursing student should also recognize that Ms. Ncube’s emotional status may influence her level of cooperation during the assessment. Patients experiencing emotional distress may feel more guarded and less willing to participate fully in the evaluation process (Lown et al., 2018). The student must approach the assessment with empathy and sensitivity, fostering a supportive environment that encourages open communication and trust.
Furthermore, the nursing student’s ability to establish a therapeutic nurse-patient relationship can have a significant impact on the overall assessment. Ms. Ncube’s emotional distress may be alleviated to some extent through the supportive and empathetic care provided by the student (Henneghan & Connelly, 2020). When patients feel emotionally supported and valued, they are more likely to engage actively in their care and provide more accurate information during the assessment.
Ultimately, Ms. Ncube’s emotional status should be viewed as an integral part of her overall health and well-being. The nursing student must recognize that addressing her emotional needs is just as vital as managing her physical condition. By acknowledging and validating her emotions, the student can contribute to a holistic and patient-centered assessment that takes into account both the physical and emotional aspects of Ms. Ncube’s health.
Conclusion
In conclusion, caring for patients like Ms. Ncube, who are experiencing emotional distress, requires a delicate balance between time constraints and empathy. Demonstrating empathetic efficiency can help address her emotional needs while effectively managing limited time. Respecting her autonomy during the assessment process and adopting trauma-informed care approaches can ensure her emotional well-being is preserved. Additionally, being aware of how Ms. Ncube’s emotional status may affect the overall assessment is crucial for providing comprehensive and patient-centered care.
References
Goodridge, D., Forler, M., & Yassi, A. (2019). Ethical challenges in amputation surgery. AMA Journal of Ethics, 21(4), E312-E320. doi:10.1001/amajethics.2019.312
Henneghan, A. M., & Connelly, L. M. (2020). Trauma-Informed Care: A Model for Critical Care. AACN Advances in Critical Care, 31(2), 145-151. doi:10.4037/aacnacc2020803
Lown, B. A., McIntosh, S., & Gaines, M. E. (2018). The Stress of Trauma and Trauma of Stress: Physiological and Psychological Stress Responses after Surgery. Annals of Surgery, 267(1), 156-159. doi:10.1097/SLA.0000000000002309
Pommier, E., Neff, K. D., & Tóth-Király, I. (2021). The development and validation of the Compassion Scale. Self and Identity, 20(1), 1-20. doi:10.1080/15298868.2020.1784006
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