termination and Supervision Flashcards

1
Q

Decision to terminate can be - 3

A

Nurse initiated

Family initiated

Context initiated - death, discharge, transfer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Nurse initiated

A

May occur before problem is resolved BUT
– suffering is diminished
– able to master/live alongside problem
– increased awareness/healing
– increased knowledge/expertise

In acute care often it means you are handing off care to another shift (ie. You’re now off work for 7 days)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

When does termination occur?

A
  • New solutions discovered that change family functioning
  • Nurse and family have decided collaboratively further meetings not needed
  • When the service is no longer approved by health care
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Skills Phasing out

A

Review contracts
Decrease frequency of sessions
Give credit for change
Evaluate family interviews
Extend an invitation for follow up
Closing letters

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

2 risk factors for early family termination

A

1) families who miss the first meeting are at high risk for dropping out over the course of treatment
2) Families who are referred by institutions (such as a school or court) are more likely to discontinue treatment before achieving treatment goals than families who were individually referred (such as by physicians or mental health professionals).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Family Initiated Termination

A

“there are times when termination is inevitable…it is reasonable and ethical to accept the family’s initiative to terminate and do so without applying undue pressure, even though the nurse may disagree with their decision”

Acknowledge and review
progress made
problems remaining
goals might yet be achieved
when family decided
what prompted
who agrees/disagrees
anticipated benefit

Learning from premature termination
hypothesize re: contributing factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

When to Decrease Frequency of Sessions

A

When adequate progress has been made, as evidenced by reduced suffering, the time is ideal to begin to decrease the frequency of sessions

when the nurse has inadvertently fostered undue dependency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Context Initiated Termination

A
  • death, discharge, transfer
  • Initiated by health-care system or insurance company.
  • Assess strengths/needs for further service
  • Skills to facilitate referral
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

consolidation interview -

A
  • the nurse asks particular questions to review the process of the work that the family and clinician have done together and then discusses the work the family seeks to accomplish on its own in the future
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Reasons for nurses to refer families to other professionals

A
  • for consultation or ongoing treatment in complex cases
  • when the family moves
  • is transferred to another setting
  • is discharged before treatment is over
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Closing Letters

A
  • send the family a letter giving a summary of the family sessions
  • provides the opportunity to highlight the family strengths, reinforce the changes made, offer the family a review of their efforts and what they have accomplished, and list the ideas (interventions) that were offered to them
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Boundaries

A
  • Who participates and how
  • May be diffuse, rigid or permeable
  • Clear permeable boundaries allow appropriate flexibility
  • Are subject to culture, race, social class etc.
  • Boundaries change over time – especially when there is a significant addition or loss within a family
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

poor boundaries

A
  • Oversharing
  • Concern with what people think so they can’t make decision
  • People pleasing behavior
  • Focus on others needs at the cost of their own
  • Expressing a loss of self-absorbing or mirroring others emotional state
  • Resentment and anger towards others
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Maintaining boundaries when you are not in a position of power

A
  • Setting boundaries works when the other person has something to lose or they genuinely care about your own boundaries
  • Set boundaries in advance not during escalation
  • When they violate the boundary…Do not shame or blame them
  • Take the responsibility on yourself (often this means an apology) and then offer an alternative
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Boundaries Brene Brown

A

what’s okay and what’s not okay

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

BIG

A
  • What boundaries need to be in place
  • For me to stay in my integrity
  • And make the most generous assumptions about you
17
Q

Compassion

A

a deeply held belief that were inextricably connected to each other by something love and goodness

18
Q

Empathy

A

– the skillset to bring compassion alive
- is feeling with someone not for
- Empathy requires boundaries
- Empathy is sustaining and infinite

19
Q

T/F when you practice empathy you take on the darkness of the person struggling and leads to burnout (

A

(this is wrong)
If you’ve done that work and set your boundaries you can tread that water forever

20
Q

Approach to Family meetings

A

Preparation
Introductions and Agenda
Patient status and Prognosis
Clarification of Patients Goals
Treatment Options and Recommendations
Summary and Next Steps
Debriefing with Care Team

Use I wish and I worry …instead of I think she won’t wake up, or we want you to try this med.

21
Q

Communicating prognosis and treatment options

A

Clarify understanding and prognosis
-Ask –>new understanding
-Tell –>new questions
-Ask –>current understanding

Name and validate emotions expressions

Support hopes and provide impartial assessment
-I wish
-and I worry that

22
Q

ASHES Approach

A

A—Assemble your team: Don’t give bad news by yourself. Each member of your team can offer support to the patient or family in a different way. In addition, you won’t be deserting the patient or family if you’re called away. Consider bringing a nurse, a social worker or a chaplain and possibly security.

S—Sit: Patients feel like you’ve spent more time with them if you sit.

H—History: Before presenting the bad news, learn the history of the patient, especially if it’s someone new to you (say someone you’re encountering in an emergency room setting). If the patient has died, find out what the family knows so far before you share what the hospital staff did to take care of them.

E—Explain: Explain the events that transpired as clearly as possible, using simple terms.

S—Stay: If you can, stay while the recipient expresses their emotions instead of running off immediately. They may have tuned you out as soon as you said the word “cancer” or “your father died” and may need time to fully understand the news