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Displaying capability in writing

Transferable Skill
Communication: Displaying capability in writing, reading, and oral communication; understanding of non-verbal language.

Instructions
It will be carried out with two students working together. This is a “role play exercise,” in which one student is the student nurse, and the other will role play as a client. In this assignment, the nursing student will be demonstrating the therapeutic nurse-client relationship and analyzing the therapeutic and nontherapeutic techniques used. You will take turns in the roles.

This is not about always having therapeutic responses. It is about learning from practice and review. It is expected that you will think of other ways to respond or interact with the client that may be more therapeutic after the interaction is terminated. After the conversation is over, you will complete in IPR form.

The client roles are:
Mr. Jones is a 69-year-old retired engineer. He was admitted to the in-patient psychiatric unit the previous day. His daughter had called the police when he locked himself in his bathroom and refused to come out. She thought he was suicidal. He was brought to the hospital by the police and was admitted on involuntary status. He has been reticent since admission but told his daughter he had no reason to live since his wife died.
Diagnosis: Major Depressive Disorder
Nursing Diagnosis: Risk for suicide.
Mrs. Alvarez is a 34-year-old female who has lived in this country for the past 10 yrs. She is a stay at home mom with three small children. Her husband works two jobs to support the family. Lately, she has been extremely anxious and fears that her children will become ill or injured. This seems to be an unrealistic concern, but she has been unable to sleep well and has lost 15 lbs. in the past month. She is a voluntary admission and states she knows she needs help.
Diagnosis: Generalized Anxiety Disorder
Nursing Diagnosis: Ineffective coping

Sample Solution

According to Taylor (2016), prior to‘ modern society’ and the ‘information age’, people had to consider a myriad of social and contextual factors in making judgements about how best to ensure that they were fed and clothed, and avoided being harmed by wild animals, other humans and accidents. Most times these judgements require feasible ways called heuristics (Mental shortcuts) to process the most essential information fast to make rapid daily judgements (Chow, 2015). In addition, Arrington (2013) affirms that when individuals engage in decision-making or judgment it is often necessary to use heuristics to help process the information that they encounter. Heuristics are generally characterized and synonymous with rules of thumb (Chow, 2015). Veermans, van Joolingen, & de Jong (2006) view heuristics as rules of thumb individuals use to make decisions across a range of circumstances. Likewise, Abel (2003) asserts that the rules of thumb that are heuristics are cognitive frameworks developed through experience and implemented during problem solving. The perspective of Gigerenzer and Gaissmaier, (2015), infer heuristic as a strategy that ignores part of the information with the goal of making decisions more accurately, quickly and frugally (i.e. with fewer pieces of information) compared to more complex methods. Consequently, heuristic models of decision-making principle relies on the notion that human beings—including professionals—may act rationally even if they do not weigh up all the factors according to the logic of an expected utility model. Rather, the rationality may consist of selecting and using simple decision rules related to particular types of social environment or problems that are faced (Brighton and Gigerenzer, 2015). On the contrary, Dunbar (1998) and Fodor (2008) mention that heuristics are procedures that can produce good outcomes but incapable of appropriate solutions. Ashcraft (2002), further mentions that the feature of a heuristic approach to problem solving is partial effectiveness of solutions; it is unlikely to proffer correct answers to problems all the time. This negative perception of heuristics held by some researcher results from the fact that there is consequently an adverse effect for taking shortcuts or cutting corners (Chow, 2015). Furthermore, heuristics may prove disadvantageous in decision-making when the settings necessitate analytical and extended reasoning rather than the quicker pace of heuristics (De Neys, 2006). However, on a neutral point of view, Griffin and Kahneman (2003) emphasises that heuristics are multifaceted cognitive mechanisms that allow individuals successfully process large amounts of information, which might result in error occasionally but these error would not reduce the benefits achieved from the use of heuristics.
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