Person-Centered Care - Free Paper Sample

Introduction

My clinical placement was for six weeks at the Coronary Care Unit at Prince of Wales Hospital in Randwick to provide end of life care for a patient. Mrs. A was suffering from a vegetative valve, which was causing heart failure.

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She was being fed via an NG tube and on Iv for fluids. She was responsive to questions. Based on McCormack & McCance (2017), views I shared information using my interpersonal skills. Her prognosis was poor, and her family was called to decide on her care. The consultant advised Mrs. A's family to place her on an end of a live palliative care program in a private room to avoid distortion.

The pre-requisites that were essential for me to facilitate person-centered outcomes were developed interpersonal skills. This skill was needed to develop to assist the patient and the family through an end of live palliative care program (Chen & Hsiao, 2012).

Clinical Experience

Pre-requisites that impacted my clinical experience include professional competent to make sure that I was objective and carrying out my duties professionally during the end of live palliative care program. Further, developed interpersonal skills enabled me to relate with Mrs. A and her family without showing negative emotions or being biased. I had to listen actively and provide clear and precise answers to their questions and, at the same time, provide detailed information to the consultant and seek accurate answers from the consultant. In addition, commitment to the job helped me since I had to provide the best care to Mrs. A along with the consultant.

According to Sanderson (2012), person-centered care goes beyond professionals deciding on the best care for a patient and prioritizes the patient making them the expert of their experience. Thus Mrs. A, her family, the consultant, becomes an equal partner in planning her care. My developed interpersonal skills were key to make sure the best level of care was provided to Mrs. A. This was important to make sure that the family and the patient received accurate information from the consultant and me and we related well, and there were minimal conflicts while providing care for Mrs. A (Laycock, 2017).

Interpersonal Skills

Developed interpersonal skills are critical to person-centered practice and outcomes (Nelson, Hartling, and Campbell, 2018). I demonstrated my developed interpersonal skills by being self-confident while carrying out my duties and followed the work ethics as per the Registered Nurse Standards for Practice (2016). Other ways of demonstrating developed interpersonal skills include paying attention to details and active listening whenever the patient, the family members and friends, and the consultant or physician are communicating as well as other staff members at the facility.

McCormack and McCance (2017) descriptions of interpersonal skills helped me create an effective relationship with Mrs. A and her family, and was very open to receiving feedback. I was careful to maintain a positive attitude and made sure that body language and gestures were in accordance with the work etiquette required at the facility (World Health Organization, August 2018).

Developed interpersonal skills affected my assignment since this was the first time I was serving a patient on an end of live palliative care program. However, I managed to provide the best skills since I was professional in offering my services to Mrs. A. This was to avoid the risk of being too emotional and eliminating the fear of ending her life early. I was unprepared emotionally and found it hard not to cry. I corrected this by retaining a positive attitude, following rules, and applying knowledge learned in school. Applying the highest level of professionalism and consultation was also very effective (McCormack and McCance, 2017).

Laycock (2017) argues that reflective practice is very critical as a learning process and when used in continuing the professional growth of nurses. From reflective practice, I have learned that effective communication requires active listening is a key strategy in developing exceptional interpersonal skills.

This will require me to learn and get appropriate information on exercise gestures and body language that portray a positive attitude. This will include tough, eye contact, facial expressions and posture. In addition, I will engage in research and consult in order to get details on the best way to provide care (McCormack and McCance, 2017).

Conclusion

Nelson, Hartling, and Campbell (2018) have indicated that it is important to eliminate all distortion forms. Therefore, I will avoid distorting key messages by being objective other than subjective and by paying attention to details and instructions. While communicating with the family, the doctors, and consultants, I will avoid interruptions or doing anything that may affect the attention of the person whom I am communicating with. I will Show interest whenever I am listening by nodding and follow up with questions for clarity. Further, I will summarize and emphasize important features to be understood and to understand the person I am serving.

References

Chen, R. F., & Hsiao, J. L. (2012). An investigation on physicians’ acceptance of hospital information systems: A case study. International Journal of Medical Informatics, 81(12), 810-820.
https://doi.org/10.1016/j.ijmedinf.2012.05.003

Laycock, B. (20 March 2017). "What is person-centered planning?" . Banbury, UK: Families Leading Planning UK. Retrieved 2 August 2020

McCormack, B. and McCance, T. (2017) Person-Centred Practice in Nursing and Health Care: Theory and Practice, 2nd Edition, Chichester, West Sussex. Available from: Wiley Australia

Nelson C, Hartling L. & Campbell S, et al. (2018) The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21. Med Teach. 2012;34:e386–405.

Nursing and Midwifery Board Australia (2016) Registered Nurse Standards for Practice https://www.cdu.edu.au/sites/default/files/health/docs/nmba_registered_nurse_standards_for_practice.pdf Retrieved 2 August 2020

Sanderson, H. & Lewis, J. (2012). A practical guide to delivering personalization: Person-centred practice in health and social care. London: Jessica Kingsley Publishers.

World Health Organization (WHO). (August 2018). Increasing complexity of medical technology and consequences for training and outcome of care. (Background paper 4).
https://apps.who.int/iris/bitstream/handle/10665/70455 /WHO_HSS_EHT_DIM_10.4_eng.pdf.