We can work on Therapeutic communication

  1. Complete the chart below about therapeutic communication techniques.
    Statement made by you to the patient (in quotes) Type of therapeutic technique (clarification, restating, etc…). Please choose 5 different techniques. Explain how this communication assists in attaining health care goals





  1. Describe how you established a therapeutic relationship with your patient.
  2. Explain how therapeutic communication assists patient in attaining their healthcare goals. Give 2 examples.
  3. List 5 different channels of communication (video, brochure, etc…). Discuss in what setting or with what populations each would be most effective.
    Channel of communication Most effective for…
  4. Discuss how you used one channel of communication with your patient. Discuss if it was an appropriate channel to use in the given situation. If it was not effective, what could you have done differently?
    The patient has Aphasia

Pathophysiology and Medications

  1. List patient’s medical diagnosis (select a different medical diagnosis for each Medical paper, you may use secondary diagnoses if you have already researched the primary diagnosis):
    Ischemic stroke
  2. Describe the medical diagnosis in layman’s terms or how you would explain the disease to the patient.
  3. Describe the pathophysiology of the diagnosis in medical terminology (down to the cellular level).
  4. List the most common signs and symptoms of the medical diagnosis. Please include abnormal lab results and diagnostic findings as well.
  5. List the main nursing interventions for this medical diagnosis. Please list at least 10 examples of ones that you performed.
  6. Fill out the chart below for 5 medications that are commonly used to treat the patient’s medical diagnosis.
    Medication Name (Generic name and Tradename) Mechanism of Action (down to cellular level) Nursing Implications (list at least 3 for each med) Patient Education
    (put in quotes what you taught patient about the med) Evaluation of med effectiveness
    (document real patient data to show med was effective or not)

Sample Solution

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e of worry for them. The third and fourth aspects make sense of separately how daring people become lenient toward conceivable error or mistake in using the language and how they are leaned to practice another part quietly prior to endeavoring to utilize it out loud. Hongwei (1996) specifies that this practice issue, by and by, is additionally examined by otherg analysts who trust that earlier readiness prior to delivering expressions might hamper risk taking. For sure, mental readiness is supposed to be a determination of additional careful understudies who on exceptional open doors invest such a lot of energy planning to talk that they choose not to face the challenge of talking before others. Risk Taking ought to be a focal issue in unknown dialect advancing especially concerning talking works out. As demonstrated by Beebe (1983) “you take a gamble each time you open your mouth in an unknown dialect, or besides in any learning circumstance where you are approached to perform without acknowledging it, even the most safe individual faces challenges”. (p.39) One of the properties of a compelling understudy is to face challenges. Understudies take gambles each time they pose inquiry, or answer to the Instructor. Experts like Ely (1984) and Samimy (1991) examined Hazard taking and considered Chance Taking as one of the traits of good understudies. Lover (1985) states that dynamic cooperation of the understudies in plan of significance through data gives understudies critical result. Significant information is fundamental in outlining semantic ability and huge result is crucial in forming syntactic expertise. In this manner, Understudy quietness in homeroom is the issue of EFL Educators. Anyway, researchers don’t all agree that shortfall of Hazard Taking limit isn’t solely outer. Examiners included not simply non-Understudy related parts or outside components yet moreover Understudy related or inward factors. Understudy related factors include individual and loaded with feeling factors related to understudies Chance Taking execution. They integrate age, orientation, personality, inspiration, certainty and tension. Understudies’ Gamble taking behavior is impacted by external variables, for instance, their social convictions or practices, their learning situation, for instance, Educators’ disposition, showing style and other course related parts like class size and homeroom works out. Ely (1989), in a study hall discernment and sound narrative the individuals attempting to find the association between Hazard Taking and oral help, contemplated that there was a basic association between homeroom support and oral capacity. Risk Taking components can be arranged as Understudy related factors those that impact understudies from inside and non-Understudy related components those that impact understudies from outside and exist in Language learning condition. Understudy related factors or inside parts are those that the singular Language understudy conveys with him/her to the particular learning conditions include: motivation, certainty, uneasiness, and character attribute. Outside components are those that depict the particular Language-learning situation. Non Understudy related components influencing risk taking behavior of the Language understudies consolidate their learning situation, for instance, Educator’s mentality and showing styles and course related components like class size and homeroom activity.>

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