Importance of and Benefits of Active Listening

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5th Jan 2018 Nursing Reference this

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Active listening skill as a way that determines patient understanding, professed need and of disseminating psychological support.

Practice skill, context and stakeholders

Active listening as a skill is executed in a haemodialysis component propagate within a remote General hospice where important numerals of persons suffering from End Stage Renal Disease (ESRD) are tended after by employing renal dialysis. Maintenance support is administered frequently to the terminally ill who return to the health centres time an time again for cognitive interception by psychologists’ as patients grapple with the precincts of their cure, health status and the implicit underlying their everyday undertakings. The fact that patients are dynamic accomplices in care management, their frame of reference is an imperative aspect for the running of the renal facility. Consequently, (Gobet, F. 2005) wide-ranging care of renal patients’ demands proficiency in care managements, this includes, a keen interest to moral, psychosocial as well as sacred concerns associated to foundation, systematic, maintenance, and terminating dialysis course of action. Persons suffering from renal complications expect more information as well as early intervention of care management debate. In this case, information should be inclined to focus more on the individual and how the disease and interceptions would hamper their existence as well as likeness and what they treasure the most. Hayes, B. and Adams, R. (2000) affirms that, determining supposed advantages of care management besides recognizing persons suffering from renal anomalies, in addition, to their personal empowerment is elementary for proficient framing of enhanced care management and implicitly for determining patients’ ability to take part in assisted care management.

The declarative component

Being with renal patients for almost two decades I am confident in receiving their signals of distress and their need for someone to be there for them before even they say a word. As a nurse I am aware of other symptoms of renal disease comprises of anti-psychotherapy, irritation and emotions which are constraints to chronic ailments like this in addition the symptoms will assist the nurse in actively listening to the renal patients.

Indeed, Gopee, et al (2004), contents that the skilled use of non-verbal communication via silence, facial expression, touch and closer physical proximity appeared to facilitate active listening, and aided to bring up compassion.

Discourse should be initiated by the health expert as this will allow the patient to express and share their emotions and incidents this requires creation of retreat and emotional break.

Quietly ‘being with’ renal patients and communicating non-verbally was an effective form of communication, it is suggested that effective communication is dependent on the nurse’s talent to listen and utilise non-verbal communication skills. In addition it is clear that manifestation on practical experience can be a significant technique of uncovering and exploring tacit knowledge in nursing. ‘Reflective individual knowledge is the most substantive form of knowledge and must properly constitute the body of knowledge of a practice discipline.

As a health care provider, I was meant to be positive as it is important in helping to comprehend and learn from patients’ emotions. Moreover, Howard-Jones, P. (2002), expansion practice skill involves caring for difficulty episodes as a self assessment tool and tool learning experience hence, self-assurance is the ultimate aspect in the practice knowledge. Creating records depicting the treatment of the disease is significant as it will help in the analysis, assessment and widen the comprehension of useful incidents. Consequently, in the framework of recent studies, experiences gained through demonstration should be shares with other colleagues. Demonstration offers an opportunity to learn from previous occurrences what’s more to produce original thoughts or examine ideas to find out which might be harmless and achievable.

The process component

At these moments, I shall make use of the accessible resources; thus of mind, body as well as the spirit to vividly drum sense into the patients head, consequently, an indescribable eminence logically emerged in our rapport. As Pearson (2004), puts it plain and clear as ‘present tense concern’ or ‘being there, ‘declaring: “the ability to for individual charisma, that aspect of tending after, and caring for the sick closely to a level where the shared civilization is accredited, is the basis of much of nursing as a caring custom…” Besides, instinctive understanding as presence and believes that: “presence is basically affording oneself to someone as a treasure, in this case, this is approved by the nurse as well as the renal patient…”During this phase, I was more alert to patients, listening closely to their needs as well as wishes and ready to act as per their demands.

I was more concern about grasping diverse perspectives of experience, the expressive; precisely, the ‘joints are paining me severely’, the sequential (how things unfolded), the figurative; the patient could start enlisting about the life at home an aspect that expected my sympathy and later optimistic encouragement. Being more sensitive to the message I was conveying enabled me to create and adapt this in a more caring and individual way. Interestingly, on the other hand, nurses perceived their inter-individual style as tending to the authoritative rather than facilitative. Perhaps my inter-individual style was normally more authoritative; on the other hand, by adapting and expanding the active listening features of my communication it had become facilitative. Moreover, by abandoning professional detachment in favour of closeness amid the renal patients, and me, empathic affinities developed.

Ideally this phase is all about my recognizing and blending of signs and symptoms with knowledge of the past patient. For instance, a previous patient exhibited symptoms of depression an aspect that would easily usher in suicidal syndromes. In this case a patient who portrays the same symptoms would require a psychiatrist attention that might assist in determining the impact of treatment and the side effects of the treatment on the patient. Ultimately, after a close examination, and listening keenly, on top of reviewing the patients’ previous accounts regarding the disease, I was able to administer the effect of the medication and determine if alternative conduits could improve the patients condition, and all this was to be done by observing the treatment protocol of the same disease.

Underpinning knowledge

Ian McWhinney (1989) asserts that ‘If we could all just learn to listen, everything else would fall into place. Listening is the key to being patient centered’. Anyone can learn how to be a better listener; however this kind of learning is not like learning something that is added to what we know. This Kind is a peeling away of things that are get in the way of listening, like our fears, our worries, of how one can might respond to what is hear. Therefore, according to Kennedy, C.M. (2004), effective communication call for the comprehension of active listening features of nurse in connection to renal patient associated. Even though accessing the right data at the correct time seem to be difficulty. In addition, Fowler, L. (1998) states that psychological of interpersonal communication; this form of knowledge requires that listeners comprehend, construe and assess what they heard. Communication is significant in active listening as it enhances personal relationships by reducing conflicts, supporting cooperation, as well as encouraging understanding. However, interpersonal communiqué is hindered by in adequate knowledge mainly in the case of cultural disparities and use of scientific jargons leads to misinterpretation. Therefore, for effective emotional of interpersonal communication emotions, considerations of the patient’s background should be evaded during dialogue.

Psychology of chronic illness and coping; it could be of great benefit if renal patient and practitioners complying with active listening sills. Practitioners need to bear in mind the emotions needs of chronic patients because in many instances they express and share their experiences non-verbally. Forte, P. and Forstrom, S. (1998) affirms that, it is imperative for medical experts to collect non-verbal information as it will them respond faster to their needs as argued by Forte, P. and Forstrom, S. (1998).

As a nurse I usually focus on attaining frameworks associated to assessment of competency and not emotions to help the renal patients or even impacts of medication on the patient’s self-esteem, as noted by Gask, et al. (2005), because these concepts are portrayed as difficulty initiated by insufficient knowledge. In addition the performance settings are more demanding with extremely patients being treated with short period of communication. Therefore, knowledge centres can be evaluated by means of short trainings courses that where a lot will be covered in pragmatic manner.

How decisions are made

While it’s not easy working in the renal care field, it is also not easy being a renal patient. In some cases, the therapeutic dilemma (in this case, there is usually a congregation and they come chunky and speedy as the patient brazen out a series of anomalies, contagions, dialysis scientific intricacies, contacting facilities, exhaustion, malformed body image…) at hand represents the scariest, most earth-shattering experience of the renal patient’s life. According to Dowding, D. and Thompson, C. 2004, the individual’s physical and financial worlds might have been shaken to the core by their therapeutic condition. Chances are, the renal patient is feeling extremely vulnerable and out of control. Therefore, if for example a patient, who is not complying with diet or therapeutic leadership, avoids cautioning the individual, this in part might serve to accomplish little part from raising defences. Then reiterate why it’s significant to stay on the particular diet or to take the regimen of prescribed medications. End by asking if there is anything can do to aid set up things more convenient for them. This approach won’t guarantee success, but it will allow the renal patient to save enough face to stay in a game in which both desperately need cooperation (Douw, K., Vondeling, H. and Oortwijn, W.2006).

In scenarios where the patient expressed their home condition was rather tricky in the sense that it required me to preclude pitiable judgements and alter precision when evaluating the patients’ current symptoms with the previous one. This pattern comparison is necessary. After listening keenly to the patients emotional expression, I was in a position to a variety of options ranging from what ought to be prioritised, the area that required more listening and choosing the best intervention strategy. The issues enlisted by the patient granted me the audacity to pick on ultimate decisions while I was reviewing the historical accounts of the patient, (Kennedy, C.M. 2004). With the accessible information I was able to identify indicators that would have helped me determine novel pattern of characters that reflect incredible ideas about the condition. Again, by using the accessible data and posing further query while keenly listening to the patient I grasped the technicality in summarizing the suppositions that comprehensively describe the occurrence and recommend the best prescription. The decision making phase is a stage where ethics guided me with regard to the options I embarked on. Emotions were muted off as that killer punch move was contemplated. This is the most critical phase, by which a patient might fully regain or can as well die. In short the options that an expert will take are a matter of life and death, Dornan, T. and Bundy, C.2004).

Conclusions

Research findings deduce that active listening is an imperative facet especially when caring for the sick. For instance, Leach, D. (2002) ideas enlisted in a case study involving patients suffering from chronic renal complexities, active listening has been enlisted as the underlying factors towards complete recuperation. This is so because; through active listening medical experts have the audacity to determine a way forward. Consequently, active listening in one way or another facilitates faster healing owing to the fact that various ailments are psychological propagated and simply require empathic response. Active listening, on the extreme end is imperative in the sense that it helps experts determine indicators with that accessible information an aspect that prompts for deep investigations to unravel the underlying issues. Grouping signals is significant, since it will help the practitioners to determine novel pattern of characters that reflect incredible ideas about the condition. On top of that, myriad aspects are associated in line to every call for vigilant assessment. Foremost, the practitioners can come up with an outline of skills which is very descriptive; this is significant since it helps in establishing the right medication for a patient.

References

Kendall-Raynor, P. (2007) ‘Cautious Welcome for Plans to Reform Professional Regulation’, Nursing Standard, 21 (25), p.5.

Kennedy, C.M. (2004) ‘A Typology of Knowledge for District Nursing Assessment Practice’, Journal of Advanced Nursing, 45 (4), pp.401-409.

Dornan, T. and Bundy, C. (2004) ‘What Can Experience Add to Early Medical Education? Consensus Survey, British Medical Journal, 329 (834).

Douw, K., Vondeling, H. and Oortwijn, W. (2006) ‘Priority Setting for Horizon Scanning of New Health Technologies in Denmark: Views of Health Care Stakeholders and Health Economists’, Health Policy, 76 (3), pp.334-45.

Dowding, D. and Thompson, C. (2004) ‘Using Judgement to Improve Accuracy in Decision-making’, Nursing Times, 100 (22), pp.42-44.

Forte, P. and Forstrom, S. (1998) ‘Work Complexity Assessment: Decision Support Data to Address Cost and Culture Issues’, Journ Nursing Administration, 28 (1), pp.46-53.

Fowler, L. (1998) ‘Improving Critical Thinking in Nursing Practice Journal for Nurses in Staff Development, 14 (4), pp.183-187.

Gask, et al. (2005) ‘Evaluating STORM Skills Training for Managing People at Risk

Suicide’, Journal of Advanced Nursing, 54 (6), pp.739-750.

Gobet, F. (2005) ‘Chunking Models of Expertise: Implications for Education’, Applied Cognitive Psychology, 19, pp.183-204.

Gopee, et al (2004) ‘Effective Clinical Learning in Primary Care Settings’, Nursing

Standard, 18 (37), pp.33-37.

Hayes, B. and Adams, R. (2000) ‘Parallels between Clinical Reasoning and Categorization’ in Higgs, J. and Jones, M. (Editors) Clinical Reasoning in the Health Professions, Edinburgh, Butterworth Heinemann, pp.45-53.

Howard-Jones, P. (2002) ‘A Dual-state Model of Creative Cognition for Supporting Strategies That Foster Creativity in the Classroom’, International Journal of Technology and Design Education, 12, pp.215-226.

Ian McWhinney (1989) ‘Clinical Education Facilitators: A Literature Review’, Journal of Clinical Nursing, 14 (6), pp.664-673.

Leach, D. (2002) ‘Building and Assessing Competence: The Potential for Evidence-based Graduate Medical Education’, Quality Management in Health Care, 11 (1), pp.39-44.

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