Paper Writing Services those believed to be barriers to communication. 7. At the conclusion of the conversation, write a paragraph indicating how you would feel

Abstract
relates back to the conversation in the case study. Points: 0-7 Points: 8 Points: 9 Points: 10 Numerous spelling and grammar errors, wch detract from the audience’s ability to comprehend material. Some spelling and grammar errors, wch detract from the audience’s ability to comprehend material. Few spelling and grammar errors. Minimal to no spelling and grammar errors. Points:

Purpose 1. Identify therapeutic and non-therapeutic communication techniques. 2. Identify congruency between verbal and non-verbal communication. 3. Document the conversation and label the parts of the conversation. Course Competency · Apply strategies for safe, effective multidimensional nursing practice when providing basic care and comfort for clients. Instructions For ts assignment, fill out the template provided directly after these instructions. 1. Listen to the ATI video case study called Therapeutic Communication. 2. Record the conversation, indicating the comments made by the nurse and client in the correct columns. 3. Observe and document the verbal and non-verbal communication. 4. Label the verbal and non-verbal communication as therapeutic or non-therapeutic. 5. Provide the rationale for each of the labels (therapeutic or non-therapeutic). 6. Indicate a statement or response that may have been more therapeutic for those believed to be barriers to communication. 7. At the conclusion of the conversation, write a paragraph indicating how you would feel if you were the client in ts situation. Nurse Verbal Therapeutic Non-therapeutic Alternate Response Non verbal Therapeutic Non-therapeutic Alternate Response Verbal and non-verbal communication is correctly   identified and rationale for identification is vague. Verbal and non-verbal communication is correctly   identified and rationale for identification is reasonable. Verbal and non-verbal communication is correctly   identified and rationale for identification is complete. Verbal and non-verbal communication is correctly   identified and rationale for identification is thorough. Points – 0-7 Points – 8 Points – 9 Points – 10 Therapeutic or non-therapeutic communication is   correctly identified and rationale for identification is vague. Therapeutic or non-therapeutic communication is   correctly identified and rationale for identification is reasonable. Therapeutic or non-therapeutic communication is   correctly identified and rationale for identification is complete. Therapeutic or non-therapeutic communication is   correctly identified and rationale for identification is thorough. Points – 0-7 Points – 8 Points – 9 Points – 10 The   alternate response provided is vague and/or incomplete. The   alternate response provided is reasonable and/or mostly related to the   conversation in the case study. The   alternate response provided is complete and related to the conversation in the case study. The   alternate response provided is in-depth and explicitly related to the   conversation in the case study. Points – 0-7 Points – 8 Points – 9 Points – 10 The   additional paragraph provided vague and/or seldom relates back to the   conversation in the case study. The additional paragraph provided is reasonable and   occasionally relates back to the conversation in the case study. The   additional paragraph provided is sufficient and relates back to the   conversation in the case study. The additional paragraph provided is comprehensive   and skillfully relates back to the conversation in the case study. Points:   0-7 Points:   8 Points:   9 Points:   10 Numerous   spelling and grammar errors, wch detract from the audience’s ability to comprehend   material. Some   spelling and grammar errors, wch detract from the audience’s ability to   comprehend material. Few   spelling and grammar errors. Minimal   to no spelling and grammar errors. Points: 0-2 Points: 3 Points: 4 Points:5

Sample references
  • (‘Kates, R. W., W. C. Clark, R. Corell, J. M. Hall, C. C. Jaeger, I. Lowe, J. J. Mccarthy, H. J. Schellnhuber, B. Bolin, N. M. Dickson, S. Faucheux, G. … (60 characters truncated) … R. E. Kasperson, A. Mabogunje, P. Matson, H. Mooney, B. Moore, T. O’riordan, and U. Svedin. 2001. Sustainability science. Science 292(5517):641-642.’,)
  • (‘Bloom, K.C.; Olinzock, B.J.; Radjenovic, D.; Trice, L.B. Leveling EBP content for undergraduate nursing students. J. Prof. Nurs.2013, 29, 217–224. [CrossRef]’,)
  • (“Grol, R & Grimshaw, J. 2003. From best evidence to best practice: effective implementation of change in patients’ care. Lancet, 362(9391), 1225-30”,)
  • (‘Bates, DW, Kuperman, GJ, Wang, S, Gandhi, T, Kittler, A ,Volk, L, Spurr, C, Khorasani, R, Tanasijevic, M & Middleton, B. 2003. Ten commandments for effective clinical decision support: making the practice of evidence-based medicine a reality. J. Am. Med. Informatics Assoc. 10: 523-30 ‘,)

Need your ASSIGNMENT done? Use our paper writing service to score better and meet your deadline.


Click Here to Make an Order Click Here to Hire a Writer