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JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser. This exciting new book, with an accessible and engaging style, provides nurses working in mental health, with a valuable and comprehensive introduction to successful communication.

It is a text that I would have loved to have had access to in my student days and early practice and would therefore strongly recommend this book to students and indeed beginner mental health practitioners of any discipline. The inclusion of clinical scenarios and practice exercises demonstrate clearly how to apply theoretical elements whilst working in a clinical situation It is a very good read and a valuable tool for anyone stepping out into the world of mental health nursing!

  • Engagement and therapeutic communication in mental health nursing.
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A must read for all students. The succinctly written chapters cover a wide range of key communications skills and each provides clear explanations, examples from 'everyday' life and clinical practice, with opportunities to reflect on your own experiences. Highly recommended. This practical book provides a comprehensive guide to communication in mental health nursing, with an emphasis on demonstrating the use of different skills in various clinical settings.

Written by experienced mental health professionals, the book is richly illustrated with a range of clinical case examples that will be recognisable to all nurses. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website. University of Southampton Institutional Repository. Engagement and therapeutic communication in mental health nursing. Walker, Sandra.

Communication Skills Needed for Psychiatric Nurses

Record type: Book. Abstract Being able to engage with service users and communicate effectively is a fundamental skill identified by the NMC and required of all mental health nurses. Full text not available from this repository. More information Published date: May Additional Information: This book is part of the Transforming Nursing Practice series, written specifically to support nursing students on the new degree programme.

The bad small distances the student from direct contact, despite indicating the need for personal hygiene care. For some, the group of patients in the environment produces an unpleasant characteristic. And removing them more often from the place was indicated as a strategy to break the enclosure and promote the ventilation of the bodies and the environment. The Sense Taste defined a communication pattern through the position adopted between the participant and the patient, as 8. Disgust and approximation difficulties were found, as well as desire to correct the bodily care deficit.

When the prejudice is overcome, this enhances the ability to interact, visualize the extent to which the patient needs care, as well as great learning in this care experience, for patients as well as students. Positive feedback occurs in the form of relating and caring.

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  • How nursing students perceive communication with patients in mental health.
  • Engagement and Therapeutic Communication in Mental Health Nursing.

They highlighted that, often, listening is left aside, simply because the patient is having an episode, problems, with intensification of the disorder. Listening often boils down to containing.

Core Communication Skills in Mental Health Nursing | Colleaga

For the students, active listening is important, as the key and efficient tool to hear the patient, take measures and personalize care. Communication in hospital environments permeated the attitude, understanding, willingness, help, listening and welcoming. It permits perceiving the patient's request for help, the need for attention and indicates trajectories for the intervention. They considered communication through that sense. It was a sense all of them used cautiously, as the patients' affective lack can cause abuses. They evidenced the need for care with the skin, the long nails always yellowish due to cigarettes.

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And nursing professionals need to evolve in the care delivered to these clients. Although the participants display a young pattern of future nurses, with perspectives of delivering distinguished care, in view of the full potential, wealth and zeal in the description of their perception, the participation in comparison with the total number of students enrolled for the course was limited, which represents a study limitation.

We learned from the students, as they were at the center of the approach, as essential elements of the learning process, with horizontality in the participation and understanding of the results. The dialogic space permitted the listening through the meanings and served as a self-knowledge device for the students, whose perceptions of patients with mental disorders exerted positive influence. Dialectically, the heart reveals what the other feels, attempting to undertake efforts to support care.

Thus, the sense smell gains the position of a mute sense, which does not need a translator, but is the most direct of the senses, with an immediate effect. Therefore, in order to be an active subject of learning, one needs to seek knowledge, mobilizing the intellectual, creative and expressive capacity when confronted with situations with bad smells that indicate lack of hygiene or physical alterations that need intervention.

In the taste, we find an intimate and social sense, of attraction or repulsion. The isolation was evidenced and permitted the understanding of what facial expressions reveal about mental conditions, with physiological correlations with internalized signs of anguish. Thus, the construction of competences for interaction is developed. One of the main barriers to identify disorders is the presence of stigma that affects people, both discrimination and abuse in relationships, such as the patient's self-segregation, effective stigma and different conceptions of health and disease between the population and the health professionals in general.

Thanks to the mechanism used by external listeners, of capturing and taking the sound inside the ear, we hear the sounds twice. Listening is an important therapeutic communication technique, due to the need to assess early what is not said, or what is prohibited by or through it, but also the need to resignify the concept in order to accomplish an act that can generate effective care.

This listening needs to be sensitive, as the patient's behavior demonstrates that he hears things much more than twice and as staying close can interfere favorably in his recovery. The students were able to listen and listened reflexively in communication and interaction, as they experienced support as a therapeutic measure in understanding the patient 4 with involvement and listening.

Through the interview and therapeutic communication skills, their confidence increased and, at the same time, their anxiety level dropped. In mental health teaching, the sense sight should be highlighted, as it is the matrix that attributes a special meaning to the content of the immediate perception and that affects communication.

Therapeutic Communication for Nurses

Touching by sight is a form of communication, through spontaneity, expressiveness and affection. And, in the interaction with the patient, touch can be expressive-instrumental, when it combines technical and expressive skills. It was evidenced here that the physical caution between student and patient was necessary during the interaction. Nevertheless, there was also a clear sensitivity present in the different forms of wanting to perceive and help, and in the strategies proposed to attend to their needs 4 based on personalized care.

Touch imprints singularities and is capable of triggering feelings and various emotions among human beings. This study favored the discussion among the students about their behavior and that of the patients with mental disorders, 4 reducing obstacles in the form of perceiving it. The insecurity in the relationship in view of the psychiatric symptoms can be related to the difficulty to decipher the facial expressions and negative emotions. The socio-communicative device served as a source of learning and development 6 of the intellectual, psycho-affective and interactive skills.

The students reflected on their perceptions, identifying strong and weak points in the communication with and care of mental patients.