HLTH 3621: Relational Practice
\nInstructions Assignment 2:
\nCommunication to Support Professional Nursing Relationships (20%)
\nIntroduction
\nThis assignment is completed in three parts. In Part A you will review a case study that
\nthat focuses on therapeutic communication and behaviours that contribute to an effective nurse client interaction. Next, in Part B, you will then examine appropriate professional boundaries in
\nthe context of therapeutic nurse-client relationships and learn about strategies that contribute to
\nappropriate, professional nursing relationships. Part C is the marked component of the
\nassignment where you apply information you learned in Part A and Part B to address
\nprofessional boundaries and the effective use of therapeutic communication in an inappropriate
\nnurse-client relationship.
\nBy completing the assignment, you will apply your own practical and theoretical
\nexperience to the information you have learned about therapeutic communication and standards
\nof practice. You will also have the opportunity to evaluate your previous professional practice
\nagainst the standards set by the British Columbia College of Nurses and Midwives (BCCNM). In
\nparticular, the practice standard boundaries in the nurse-client relationship (BCCNM, 2018).
\nThis practice standard is one of 17 BCCNM practice standards (BCCNM, 2022). Learning about
\nthe other standards provides you with a broad understanding of the standards for practice
\nrequired of nurses in BC.
\nThe assignment ties back to the course and learning through the following learning
\nobjectives:
\n\u2022 Analyze the contribution of nursing stereotypes to power and empowerment in
\nnursing relationships.
\nHLTH 3621 A#2 Instructions by Virginia Jacklin 6 September 2022 2
\n\u2022 Understand the relevance of advocacy and social justice to nursing as caring,
\nrelational practice.
\n\u2022 Identify and describe ways in which nurses are leaders when working with clients
\nas individuals, families, groups or communities.
\n\u2022 Review the key principles and processes of communication and therapeutic
\ncommunication in nursing.
\n\u2022 Assess and reflect on your preferred communication style.
\nFuture assignments build off this assignment through improved writing skills and the
\nability to communicate and understand better. Your memory and ability to think critically are
\ndeveloped (e.g., enhanced cognitive and analytical abilities). Research traits such as using
\nthe library, websites, and finding credible reference material are enhanced. Completing
\nassignments builds study habits like methods of study, hours of study and location of study.
\nTime management, planning, and organizational skills are learned along with personal
\nresponsibility.
\nThe assignment benefits your learning through such means as awareness and knowledge
\nabout the topic (sample nursing essay examples by the best nursing assignment writing service), reinforcing skills, concepts and information, and because application of real life
\nexamples improves learning. Writing deepens thinking and increases engagement with the
\ncourse material. Furthermore, the process of writing assignments can operate to improve your
\nonline discussions. While doing assignments can be stressful, look at them as the opportunity to
\nlearn useful skills that will help you in future.
\nPart A: Case Study, Analysis of Communication Behaviors
\nBackground
\nPart A prepares you for Part C of the assignment. Part C is the marked component of
\nthe assignment. Part A is not submitted or marked by the course OLFM.
\nHLTH 3621 A#2 Instructions by Virginia Jacklin 6 September 2022 3
\nIn Module 2 Topic 1: Communication in Nursing you watched Bevel Up – Drugs, Users
\nand Outreach Nursing (BC Center for Disease Control and National Film Board of Canada,
\n2007). For this part of the assignment you will analyze communication behaviors (thinking,
\nfeeling, and acting) of the street nurses in the film. The resource is \u201can award winning
\ndocumentary and learning resource to help healthcare workers deliver compassionate care to
\npeople who use drugs\u201d (Government of Canada, 2019). You can read more about the resource
\non the Government of Canada website. To access the video, go to the National Film Board of
\nCanada (NFB) website and search for Bevel Up – Drugs, Users and Outreach Nursing. You will
\nneed to become a member of the NFB, although membership is free.
\nInstructions
\n1. Communicating in difficult settings. Review Chapter 2 \u2013 Wheels & Barry of Bevel Up –
\nDrugs, Users and Outreach Nursing. This chapter looks at the difficulty street nurses
\nhave with doing their job in the context of hotels, parks, alleys, etc. The two scenarios
\nshowcase the communication skills the nurses used to obtain a blood sample.
\n2. Client targeted communication. Choose either the Wheels or Barry scenario. Think about
\nthe approach of the nurse in terms of her choice of words and verbal and non-verbal
\nbehaviour.
\n3. Communicating with aggressive clients. Imagine, if you were the nurse seeking the
\nblood sample, what would you do if the client behaved aggressively. Describe what
\nbeing aggressive would look and sound like, and what you would do in terms of selected
\nwords, and your verbal and non-verbal behaviour in response. Record your responses in
\nyour personal notebook. You are encouraged to refer to the various sources of
\ninformation provided, to date.
\n4. Communicating with passive clients. Imagine, if you were the nurse seeking the blood
\nsample, what would you do if the client behaved passively and ignores your request.
\nDescribe what this response would look and sound like, and what you would do in terms
\nHLTH 3621 A#2 Instructions by Virginia Jacklin 6 September 2022 4
\nof language, verbal and non-verbal behaviour in response. Record your responses in
\nyour personal notebook. You are encouraged to refer to the various sources of
\ninformation provided, to date.
\nPart B: Understanding Appropriate Use of Professional Boundaries
\nBackground
\nPart B prepares you for Part C of the assignment. Part C is the marked component of
\nthe assignment. Part A is not submitted or marked by the course OLFM.
\nThe nurse-client relationship is often referred to as the foundation of nursing practice.
\nThis part of the assignment helps you to understand what boundaries are in the nurse-client
\nrelationship and how to set and maintain boundaries. As well, by reflecting on your practice, you
\ncan identify areas that have been done well and areas that could be improved on.
\nInstructions
\n1. Therapeutic communication and boundaries. Watch the webcast on the practice
\nstandard of professional boundaries developed by the College of Nurses of Ontario
\n(2007). Focus on therapeutic communication and maintaining boundaries. Record your
\nreflections on the nurse-client therapeutic communication and professional boundaries
\nwith clients in your personal notebook.
\n2. Professional relationships. Review the resources on the BCCNP (2022) website on
\nnurse-client relationships. Record your reflections on professional boundaries with
\nclients in your personal notebook.
\nPart C: Therapeutic Responses to Inappropriate Nurse-client Relationships
\nBackground
\nPart C is the component assignment two that is marked by the course OLFM. In Part C,
\nyou will create a case story, examine therapeutic responses to inappropriate nurse-client
\nrelationship.
\nHLTH 3621 A#2 Instructions by Virginia Jacklin 6 September 2022 5
\nStudents will examine two types of inappropriate nurse-client relationships: boundary
\ncrossings and boundary violations. According to BCCNM, nurses can violate boundaries in 10
\ndifferent ways related to their behavior (2018). The ways are as follows.
\n\u2022 Favouritism
\n\u2022 Physical contact
\n\u2022 Friendship
\n\u2022 Socializing
\n\u2022 Gifts
\n\u2022 Dating
\n\u2022 Intimacy
\n\u2022 Disclosure
\n\u2022 Chastising
\n\u2022 Coercion
\nInstructions
\n1. Assigned boundary. Go to the A#2 Assigned Boundaries document to locate your
\nassigned boundary type e.g., boundary crossing gifts: Virginia.
\n2. Reflection. Reflect on a past nurse-client relationship (preferably although can be
\npotential) that involved your assigned boundary. This relationship should be described
\nfrom your position as the nurse involved in the inappropriate nurse-client relationship
\nand not as an observer of a colleague in an inappropriate nurse-client professional
\nrelationship.
\n3. Case study (15 marks).
\na. Create a case study around your assigned boundary by including information that
\ncontributed to the problem of an inappropriate relationship. A case study for the
\npurposes of this assignment is: A research method involving an examination of a
\nHLTH 3621 A#2 Instructions by Virginia Jacklin 6 September 2022 6
\nparticular case to gain a better understanding of a subject or process. The case
\nstudy should be presented in an efficient, narrative form using full sentences. Use a
\nchronological approach with a beginning, middle, and an end. Incorporating direct
\nquotes is a great way to tell your or your client\u2019s own story.
\nb. Review the points below before creating the case study so that you can include
\ninformation that allows you to answer the questions.
\nAs case studies vary widely in terms of style, tone and format, there is no one way to
\nwrite the case study for this assignment.
\nInclude, for instance, in your description:
\na. The care situation (include relevant contextual factors).
\nb. Characteristics and behaviour of the nurse (you are the nurse in the case study).
\nc. Characteristics and behaviour of the client.
\n4. Analysis of case study: Communication CNO and BCCNM (20 marks).
\na. Examine your communication in terms of the components of the therapeutic
\nrelationship according to the CNO (2011) resource. Clearly identify the components.
\nb. Examine your communication in terms of the components of the nurse-client
\nrelationship. Clearly identify the components.
\nc. Identify and discuss a cue in the case study that related to Boundaries in the Nurse Client Relationship Practice Standard Principle 2.
\n2. Nurses are responsible for beginning, maintaining and ending a relationship with a client in a
\nway that ensures the client\u2019s needs are first.
\n5. Analysis of case study: Communication boundary infraction (20 marks).
\na. Identify the verbal\/non-verbal communication strategy or behavior that violated or
\ncrossed the boundary. Examine how the violation could have harmed both the nurse client relationship and the client.
\nHLTH 3621 A#2 Instructions by Virginia Jacklin 6 September 2022 7
\nb. Identify and discuss a verbal\/non-verbal communication strategy or behavior to 5a.
\nthat would have helped avoid the boundary violation or crossing. Provide reasons or
\nrationale to support your choice.
\nc. Identify the most appropriate therapeutic communication strategy that you could
\nhave used to repair or resolve the boundary violation or crossing. Provide reasons or
\nrationale to support your choice.
\n6. Analysis of case study: Intervention (20 marks).
\na. Determine whether the best intervention was to maintain, re-establish, or terminate
\nthe nurse-client relationship. Provide reasons or rationale to support your decision.
\nFor example, given the described circumstances, answer the question: What would
\nhave been the best action in the interest of preventing harm or wrongdoing to the
\nclient?
\n7. Analysis of case study: Lessons Learned (10 marks) .
\nSelf-reflect on the work you did for the assignment.
\na. Identify and discuss three best lessons learned about using therapeutic
\ncommunication when nursing is a relational practice of engaging in caring,
\nresponsible nurse-client relationships.
\n8. Formatting, Introduction, Conclusion, Citations, and References (15 marks).
\nFollows formatting, introduction, conclusion, citations, and referencing conventions. For
\nexample:
\na. Portrait orientation with 1\u201d margins on all four sides of the page.
\nb. PDF file.
\nc. Continuous text. That is, there should be no blank part blank pages.
\nd. Double spaced.
\ne. Avoid tables (unless noted in the instructions), bullets and lists.
\nf. Introductory and concluding paragraphs.
\nHLTH 3621 A#2 Instructions by Virginia Jacklin 6 September 2022 8
\ng. In-text citations according to the 7th edition of APA style (APA, 2022).
\nh. Reference list according to the 7th edition of APA style (APA, 2022).
\nMarking
\nAssignment 2 is marked according to the HLTH 3621 Assignment 2 Marking Guide. Only
\nnumeric grades are given. The case study is worth 15 marks, the analysis of the case study 60
\nmarks, reflection 10 marks, and formatting, introduction, conclusion, citations and references 15
\nmarks. Comments are given on work although kept to a reasonable amount so that students
\ncan receive their work back in a timely fashion. I welcome you to contact me to talk with you
\nabout your ideas and improving your learning process.
\nLength Limitations
\nAssignments that go over the length set-out in the Assignment are returned without
\nreview. They will need to be rewritten to meet the length limitation of the assignment and then
\nresubmitted. Five percent of the final mark will be deducted for assignments being returned for
\nresubmission due to being over the length specified in the assignment directions.
\nLength specifications are as follows.
\nTitle Page Page 1
\nIntroductory paragraph First paragraph page 2
\nCase story Begins page 2
\nAnalysis of case study Begins page 3 and ends page 7
\nConclusion Page 7
\nReference list Pages 8\/9
\nThe maximum word count from page 2 to 7 is 1,500 words. The word count should
\nbe indicated at the end of the body of your work as the last line e.g., Word Count: 1445
\n(following conclusion).
\nSubmission
\nHLTH 3621 A#2 Instructions by Virginia Jacklin 6 September 2022 9
\nSubmit your Assignment to your Open Learning Faculty Member for Assessment. You have
\nnow completed Assignment 4.
\nDue Date
\nSee the HLTH 3621 Study Schedule for dates.<\/p>\n","protected":false},"excerpt":{"rendered":"
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