Author Question: A nurse is leading a group on an adolescent psychiatric unit. A new member in the group is from ... (Read 49 times)

asd123 · **on:** Jul 19, 2018

A nurse is leading a group on an adolescent psychiatric unit.

A new member in the group is from out of state; his accent and his way of dressing set him apart from the other patients; and it is obvious that the group, for the most part, dislikes this patient. During the group session, the nurse has the members draw the emotion they are feeling and then has them present their drawings and explain them to the group. Which of the following would be the most effective way to address the group's dislike for the new member?
A) Skip him when it is his turn to present his drawing.
B) Let the patient talk last so the others will not have time to make fun of him.
C) Compliment the patient when he presents his drawing.
D) Demand that each member of the group tell the patient why they dislike him.

Question 2

A student nurse shared in postconference that she was ineffective in communicating with her client. She described their interaction of sitting in silence for 10 minutes.

At the end, when walking out of the room, the client's hand lightly brushed her arm. An analysis of the situation suggests that the student nurse did NOT: a. use silence as an effective tool of communication
b. accept touch as an effective means of connecting or reaching out
c. handle her anxiety effectively while sitting in silence with her client
d. effectively use the time because the client never spoke to her

mk6555 · **Reply #1 on:** Jul 19, 2018

Answer to Question 1

C

Answer to Question 2

B
The student felt that her communication with the client was ineffective because the client did not speak. However, the student failed to understand the importance of being present for the client. The client's use of touch was an example of the client demonstrating warmth and positive regard for the student. However, the student did not recognize that even though the client did not talk, the client nonverbally communicated with the student.