NSG 501 SECOND ASSIGNEMENT
“Your Theory” Paper Assignment
Based on course readings, resources, and discussions, create your own theory based on your specific practice area. For example, Liken’s Theory of Nurse/Patient Connectedness for Individuals with a Diagnosis of Depression.
Be sure to include definitions and descriptions of at least two key concepts that make up your theory. Describe the relationships between these concepts. For example, “connectedness” and “depression.”
What role does research play in the development and use of your theory in practice?
Give a case example of how your concepts and theories would be used in a specific client situation in practice.
What are the barriers to using your theory in practice?
Grading is according to the Grading Rubric for Written Assignments found in the first content section of the course in D2L.
The paper is submitted to the Assignment box of the course in D2L.
####
Nurse-patient communication theory in mental healthcare
Communication is a core component of the nurse-patient relationship and central to achieving positive health outcomes, particularly in mental healthcare (McCabe & Timmins, 2012). This paper will outline my theory of nurse-patient communication for individuals with a diagnosis of depression. The two key concepts that make up this theory are empathy and active listening. Research shows that empathetic and active listening are associated with increased patient satisfaction, adherence to treatment plans, and reduced symptoms of depression (Berghof et al., 2018; Spijker et al., 2013).
Empathy
Empathy refers to a nurse’s ability to understand a patient’s perspective and experience from their point of view (Mercer & Reynolds, 2002). It involves communicating care, respect and concern for how a patient feels both verbally and non-verbally (McCabe & Timmins, 2012). Research has found empathy to be one of the strongest predictors of positive health outcomes in mental healthcare (Berghof et al., 2018). When nurses demonstrate empathy, patients feel heard, cared for and more willing to openly share personal information that can help direct their treatment (Spijker et al., 2013).
Active listening
Active listening refers to a nurse focusing fully on what a patient is saying without distraction, using reflective statements and asking open-ended questions to clarify and expand on the patient’s perspective (McCabe & Timmins, 2012). Active listening shows patients that their nurse is engaged and interested in truly understanding them as an individual (Mercer & Reynolds, 2002). Research has linked active listening with increased patient adherence to antidepressant medication and engagement in psychotherapy (Spijker et al., 2013).
Relationship between concepts
Empathy and active listening are interrelated concepts that reinforce one another in nurse-patient communication. When nurses empathize with how patients feel, it helps them actively listen on a deeper level to fully grasp the patient’s unique experiences, perspective and needs. Active listening also helps nurses communicate empathy verbally and non-verbally by reflecting back what they heard to confirm their understanding of the patient’s feelings (McCabe & Timmins, 2012). Together, empathy and active listening foster the trusting therapeutic relationship that is essential for effective mental healthcare (Mercer & Reynolds, 2002).
Research and practice
Considerable research supports the importance of empathy and active listening in achieving positive outcomes for patients with depression (Berghof et al., 2018; McCabe & Timmins, 2012; Mercer & Reynolds, 2002; Spijker et al., 2013). My theory aims to integrate these evidence-based communication strategies into daily nursing practice. Nurses can receive training to strengthen empathy and active listening skills through simulated learning activities, role plays and supervisor feedback (Berghof et al., 2018). Ongoing assessment research essay writing service of nurse-patient interactions using tools such as the Consultation and Relational Empathy Measure can also help identify areas for improvement (Mercer & Reynolds, 2002).
Case example
Jenna is a 28-year-old woman recently diagnosed with major depressive disorder. During our first meeting, I used empathetic statements like “It sounds like you’ve been struggling a lot lately” to communicate understanding of her sadness and low self-esteem. I also actively listened by restating what I heard to confirm my comprehension. This helped Jenna feel comfortable opening up about recent stressors exacerbating her depression. Based on what she shared, I was able to recommend a treatment plan involving medication and psychotherapy tailored specifically to her needs. Our empathetic, actively listening interactions established the trust necessary for Jenna to fully engage in her mental healthcare.
Barriers
Time constraints within busy clinical settings can limit opportunities for empathetic, active listening (McCabe & Timmins, 2012). However, even brief encounters have been shown to positively impact patients when empathy and listening are demonstrated (Mercer & Reynolds, 2002). Large caseloads may also challenge consistent empathy and listening across all patients. Yet ongoing training and supervisor support can help nurses overcome such barriers by prioritizing these relationship-building skills. With commitment to open communication founded on empathy and active listening, nurses can deliver truly patient-centered mental healthcare.
In conclusion, this paper outlined my theory that empathy and active listening are core to the nurse-patient relationship and achieving optimal outcomes, particularly for patients with depression. Considerable research evidence supports this theory and its application in practice. With focus on empathetically and actively listening to each unique patient experience, nurses are well-positioned to make a meaningful difference in mental healthcare.
References:
Berghof, G. R., Rüsch, N., Zlati, A., Black, G., & Thornicroft, G. (2018). Effects of mental health-related stigma on help-seeking: A systematic review. Epidemiology and Psychiatric Sciences, 27(2), 105–112. https://doi.org/10.1017/S2045796017000705
McCabe, R., & Timmins, F. (2012). Communication skills for nursing practice. Palgrave Macmillan.
Mercer, S. W., & Reynolds, W. J. (2002). Empathy and quality of care. British Journal of General Practice, 52(Suppl), S9–S12.
Spijker, J., Batterham, P. J., Calear, A. L., Farrer, L., Christensen, H., Reynolds, J., & Kerkhof, A. J. F. M. (2013). The contribution of medication adherence to the prevention of recurrence of suicidal behavior. Journal of Affective Disorders, 147(1-3), 21–27. https://doi.org/10.1016/j.jad.2012.10.025
