OLIVAREZ COLLEGE TAGAYTAY

COLLEGE OF NURSING

Interpersonal Communication Process Recording (Day 4)

Introduction

TERMINATION PHASE

The nurse terminates the relationship when the mutually agreed goals are met, the patient is discharged or transferred or the rotation is finished. The focus of this stage is the growth that has occurred in the client and the nurse helps the patient to become independent and responsible in making his own decisions. The relationship and the growth or change that has occurred in both the nurse and the patient is summarized.

General Objectives:

To protect patient from harming himself To stabilize his good mental health or state of mind To increase his level of independence To establish a hopeful life outside the institution To regain self-respect Establish reality of separation Mutually explore feelings of rejection, loss, sadness, and anger and related behavior

Specific Objective as a student:

To evaluate the patient’s readiness of oneself To develop independent care

To gain self-awareness and self-care To prevent interdependency of the patient to the nurse To relieve discomfort on understanding others.

Specific Objective for patient:

To make him realize that there is hope in life To promote self-actualization To reduce level of fear To provide physical cleaning To create a good therapeutic bonding

Summary:

This is our last day of interacting with the patient .We first had our remotivation therapy that tackles about ocean and the things they remember in the said scenario. My patient is not cooperative here because he thought it’s boring. Second we had our puzzle game ang he refuse to complete the task because he said he didn’t know how to do it and the materials is cut into pieces. And third, we had dance therapy which he cooperate and show his skills in dancing Cha-Cha. He knows the steps and he can memorize the sequence of steps immediately. And lastly we had a rehearsal for their favorite songs that they will sing at the socialization day.

Evaluation:

The patient is happy and tried because of the games we’ve played. The patient makes decision for himself. If he likes the activity he participates well. If he didn’t like it he won’t pay attention at all.

Patient name: Luciano Malabanan Date: October 7 2011

Student name: Nikka F. Gatpandan Time started: 2:00pm – 4:00 pm

Diagnosis: Place conducted: Bayanihan hall

Perception to the client: The patient is cooperative.

Perception to the environment: The environment was sunny.

Interviewer Technique Used Patient AnalysisMaganda Hapon po.. Respect/Giving Recognition

-therapeuticThe patient nodded at go directly to the faucet for ADL.

Showing respect is an important factor in effective communication.

Sige po Tay, mag-toothbrush at maghilamos na po tayo para maging maganda ang inyong pakiramdam.

Suggesting collaboration - therapeutic

The patient started his ADL. The patient is following task given. This indicates that the patient knows and aware of his daily routine, therefore the patient was able to perform self-care.

Tapos na po kayo Tay? Punta na po tayo sa Bayanihan hall,

Giving Recognition -therapeutic

No responseNon verbal: The patient follows the student nurse.

Silence or long pause in communication may indicate different things. The client may be depressed and struggling to find the energy to talk. Sometimes pauses indicate the client is thoughtfully considering the question before responding. At times. (Vedebeck 2nd Edition)

Tay, mag e-exercise po muna tayo bago magsimula para

Giving information- therapeutic

The patient nodded. The patient participates actively in the activity. He can

masigla ang ating katawan. do the same movement the leader is doing in front.

Wow, ang galing naman ni tatay mag-exercise, dito na po ulit tayo sa ating upuan.

Giving recognition -therapeutic

The patient follows the student nurse and sits in the chair.

The patient can understand the student nurse instruction.

Tay, naaalala nio pa po ba ako?

Help to orient Opo, si Nikka. The patient answers the question correctly.

Wow, natatandaan niyo po. Kamusta naman po kayo? Ang tulog mo po?

Broad opening - therapeutic Maayos naman ang tulog ko. Broad openings let the client lead the interaction. It may stimulate the client to take an initiative speak.

Tay kukunan ko po ulit kayo ng BP, Temperatura ng inyong katawan, pulso at RR nio po?

Asking for permission - therapeutic

The patient nodded. The patient is cooperative to the student nurse.

May gusto po ba kayo pag usapan ngayon?

Broad Openings - therapeutic

No response.

The patient is just looking around.

Broad openings let the client lead the interaction. It may stimulate the client to take an initiative speak.

Ano po tumatakbo sa isip nio ngayon?(Looking at the client and making observation)

Broad Openings - therapeutic

Wala naman.

The patient is starring at the car.

Broad openings let the client lead the interaction. It may stimulate the client to take an initiative speak.

Ano po tinitingnan niyo? Questioning - therapeutic Yung mga kotse. The patients answer the question.

Ano po naiisip niyo sa kotse? Asking question - therapeutic

Maganda po. Dati may ganyan din ako.

The patient recalls his past life and his car.

Ano po itsura ng sasakyan niyo? Maganda po ba?

Asking question - therapeutic

Ganon ohh (pointing on a black BMW.)Maganda din yun akin e,, kulay puti.

The patient remembers his car and the color of it.

Ahm marunong po kayo magmaneho?

Asking question - therapeutic

Hindi, may drive kami dati. The patient came from a middle class family,

Remotivation therapy..

Tay, interpret niyo po yun nakikita niyo sa larawan huh, makipag-cooperate po kayo.

Suggesting collaboration- therapeutic

Sige po. The patient brings his chair in front. And looks around.

The patient is not interested with the topic. So he looks around and not paying attention with the speaker.

Puzzle for play therapy..

Tay, ganito po ang gagawin niyo, bubuuin nio po ito at ang kalalabasan po ay bahay.

Suggesting collaboration- therapeutic

Ayoko niyan. Di ako marunong.. The patient is refusing and didn’t want to complete the puzzle.

Bubuuuin niyo lang po parang ganito po.. (the student nurse demonstrate it)

Giving information- therapeutic

Hindi yan mabubuo, sira yan. The patient still didn’t understand how to complete the puzzle. He wasn’t able to perform it alone.

HepHep Hooray..

Ok tay, galingan niyo po sa laro huh..

Encouraging collaboration- therapeutic

No response. The patient knows the mechanics of it and he won the game.

Wow, ang galing niyo po tay, congrats po..ang sunod po naten gagawin ay sasayaw, gusto niyo po bay un?

Giving recognition- therapeutic

Opo. The patient is looking forward for the next activity.

The dance therapy.

Tay, magsasayaw tayo ng cha-cha huh, tuturuan po naming kayo ng steps.

Encouraging collaboration- therapeutic

The patient nodded and follows all the steps correctly.

The patient knows the basic steps of cha-cha and he can immediately memorize the steps. He can follow the leader and perform the different steps well.

Wow, ang galing ni tatay sumayaw. Palakpak po tayo.

Giving recognition- therapeutic

The patient smile. The patient is happy with the outcome of our dance therapy.

Last activity is music therapy,

Tay kantahan naman tayo huh,kakanta po kayo sa gitna. ano po gusto niyo kantahin?

Suggesting collaboration- therapeutic

When the smoke is going down. The patient is cooperative in this activity because he was given the opportunity to sing his favorite song. And he really knows the lyrics and he sang well.

Wow, ang galing mo po kumanta,Dito na po tayo Tay, kakain na po tayo. Pero bago po kumain mag-dasal po muna tayo lahat.

Giving recognition- therapeutic

The patient sits in the chair. The patient follow instructions and wait till the prayer is done before eating his meal.

Balik na po tayo sa ward.

While walking in the hallway..

Tay, hanggang bukas na lang po kami, SOCIALIZATION DAY po namin yun, hindi na po kami babalik pagkatapos nun.

Setting limits- therapeutic The patient has no response. Flat affect.

The patient is thinking.