Therapeutic Communication Techniques Flashcards
Encourages the patient to organize thoughts and put them into words and allows the patient time to think about the significance of events, thoughts, and feelings. Allowing the patient to break the [blank] often provides the nurse with important information about the patient’s foremost concerns.
Using Silence
Conveys an attitude of understanding and willingness to interact.
Accepting
Acknowledging and indicating awareness is better than complimenting, which reflects the nurse’s judgment.
Giving recognition
Willingness to spend time with the patient and show interest on an unconditional basis helps to increase the patient’s feelings of self-worth.
Offering self
Allow the patient to direct the focus of the interaction and emphasize the importance of the patient’s role in the communication process.
Giving broad openings
Offer the patient encouragement to continue with minimal input from the nurse.
Offering general leads
Encouraging the patient to identify the sequence of events and when they occurred in time facilitates organizing one’s thoughts about their experiences.
Placing the event in time or sequence
Verbalizing [blank] about a patient’s behavior or appearance encourages the patient to develop awareness of how they are perceived by others and promotes exploration of issues that may be problematic.
Making observations
Asking the patient to verbalize his or her [blank] facilitates the patient’s ability to develop awareness and understanding. For the patient experiencing hallucinations, it can facilitate both nurse’s and patient’s clarification about what the patient’s [blank] experiences are communicating.
Encouraging description of perceptions
Asking the patient to compare similarities and differences in ideas, experiences, or interpersonal relationships helps the patient recognize life experiences that tend to recur and those aspects of life that are changeable.
Encouraging comparison
Repeating the main idea of what the patient has said lets the patient know whether an expressed statement has been understood and gives him or her the chance to continue, or to clarify if necessary.
Restating
Questions and feelings are referred back to the patient so that the patient is empowered to actively engage in problem-solving rather than simply asking the nurse for advice.
Reflecting
Taking notice of a single idea or even a single word encourages specific discussion about a relevant issue and is especially helpful with patients who are moving rapidly from one thought to another. However, [blank] is very difficult for a patient with severe anxiety so in this case the nurse should not pursue [blank] until the anxiety level lessens.
Focusing
When the nurse hears the patient mention an issue or theme that seems relevant, the nurse asks the patient to [blank]. [Blank] facilitates the patient’s development of awareness and understanding about events, thoughts, and feelings. However, if the patient chooses not to disclose further information, the nurse should refrain from pushing or probing in an area that obviously creates discomfort.
Exploring
Striving to explain that which is vague or incomprehensible and searching for mutual understanding facilitates and increases understanding for both patient and nurse.
Seeking clarification and validation
When the patient has a misperception of the environment, the nurse defines reality by expressing his or her perception of the situation without challenging the patient’s perceptions.
Presenting reality
Expressing uncertainty about the validity of the patient’s perceptions is a technique often used with patients experiencing delusional thinking.
Voicing doubt
Putting into words what the patient has only implied or said indirectly is a technique that can be helpful with patients experiencing impaired verbal communication.
Verbalizing the implied
When the patient has difficulty identifying feelings or feelings are expressed indirectly, the nurse tries to “desymbolize” what has been said and to find clues to the underlying true feelings.
Attempting to translate words into feelings
Encouraging the patient to identify a plan for behavior change promotes developing better coping skills.
Formulating a plan of action
Pt: “My husband divorced me so I must be undesirable.”
Nurse: (silence)
Pt: “You know, when I think about it, no matter what my husband does I always assume it’s my fault or it’s something wrong with me.”
Using Silence
“Yes, I understand what you said.”
Eye contact; nodding
Accepting
“Hello, Mr. J. I notice that you made a ceramic ash tray in OT.”
“I see you made your bed.”
Giving recognition
“I’ll stay with you awhile.”
“How are you feeling today?”
“I’m interested in hearing your thoughts about the group you just attended.”
Offering self
“What would you like to talk about today?”
“Is there anything you want to discuss?”
Giving broad openings
“Go on.”
“And after that?”
Offering general leads
“What happened first?”
“What happened next?”
“Was this before or after …?”
“When did this happen?”
Placing the event in time or sequence
“You appear sad today.”
“I notice you are pacing a lot.”
“I notice that when I ask you about whether you have thoughts of suicide you change the subject.”
Making observations
“Tell me more about the voices you said you are hearing.”
“What was it that increased your agitation during the group activity?”
“Are these voices you hear directing you to take some action?”
Encouraging description of perceptions
“Was this episode similar to …?”
“How does this compare with the time when …?”
“What was your response the last time this situation occurred?”
Encouraging comparison
Pt: “I can’t study. My mind keeps wandering.”
Nurse: “You have trouble concentrating.”
Pt: “I can’t take that new job. What if I can’t do it?”
Nurse: “You’re afraid you will fail in this new position.”
Restating
Pt: “Don’t you think I should tell my boss I’m not putting up with that?”
Nurse: “What do you think you should do?”
Pt: “She makes me so upset!”
Nurse: “So you’re feeling angry at your boss?”
Reflecting
“Tell me more about this specific point.”
Focusing
“Please explain that situation in more detail.”
“Tell me more about that particular situation.”
“You mentioned feeling like no one cares about you. Tell me more about those feelings.”
Exploring
“I’m not sure that I understand. Would you please explain?”
“Tell me if my understanding agrees with yours.”
“Do I understand correctly that you said …?”
Seeking clarification and validation
“I understand that the voices seem real to you, but I do not hear any voices.”
“I don’t see anyone else in the room but you and me.”
Presenting reality
“It’s difficult to believe that the president of the United States would be listening to all of your phone calls.”
“I find that hard to believe [or accept].”
“That seems rather doubtful to me.”
Voicing doubt
Pt: “I can’t talk about this … you haven’t been where I’ve been.”
Nurse: “Does it seem like no one could understand your thoughts and feelings unless they’ve had the same experiences you’ve had?”
Pt: “I … I don’t know where to begin.”
Nurse: “So it feels overwhelming to think about sharing the details of this experience.”
Verbalizing the implied
Pt: “I’m just an empty pit.”
Nurse: “It sounds like you are feeling hopeless, is that right?”
Attempting to translate words into feelings
“What could you do differently if you are faced with this situation in the future?”
“What are some steps you could take to manage your anger without punching someone?”
“What is one thing you might be willing to try to decrease your anxiety instead of using alcohol?”
Formulating a plan of action
