NRS162 Nursing Workplace Learning

Answers: Introduction It is possible for a nation to have the most expensive healthcare system but still perform poorly in the other patient care indicators and life expectancy (Blomberg, Bisholt, & Lindwall, 2018). Neither does the quality of life nor the health of patients get improved by the services of over a third of the health care services clinicians. Therefore, it is important for measures that help in improving patient care need to be implemented. It is much easier to improve the outcomes of patients as well as their care by engaging them in their care and interacting with their communities and families (Blomberg, Bisholt, & Lindwall, 2018). This paper will discuss how the Caritas processes and caring in practice of Watson’s theory of transpersonal caring can help the student registered nurses to create opportunities for caring opportunities to support safe care for patients and families. Part A The focus of the Theory of Transpersonal Caring of Jean Watson lies on how nurses can care for their patients as well as how this caring can be turned into good plans that lead to prevention of illness, promotion of health and wellness, and restoration of health (Hubert, 2018). Watson’s theory of transpersonal caring outlines various Carita Processes that can help the student registered nurses to come up with opportunities for caring moments to support safe care for the patient and family. One Caritas process that guides the student nurses to improve their care for patients and families includes that of practicing equanimity, loving-kindness, and compassion both to others and self under the caring consciousness’ context (Nunes, Santos, Dutra, Cunha, & Szylit, 2020). For instance, the student registered nurse should always be kind to the patient and approach their service to them with compassion. The second Caritas process requires that the registered student nurse should be present authentically and initiate the belief system. A good nurse will instill in the patient and family the faith and hope of recovering rather than discouraging them. The third Caritas process includes where the student registered nurse develops their transpersonal self-going against the ego-self and also have their spiritual practices. Such a process would help the registered nurse to have some form of sensitivity to the patients as well as to themselves. The fourth Caritas process is the one that requires the student registered nurse to initiate and maintain a caring relationship that is trusting, helping, and authentic. This would allow them to obtain more crucial information from the patient that would help them to better serve the patients. The fifth Caritas process is where the student registered nurse should connect with the deeper spirit of the patient and family by being supportive of them and being there for them. As per the six Caritas process, the student registered should be able to seek a solution and solve a problem creatively. For example, they are expected to implement evidence-based practice to improve the care that they give to the patients and families. The seventh Caritas process is where the student registered nurse should always seek more knowledge regarding how they can improve the care that they offer to the patient and family. The eighth Caritas process can assist the student registered nurse to improve their care for the patient by enabling a healing environment at every level. The ninth Caritas process requires that the registered nurse helps in the provision of basic needs for the patient like touching their body, mind, and spirit. The tenth Caritas process is where the nurse is required to always have the belief the spiritual powers such as miracle healing.   In the transpersonal caring theory, Caring in practice has been put in various ways such that the student registered nurse can utilize in improving the health outcome of the patient. Caring in practices has been put into perspective by Watson based on the four main concepts being health, nursing, human being, and society/ environment (Willis, & DM, 2017). As per the society concept, it is expected that the student registered nurses should abide by the societal values in giving their care to the patients. The human being concept is very crucial that the student registered nurses can adopt when putting caring into practice. A human being is a person that is should be respected, helped, and cared for and the nurse should always have this in mind while on duty. Health concepts put forward that both the body, mind, and soul should work in harmony for a person to be considered healthy. Therefore, the registered nurses should not focus only on healing the body, but also on the mind and soul (Wilby, 2019). The nursing concept includes the science behind human health and caring that guides the professionals in giving the best care. This is the knowledge that is learned in the schools helps in equipping the student registered nurses with the caring skills. Part B Mindfulness refers to the state in which a person maintains a moment-to-moment awareness of their feelings, surrounding environment, thoughts, and bodily sensations (Schwind, McCay, Metersky, & Martin, 2016). This is mostly done via a gentle and nurturing lens. Mindfulness is mostly associated with acceptance in the sense that a person focuses on their feelings and thoughts without making any judgment (Brownie, Scott, & Rossiter, 2016). A person practicing mindfulness will have their thoughts based on their current moment rather than thinking of the future or reminiscing of the past. Mindfulness in therapeutic communication has been increasingly applied to the nursing practice in recent times, especially when dealing with mental health patients. The cultivation of moment-to-moment awareness as a curative mechanism has become more popular among therapists, who view the technique as one which serves both in addressing underlying causes of suffering, transcending diagnosis, and as an active ingredient in numerous efficient psychotherapies. Mindfulness in therapeutic communication has proved to be significant in various psychological issues like anxiety, substance abuse, obsessive-compulsive disorder, depression, chronic pain, and insomnia. Mindfulness in therapeutic communication can be administered in a way to satisfy the specific needs of the patients. Previously, mindfulness approaches were deemed to be part of the one-size-fits-all treatment. However, this perception has been changing recently thanks to the maturity that has been taking place in the field. It has become easier to affect these practices of particular patients with varying needs. Therefore ways of modifying the practices concerning the varying clinical situations have been invented. It has been established that the emotional well-being of clinicians can also be improved by mindfulness. Through the application of mindfulness in therapeutic communication, clinicians do have the chance of developing therapeutic qualities like attention, equanimity, acceptance, compassion, and presence which helps them to minimize burnout and improve the quality of their service (Amutio-Kareaga, García-Campayo, Delgado, Hermosilla, & Martínez-Taboada, 2017).   The therapeutic relationship can also be deepened by mindfulness. This is because the therapists that approach their patients in a collaborative and open attitude are deemed to be understanding, warm, and accepting (Dobkin, Bernardi, & Bagnis, 2016). These qualities can be developed if nurses apply mindfulness in therapeutic communication to their practice. Mindfulness in communication with the patients also helps the nurses to practice presence independent of content, to turn up their attention, and to put more focus on the event taking place. Commonly, numerous patients will narrate about the hard experiences in their lives like a failure, illness, disappointment, and loss. Nurses can always increase their tolerance of such painful emotions by applying mindfulness in therapeutic communication in their practice.   Conclusion Patient care is one of the main pillars of healthcare services. The healthcare outcomes cannot be improved if the quality of care given to the patients is not up to the standards. Jean Watson’s Theory of Interpersonal Caring presents important information on how registered nurses can improve the quality of care that they offer to patients and families. This paper has expounded on how nurses can use the Caring in practice and Caritas Process information from the theory to improve the health outcome of patients. Some insights have also been discussed regarding the application of mindfulness in therapeutic communication to nursing practice.   References Amutio-Kareaga, A., García-Campayo, J., Delgado, L. C., Hermosilla, D., & Martínez-Taboada, C. (2017). Improving communication between physicians and their patients through mindfulness and compassion-based strategies: a narrative review. Journal of clinical medicine, 6(3), 33. Blomberg, A. C., Bisholt, B., & Lindwall, L. (2018). Responsibility for patient care in perioperative practice. Nursing Open, 5(3), 414-421. Blomberg, A. C., Bisholt, B., & Lindwall, L. (2018). Responsibility for patient care in perioperative practice. Nursing Open, 5(3), 414-421. Brownie, S., Scott, R., & Rossiter, R. (2016). Therapeutic communication and relationships in chronic and complex care. Nursing Standard, 31(6), 54. Dobkin, P. L., Bernardi, N. F., & Bagnis, C. I. (2016). Enhancing clinicians' well-being and patient-centered care through mindfulness. Journal of Continuing Education in the Health Professions, 36(1), 11-16. Hubert, P. M. (2018). Application of Jean Watson's theory of transpersonal caring in nurses practicing in a pain center (Doctoral dissertation, Seton Hall University). Nunes, E. C. D. A., Santos, H. D. S., Dutra, G. A., Cunha, J. X. P. D., & Szylit, R. (2020). Soul care in the hospital nursing context: an analysis based on Transpersonal Caring. Revista da Escola de Enfermagem da USP, 54. Schwind, J. K., McCay, E., Metersky, K., & Martin, J. (2016). Development and implementation of an advanced therapeutic communication course: An interprofessional collaboration. Journal of Nursing Education, 55(10), 592-597. Wilby, M. L. (2019). Integrating Care of the Most Vulnerable Into a Nurse Practitioner Curriculum: A Transpersonal Caring Perspective. International Journal for Human Caring, 23(3), 200-204. Willis, D. G., & DM, L. S. (2017). Watson’s philosophy and theory of transpersonal caring. Nursing Theorists and Their Work-E-Book, 66. Have you reached your limit trying to find dependable assignment help in London, Glasgow, Nottingham, Bristol, and Cardiff? Now, unlock top-quality dissertation help in the UK only on Myassignmenthelp.co.uk. For over a decade, we have been resolving assignment problems for millions of students wondering, “Who can provide me with quality homework help?” Our priority is to maintain top-notch standards in every assignment we deliver. 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