1. Communication
Life span - Chapter 4

2. Communication
“Exchange of information, ideas, feelings or emotions between two or more people”.
Do you buy it?

3. Communication Process
Message
Sender
Method
Receiver
Feedback

4. Message
Expression of your thoughts

5. Sender Sends our the message
If a tree fell in a forest would anyone hear?

6. Method
Words
Symbols

7. Receiver Person to whom the message was sent
The receiver must interpret and reonstruct the message. How they receiver interprets the message will be influenced by his or her age, knowledge, past experiene, feelings, attitudes etc.

8. Feedback! Response to the message
Feedback is necessary because it serves to verify that the message was received as intended.

9. Who’s communicating?

10. What are the 5 steps of the communication process?

11. Types of Communication
Verbal
Non-verbal
Spoken word
Written word
AKA: body language

12. 8 modes of nonverbal communication
Physical appearance
Body movement & Posture
Facial expression
Gestures
Eye contact
Tone & volume or voice
Touch
Silence

13. Thought questions What are the 8 modes of non-verbal communication?
Give an example of each

14. Personality types
Passive
Aggressive
Assertive

15. Style of Communication
Intrapersonal
Interpersonal
Thinking to your self
Communication between others

16. Style of Communication
Social
Therapeutic
Family
Friends
Purposeful
Goal oriented

17. 6 components of therapeutic communication
Listening & observing
Warmth
Genuineness
Attentiveness
Empathy
Positive reward

18. 1. Listening & observing
Cognitive & affective domains
Words & feeling

19. Stages of Listening Sensation Interpretation Evaluation Reaction
Ears pick up sound waves
Interpretation
Attaches meaning
Evaluation
Judge message
Reaction
Feedback

20. Which is a more complex process?
Hearing
Listening

21. Active Listening Face them Open posture Lean forward Eye contact
Relaxed
Respond
Demonstrating with your whole body that you are listening

22. Rules of listening
1. Don’t talk & listen at the same time!

23. Rules of Listening
2. Open posture

24. Rules of Listening
3. Focus
On what they are saying

25. Rules of Listening
4. Listen to understand
Rather than to respond

26. Rules of Listening
5. Environment control
Quiet
Limit distractions

27. Rules of Listening
6. Show that you care

28. Rules of Listening
7. Validate

29. Rules of Listening
8. Do not criticize

30. Rules of Listening
9. Be non judgmental and accepting

31. Rules of Listening
10. Ask questions

32. 3. Genuineness
Open
Truthful

33. 4. Attentiveness

34. Attentiveness

35. 5. Empathy
Understand feelings
Stay in control

36. 6. Positive Regard
Accepting
Non-judgmental

37. Functions of Therapeutic Communication
Create understanding
Decrease anxiety
Provide information
Develop trust

38. Phases of Therapeutic Communication
Orientation
Working
Termination

39. Factors Affecting Communication

40. Congruence
Match
Verbal
Non-verbal

41. Time & Setting “I’ll be right there” Be there within 5 minutes
Be there within an hour
Be there within a day
Be there within a week

42. Proxemics
Personal space

43. Biases
Prejudice
Negative beliefs

44. Physical Handicaps
Deaf
Blind

45. Blocks to Communication

46. Belittling Dismissing or mocking
3 yrs old says he is afraid of monsters.
Mom - “You’re acting like a baby, there are no monsters.”
Using a statement that dismisses or mocks a person’t beliefs or fears.
Belittling the Patient’s Feelings “I know just how you feel,” Everyone gets depressed at times.” Because the patient is usually primarily concerned with himself and his own problems, telling him that others have experienced or are experiencing the same feelings will seldom do much to comfort him. On the contrary, to do so devalues his feelings, implying that his discomfort is common place and insignificant. The nurse can communicate understanding, acceptance, and interest in him as an individual by simply acknowledging his feelings. “This must be very difficult (upsetting, exhausting, annoying, etc.) for you.”

47. Belittling Dismissing or mocking Pt “I won’t leave here alive.”
Nrs “That’s ridiculous. You shouldn’t even think that way.”
Using a statement that dismisses or mocks a person’t beliefs or fears.

48. Giving literal responses
Pt: “They’re looking in my head with a TV”.
Nrs: “What channel?”
Patient: “That doctor is a pain in the neck.”
Nurse: “Would you like your pain medication?”
Giving Literal Response Patient: “They’re looking in my head with a TV”. Nurse: “What channel?” or Patient: “That doctor is a pain in the neck.” Nurse: “Would you like your pain medication?” Patients who are confused or highly anxious may have difficulty describing their experiences. They may use words in a very personal sense which has meaning to them, but can be misinterpreted by the nurse. If the nurse responds to his comment as if it were a statement of fact, she tells the patient she cannot understand when anxiety-producing feelings are being described. Instead, she could respond with, “Tell me what means to you.” or “I’d like to understand that better; tell me more.”

49. Challenging “If you’re dead, why is your heart beating?”
13. Challenging “If you’re dead, why is your heart beating?” “Your sister couldn’t be coming, she’s dead.” Often the nurse feels that if she can challenge the patient to prove his unrealistic ideas; he will realize he has no proof. She forgets that the patient’s ideas and perceptions serve a purpose for him, that they conceal feelings and meet needs that are real. When challenged, the patient tends only to strengthen and expand his
misinterpretations as he seeks support for his point of view. Rather than challenging the patient’s views, the nurse might restate, or ask him to “say more about that” so she can understand the patient’s viewpoint more clearly.
Arguing-“How can you say you didn’t sleep a wink when I heard you snoring all night long!!” Challenging or arguing again perceptions denies that they are real and valid to the other person. They imply that the other person is lying, misinformed, or uneducated. The skillful nurse can provide information or present reality in a way that avoids argument: “You feel like you didn’t get any rest at all last night, even though I thought you slept well since I heard you snoring.”

50. Disagreeing
Response that indicates you believe the person is incorrect
Teenage girl “My boyfriend is terrific”
Mom – “I think he is a loser. You can do better.”

51. Disagreeing
Response that indicates you believe the person is incorrect
Pt “Why am I here? Nothing is being done for me and I’m not getting any better.”
Nrs – “You are getting better.”
Disagreeing with the Patient “You’re wrong”, “That’s not true,” “No, it isn’t.” By contradicting the patient, the nurse indicates to him that what he has said has not been accepted. Because the nurse’s judgment may cause him to feel threatened he may refrain from expressing himself further on the subject, or he may become defensive or angry. When the patient makes a statement with which the nurse disagrees, she can acknowledge his feelings and opinions without agreeing with them, e.g., “Then you feel…” or “I hear what you are saying.”

52. Disagreeing Expressing disapproval
‘You should stop worrying like this.”
66. Expressing Disapproval “You should stop worrying like this” “You shouldn’t do that.” When the nurse indicates that she disapproves of the patient’s feelings or actions, she imposes her own values, rather than accepting the patient’s. Such negative value judgment may intimidate or anger the patient, and will often block communication by expressing disapproval; the nurse implies that she is entitled to make negative value
judgments regarding his behavior, and that he is expected to conform to her standards. If the patient accepts this role, communication will probably be hindered as he modifies his behavior to avoid incurring further disapproval. Rather than making value judgments about a patient’s behavior, the nurse can encourage further examination of a remark with statements such as “You feel that…” or “You seem to be…”

53. Agreeing Statements that show you believe the person is correct.
To neighbor “I’m thinking of divorcing my husband.”
“I’d get rid of him too.”
The technique cuts off the converstation, making the other person’s concern seem unimportant.
“I agree with you,” or “You must be right.” “When the nurse introduces her own opinions or values into the conversation, it can prevent the patient from expressing himself freely. Be agreeing with the patient she can make it difficult for him to later change or modify the opinion he has stated. Or, if he has expressed something other than what he actually believes to be true (sometimes to test the nurse to see if she’s interested in him) he may be prevented from saying what he really thinks at a later time. Rather than stating her own views, the nurse should accept the patient’s statements and encourage him to elaborate on them by using responses such as General leads or reflecting.

54. Agreeing Statements that show you believe the person is correct.
Pt – “I don’t think the doctor will send me home tomorrow.”
Nrs – “I am sure you are correct. I doubt he will let you go home so soon.”
The technique cuts off the converstation, making the other person’s concern seem unimportant.
3. Giving Approval “That’s the right attitude” or “That’s the thing to do.” Although conceivably a useful response when the nurse wishes to motivate or encourage a patient, giving approval can sometimes create a block by shifting the focus of the discussion to the nurse’s values or feelings, and by implying standards of what is and what is not acceptable. The nurse’s approval of a patient’s statement such as “I know I shouldn’t let it get me down” makes it difficult for him to admit that it is getting him 5down. Approval also implies that the nurse’s concepts of right and wrong will be used in judging the patient’s behavior. For it is possible that the nurse may approve behavior of which the patient himself disapproved--such as crying or expressing strong feelings. In such cases, the values and goals of the nurse would conflict with those of the patient. To the extent then that (1) a standard has been set that the patient may not at another time be able to achieve, (2) a value judgment has been given and the patient may be consciously or subconsciously aware that non-acceptance of at least some type of behavior has been
implied, (3) that the patient may be motivated to repeat the behavior for the sake of approval, rather than because he himself values the results, (4) that the focus of the conversation is on the nurse’s values of goals rather than the patient’s and (5) that the patient may not value or may disapprove those actions or expressed feelings of which the nurse approved – to this extent giving approval may function to block communication.

55. Defending Justification Counter reply to a verbal attack
Teenage to day “I don’t get as much of an allowance as Paul does.”
Dad – “I’m doing the best I can.”
Responding with a statement of justification or a counter reply to a verbal attack. Defending “Your doctor is quite capable.” “She’s a very good nurse.” In defending herself, others, or the hospital in response to criticism from a patient, the nurse not only communicates a non-accepting attitude to him, but also, in becoming defensive, may lead to believe that his criticism is justified. Thus, this response may reinforce
rather than change the patient’s point of view. By acknowledging the patient’s feelings, without agreeing or disagreeing—for example, “It must be difficult for you to feel this way” – the nurse avoids putting herself in opposition to the patient.

56. Defending Justification Counter reply to a verbal attack
Pt – “I’ve had my call light on for 15 minutes.”
Nrs – “I am doing the best I can. You are not the only patient here.”

57. Stereotyping Clichés Superficial “I know what is happening to you.”
“All 2 year olds are terrible.”
Offering an insincere statement. It is using clichés that keep the conversation superficial or never looking for any additional information or clarification. Given when yiou don’t know what to say. May also result from an unrecognized need to reduce your own anxiety to feel more comfortable.
“Everything will be alright”
“You don’t need to worry”
“You’re doing fine.”
Making Stereotyped Comments “How are you feeling?” “Isn’t it a beautiful day?” “It’s for your own good,” “You’ll be home in no time.” By using social clichés or trite phrases, the nurse may lead the patient to reply in a like manner, thus keeping the conversation at a superficial level. While comments such as “How are you feeling?” may be used purposefully to elicit information, they are often made automatically, or out
of a subconscious desire to avoid uncomfortable topics. In addition to social clichés she already uses, the nurse in her daily work may develop or adopt “stock” replies which she used in her interactions with patients. Because they are easy to use, they are a convenient substitute for a more thought out and individualized response. They may also be used when the nurse is unsure of an answer to a patient’s question, and she is reluctant to 7admit that she does not have the answer. When the nurse has nothing meaningful to say, she should remain silent. Social cliches and stock replies function to keep distance between nurse and the patient. Behind stereotyped responses, there may be stereotyped attitudes on the part of the nurse.
Automatic responses-“Administration doesn’t care about the staff,” or “Older adults are always confused.” These are generalizations and stereotypes that reflect poor nursing judgment and threaten nurse-client or team relationships.

58. Stereotyping Clichés Superficial
Pt - “I am really worried about my children. I came to the hospital so quickly and didn’t get to see them. They just wont understand. I wish I could talk to them”
Nrs - “I know exactly how you feel.”
Offering an insincere statement. It is using clichés that keep the conversation superficial or never looking for any additional information or clarification.
Using Reassuring Clichés “Everything will be all right,” “You don’t need to worry,” “You’re doing fine” are reassuring clichés which are often given automatically, or may be used when a person has difficulty knowing what to say. Although the nurse may say, “Everything will be all right’ out of a sincere desire to reduce the patient’s anxiety, such a response may also result from an unrecognized need to reduce her own anxiety to feel more comfortable herself. When a patient who has expressed apprehension is told, “Everything will be alright” he is likely to feel that the nurse is not interested in his problem and thus will refrain from discussing it further. Reassuring clichés tend to contradict the patient’s perception of his situation, thus implying that his point of view is incorrect or unimportant. When there are facts that are reassuring, the nurse can, give genuine reassurance by communicating them to the patient. A less direct, but basic reassurance is given as the nurse communicates to the patient understanding, acceptance, interest.

59. Giving false reassurance
Reassurance without sincerity
“Don’t worry. Everything will be all right. You will feel better soon.”
False Reassurance-“Don’t worry, everything will be all right.” When a client is seriously ill or distressed, the nurse may be tempted to offer hope to the client with statements such as “you’ll be fine.” Or “there’s nothing to worry about.” When a patient is reaching for understanding these phrases that are not based on fact or based on reality can do more harm than good. The nurse may be trying to be kind and think he/she is helping, but these comments tend to block conversation and discourage further expressions of feelings. A better response would be “It must be difficult not to know what the surgeon will find. What can I do to help?”

60. Giving false reassurance
Reassurance without sincerity
Pt – “What will I do if this is malignant?”
Nrs – “Don’t you worry. Everything will work out just fine.”

61. Giving advice “If I were you…” “Why don’t you…”
Giving personal opinions- Giving personal opinions, takes away decisionmaking for the client. Remember the problem and the solution belongs to the patient and not the nurse. “If I were you I’d put your father in a nursing home” can be reframed to say,” Let’s talk about what options are available to your father.”
advice is tellijng a person what you think they should do. By giving advive you are implying that you know what is best for the indicidual, thereby making it more difficult for the person to know what is right for himself or herself. You take away their power – and are inabiling them
Pt. “I broke my arm when I fell off a skateboard.” NRS – “At your age I would suggest you give up skateboarding”

62. Giving Advice “What you should do is…:
Giving Advice “What you should do is…”Why don’t you…” By telling the patient what he should do, the nurse imposes her own opinions and solutions on his, rather than helping him to explore his ideas so that he can arrive at his own conclusions. Even when a patient clearly asks for advice, the nurse should be cautious in her response, and supply only pertinent information that may give him a better basis for decision making. Giving the patient advice may imply to him that the nurse thinks she knows what is best for him, and that she feels his problem can be easily solved. If the patient does not accept these implications, he may resent the nurse for advising him, if he does accept them, it may reinforce his feelings of dependency. If, instead of giving advice, the nurse helps the patient to think through and attempt to resolve his problems for himself,
she makes an important contribution to his feelings and self esteem. When a patient asks for advice, the nurse can assist him by asking such questions as “Tell me what your feelings are about…” She can provide pertinent information (facts, resource people, services, etc.) and help him examine all parts of the problem by encouraging him to express his own thoughts and feelings about the problem and helping him to identify
possible solutions and the factors involved in possible outcomes. While it is obvious that some patients, by reason of age or extreme physical or emotional stress are incapable of this kind of activity, the nurse should foster decision-making to whatever extent is possible.

63. Changing the subject Introducing a new topic
Pt – “They are doing a biospy tomorrow. I hope it isn’t cancer.”
Nrs – “Are these pictures of your children? They are such a nice looking family.”
Changing the subject- “Lets not talk about your insurance problems its time for your walk” Changing the subject when someone is trying to communicate with you is rude and shows a lack of empathy. It tends to block further communication, and seems to say that you don’t really care about what they are sharing. “After your walk lets talk some more about what’s going on with your insurance company.”
the significance of the speaker’s feelings by introducing a new topic. This makes the other person feel that his or her concern is unimportant.
Pt “What is my blood pressure” Nrs – “What did you have for lunch
Changing the Subject Patient “I’d like to die” Nurse: “Don’t you have visitors this weekend?” or “by the way…” or “That reminds me…” Generally, the nurse changes the subject to avoid discussing a topic which makes her uncomfortable (consciously or unconsciously) or to initiate discussion of a topic which she is more interested. In either case, by taking the lead in the conversation away from the patient, she can block any
attempt he may be making to express his needs to her. Even when he is discussing a matter which seems to be of relatively little significance, the nurse may be able to pick up clues that will help identify his needs, or the patient may be proceeding in a round-about way toward making his needs known.

64. Asking closed-ending questions
Questions with one-word answers
Usually yes or no. This technique does not allow the individual to further explore concerns or feelings.
There are two types of questions the nurse can ask in order to get descriptive information; closed and open questions. A closed question is phrased so that a yes or no answer is indicated, e.g., “Did you sleep well last night?” or so that a specific choice of answers is given within the questions, e.g. “Do you want this injection in your right or left arms?” Although this type of question does not encourage the patient to express himself or give him the lead, it can be useful in eliciting specific information needed to assist the patient once his need has been identified. It is also useful in caring for the patient who has limited energy or who by reason of age or severe stress is mentally or emotionally incapacitated. Open questions, though still determined by the subject, let the patient provide his own answers. Words such as “who”, “what”, “when”, and “where” elicit factual information and will help the patient to begin learning to describe his experiences. “How” questions should usually be avoided also since they ask by what process or for what reasons; some patients will respond to “how do you feel?” with my fingers.

65. Asking “why” questions
“Why did you fall?”
Often increases a person’s uneasiness by demanding an immediate answer. Sometimes individuals will make up an answer to a “why” question to get off the hook. They simply tell you what they think you want to hear.
4. Requesting and Explanation “Why did you do that?” “Why are you here?” “Why are you upset?” are examples of questions which some patients find difficult and even intimidating because they call for the patient to immediately analyze and explain his feelings or actions. Patients who cannot answer “why” questions frequently invent answers. The nurse should avoid asking “why” questions except when asking simple, direct questions pertaining to patient care, e.g., “Why are you going to the bathroom?” In general, the nurse is of more assistance, however, if she assists the patient to describe his feelings.
Asking for Explanations- “Why are you so upset?” A nurse may be tempted to ask the other person to explain why the person believes, feels or is acting in a certain way. Clients frequently interpret why questions as accusations. “Why” questions can cause resentment, insecurity and mistrust. It’s best to phrase a question to avoid using the word “why”. “You seem upset. What’s on your mind?”

66. Probing Seeks information beyond what is necessary.
Very invasive and threatening

67. Techniques used to enhance communication

68. Giving information
“Susie is getting an echocardiogram right now which is a test that uses painless sound waves to create a moving picture of her heart structures and valves and should tell us what is causing her murmur”.
Helps the patient know who you are, what you are doing and who you need from him or her. The information explains the purpose of the communication process and decreases the other anxiety.
"My name is..."
"Visiting hours are..."
"My purpose in being here is..."
"I'm taking you to the..."
Informing the patient of the facts when he asks questions--or in other ways indicates the need for information--builds up trust as well as gives the patient a greater body of knowledge from which to make decisions or come to realistic conclusions. Peplau states that a nurse, functioning in the role of resource person, may give specific, needed information that will assist the patient to understand his problem and the situation. If the nurse is not acquainted with the body of knowledge in question, she can truthfully state that she does not know. Then she can endeavor to find out or to refer the patient to someone who has the answers. Areas of information not to be neglected are the role of the nurse and the purpose of the nurse-patient relationship. The nurse should inform the patient of the amount of time she will spend with him, how frequently she will talk with him, and the length or duration of the relationship if this has been predetermined. If she will be recording the interaction, the patient should be told the purpose of the notes. A distinction should be made between this therapeutic relationship and other social relationships the patient may be establishing. In all these things the nurse will usually find that she can be quite direct, avoiding vague and misleading statements.
Providing Information-Relevant information is important to make decisions, experience less anxiety, and feel safe and secure. Example “Susie is getting an echocardiogram right now which is a test that uses painless sound waves to create a moving picture of her heart structures and valves and should tell us what is causing her murmur”.

69. Validating A statement or question to verify your perception
“Has the diarrhea stopped?”
Is making a statemnt or question that attempts to verigy your perception of the person’s verbal and nonverbal message. In essene, you are determining whether the person’s needs have been met.

70. Clarifying Seeking information to understand “Could you explain?
I’m not sure I understand?
"I'm not sure that I follow."
"What would you say is the main point of what you said?"
Is clearing up possible misunderstanding or seeking information necessary for your understanding. Clarification can help keep another person on the topic. The nurse should never pretent he or she understand what the patient is saying isf the message is not clear.
Clarifying- To check whether understanding is accurate, or to better understand, the nurse restates an unclear or ambiguous message to clarify the sender’s meaning. “I’m not sure I understand what you mean by ‘sicker than usual’, what is different now?”

71. Clarifying Seeking information to understand
Pt - “There is no point in asking for pain medication”
“Are you saying no one give you medication when you have pain or do you mean the medication doesn’t help your pain?”
Is clearing up possible misunderstanding or seeking information neessary for your understanding. Clarification can help keep another person on the topic. The nurse should never pretent he or she understand what the patient is saying isf the message is not clear.

72. Reflecting Pt – “My sister won’t help with our mother’s care.”
Nrs – “You feel angry. Have you discussed this with her?”
Nrs – “I sense that you feel angry”
Stating you perception of the message in the affective (feeling) domain
Flashback
Patient: "Do you think I should tell the doctor...?" Nurse: "Do you think you should?"
Patient: "My brother spends all my money and then has the nerve to ask for more: Nurse: "This causes you to feel angry."
pus the patient in control and promotes self-esteem by allowing him or her to get in touch with feelings and find solutions for problems. Reflecting on, repeating, or restating other peoples works helps them away of the mood, affect or feeling being expressed. Reflecting is also referred to as FLASHBACK. However it is best to avoid negative comments or those that can reinforve guild, hostility, or depression.

73. Paraphrasing Pt – “I was awake most of the night.”
Restating
Pt – “I was awake most of the night.”
Nrs – “You have trouble sleeping.”
Restating is using similar words for what the other person just said. This technique is used to determine whether you understand what the other means. It can reflect part of or the whole theme that was orinigally expressed

74. Paraphrasing Pt – “I couldn’t eat supper last night.”
Restating
Pt – “I couldn’t eat supper last night.”
Nrs – “You had difficulty eating.”
Restating is using similar words for what the other person just said. This technique is used to determine whether you understand what the other means. It can reflect part of or the whole theme that was orinigally expressedParaphrasing-Restating another’s message more briefly using one’s own words. It consists of repeating in fewer and fresher words the essential ideas of the client. For example the client says “I can’t focus. My mind keeps wandering.” The student nurse says,” You’re having difficulty concentrating?”

75. Asking broad questions
Open-ended questions
“Would you like to tell me about it?”
“Is there something you would like to talk about?”
These question are used to encourage individuals to share their feelings about a speifi topic.

76. Using general leads 1-2 works to encourage the person to continue
“Go on.”
“And then…”
“You were saying”
General leads, such as "And after that?" or "Go on" leave the direction of the discussion almost entirely to the patient. They indicate that the nurse is following what has been said and is interested in what is to come next.
Brown and Fowler comment: ...the verbal activity of the nurse is at a minimum with the patient doing most of the talking. The nurse encourages the patient to talk by her nonverbal activity such as nodding or various gestures. If verbal activity becomes necessary, sometimes just a word as "well" or "really" will enable the patient to continue.
Schwartz and Shockley state that the nurse "waits for" the patient's communication, "goes along with it" or follows his leads, and takes the cue from him rather than directing the discussion herself.

77. Stating observations “You seem tense.” “You are trembling”
Helps to acknowledge and verbalize thought and feelings. This technique is similar to clarification.

78. Offering self Silence Touch Time “I'd like to understand.”
“I’ll stay awhile if you’d like.”
When the patient will not talk or the situation is highly emotional and words cannot adequately convey the messagebeing trasmitted is acomplished by listening in silence or touhing. The nurse might sit with the patient. OR staying with
Self-Disclosure- Subjectively true personal experiences about the self, are intentionally revealed to another person for the purpose of emphasizing both the similarities and the differences of experiences. These exchanges are offered as an expression of genuineness and honestly by the nurse and disclosures should be relevant and appropriate. They are used sparingly so the client is the focus of the interaction: “That happened to me once, too. It was devastating, and I had to face some things about myself that I didn’t like. I went to counseling and it really helped…..what are your thoughts about seeing a counselor?”

79. Focusing Directing the conversation to a specific topic
"This point seems worth looking at more closely."
When you are seeking more information on a poorly defined topic. It requires total concentration on what the patient is saying without preoccupation or a wandering mind.
Focusing-Taking notice of a single idea expressed or even a single word. An example is “On a scale of 0 to 10 tell me the level of the pain you are experiencing in your great toe right now.”

80. Using humor Laughter is the best medicine
Not demeaning  decrease anxiety, help a person face stress, increase pain tolerance, build trusting relationships. Laugher is the best medicine, also shows the nurse as human. Studies have shown that laughter can improve mood, decrease pain, lower blood pressure, and enhance the immune system.

81. A = Therapeutic B = Block
Patient: “I don’t know. I hate to have my boyfriend see me looking like this. Just thinking about him coming to visit makes me nervous.”
Nurse: “You really should stop worrying. That may be what’s keeping you from getting the rest you need. And after all, no one expects you to look your best when you’re in the hospital.”

82. A = Therapeutic B = Block
Patient: “You’d think my doctor would have prevented me from getting phlebitis, but he’s too busy to care about what’s happening to me.”
Nurse: “You’re wrong, Mr. Iverson. Of course he cares.”

83. A = Therapeutic B = Block
Nurse: “You seem to be kind of restless tonight.” Patient: “Nobody cares. My doctor wants me to go—just go on home. He doesn’t care?” Nurse: “Go home?”

84. A = Therapeutic B = Block
Patient: “Maybe I should find a hobby or something. I try not to get discouraged; I know I shouldn’t let it get me down.”
Nurse: “That’s the right attitude. It really doesn’t help to worry about it.”

85. A = Therapeutic B = Block
Nurse: “How are you feeling this morning, Mr. Patterson?”
Patient: “Oh, fine, thanks.” (unenthusiastic)
Nurse: That’s good.

86. A = Therapeutic B = Block
Patient: “I can’t go home with this…AIDS. If they want me out of here so bad, why don’t they just let me die?”
Nurse: “You can’t go home because you have AIDS?”

87. A = Therapeutic B = Block
Patient: “Well, I haven’t been able to work for quite a while now, and the doctor says I might not ever work as a carpenter again.”
Nurse: “It must be difficult for you right now, but I’m sure everything will be all right.”

88. A = Therapeutic B = Block
Patient: "I'm just jumpy-I get like this sometimes. I guess it's because I didn't get too much sleep last night."
Nurse: "Yes, when you don't get a good night's sleep it does make you edgy."

89. A = Therapeutic B = Block
Patient: "What's there to talk about? First they say they have to operate, and then when I'm beginning to feel better, I get this infection. I don't think I'm ever going to get out of here!"
Nurse: "I know just how you feel. You know, everyone gets frustrated when things aren't going right."