The Ebl Concept Essay Nursing Essay

The Ebl Concept Es judge treat EssayThe purpose of this essay is to elaborate on the Enquiry found Learning presentation and discuss in depth the given thought. The image given to my group is empathy to support this concept relevant publications entrust be apply along with mannequin associationd during my clinical placement. To substantiate forbearings confidentiality pseudonym name go step forward be used in the example. This is in line with the nursing and Midwifery council code of conduct guideline (2010), which states that the quite a little in our c are take in every right for their privacy and confidentiality. The EBL butt will be reflected upon with supporting literatures and critic in ally discussed using Gibbs (1988) model of criticism maintained by a conclusion.Critical discussionEmpathy is widely sure as a basic component of all careful relationships, including relationships in breast feeding practice (Williams Stickley, 2010). Walker eitherigood (2001), criticised empathy in breast feeding as a concept borrowed from the Carl Rogers field of counselling psychology. Despite all these criticisms, it suggests that empathy will continue to be a fundamental concept in the nursing practice.According to Carl Rogers (1980) as cited by Vincent (2005), empathy tidy sum be describe as entering the confidential perceptual world of an other person and becoming completely at home in it, organism sensitive, moment by moment, to the changing matte up meanings which flows in this other person, to the fear or whatever the person is experiencing. more(prenominal) specifically empathy conventions develop of the Carl Rogers vegetable marrow conditions along with genuiness and positive regard that are vital for the pull ination of relationships in counselling. According to Rogers (1980) as cited by Vincent (2005), being empathic is a complex, demanding and strong yet similarly a impalpable and gentle- course of being.This is in co ntrast with the interpretation of empathy nursing literature. In nursing literature, empathy seems to be valued as a concept to be used alone preferably than within a relationship that contains all the core conditions as used in counselling literature. In the cling to long-suffering relationships, empathy is theorised as having therapeutic value and, as such, is promoted to nurses as being loveable ( McCabe, 2004). Empathy within the nursing relationship is defined as the ability to realise the patients situation, perspective and tactile sensations, and to communicate that belowstanding to the patient (Coulehan et al. 2000 cited by Mercer and Reynolds, 2002). This definition speech patternes that empathy is a way of perceiving, as well as a way of communicating. It has shifted the emphasis from a personality trait that individual possess to a form of interaction.This definition of empathy would also appear to be congruent with the cognitive and behavioral components of em pathy alluded to by Morse et al. (1992). Following an extensive review of the literature, Morse et al. summarised the components of empathy under four key areas moral, emotive, cognitive and behavioural. The moral segment shows an internal unselfish force that motivates the practice of empathy, the emotive element shows the ability to subjectively experience and share in a nonhers psychological state, the cognitive element show the intellectual ability to identify and understand a nonher persons whims and perspective and the behavioural element shows the communicative response to convey understanding of anothers perspective. This shows that clinical empathy can be seen as a form of professional skills quite than personal trait (Mercer and Reynolds, 2002).Similarly, Rogers (1975) as cited by Vincent (2005) who tended to view empathy as an attitude highlighted the communicative part of the construct. This suggests that when attitudes and understanding are shown to the patient, e mpathy is skilled behaviour. in like manner Zoske et al. (1983) views empathy as an interpersonal skills, quite a than being an instinctive tint possessed by individuals. In addition, Yu and Kirk (2008) also suggest that empathy can be taught as a skill and positive with practice and experience. In this context empathy is not only a way of being with another as stated by (Rogers, 1975) but it also communicates to the patients the professionals understanding of their world so that this perception can be forgive by the patient. In incumbrance, both are necessary and one without the other is rather hollow.Despite the differences between counselling and the nursing practice, what the empathy out inject search gift shown is that even if nothing else happens with a patient, being exposed to an empathic person who can accurately communicate that empathy can have a healing outcome on the patient health (Williams Stickley, 2010). Therefore, empathy can be a vital component of any nursing visualise of care. For example, La Monica et al. (1987) explored the effect of nurses empathy on the care, opinion, hostility and sitisfaction with care of clients with cancer. They found less(prenominal) anxiety, depression and hostility in clients being cared for by nurses exhibiting high empathy. Reynolds (2000), says to achieve above outcomes is dependent on the ability of the nurses to offer high levels of empathy to their patients. In addition Moore (2006) suggests that the connection between the patient and practitioner that facilitate a positive influence in treatment is empathy.According to Tschudin (1995), roughly people communicate their understanding of empathy through action, others might use words, and still others might use both to communicate empathy to the patient. For instance, a nurse can beg off medical diagnosis and results to the patient in lay terms so that the patient can understand and feel in control of the situation.Researchers concord on t he positive role empathy plays in interpersonal relationships when providing health care. However, Hills Knowles (1983) account that nurses do not show empathy by actually blocking clients expressions by changing the subject. It could be argued that nurses lose the skill to communicate empathy with their patient. Although, William (1992) state hospital systems seem conducive to flattening the humanity of its employees. Also Wong (2004), have questioned the importance of seeking to develop empathetic nurse patient relationship within nimble acute health care settings. This suggests it might be difficult to develop an empathetic relationship in this setting. However, Yu and Kirk (2008) asserted that empathy can be taught as a skill and developed with practice and experience.Clinical placement exampleThis example was when I had the opport unit of measurementy to experience exerting as a learner on a breast unit. The patient that are seen in this unit are those with breast cancer and those with family memoir of breast cancer. Joan came to the hospital for an date following her GP referral due to a painful pretentiousness on her breast. Joans both family have a biography cancer, her mother died fourteen months in the beginning the day of her appointment and she lost her mothers younger sister 3 old age ago to cancer also the fathers side have a history of bowel of cancer.I was chaperon the doctor whom Joan came to see and my mentor asked me to follow her up throughout her treatment. She has not seen the doctor before, but was so conformation to her and understands how devastated Joan was. The doctor did physical examination on her breast and discovered the lump he said it could be benign or cancerous. She realised that this was the same(p) thing the doctor told her mother the first day she was diagnose. All the feelings of anxiety and distress came to her. The doctor requested her to for Scan and mammogram same day and come back to see him.Joan went to the nurse that book patients for investigations and the nurse quickly said sit down and continue imagineing at the computer screen. Joan sat in the chair facing the nurse, who still did not look up to see the anxiety on this patient. After some measure, she told Joan I will be with you in a minute Joan sat still, waiting, but feeling worried more and more. It became worse for the fact that she deprivation to go for these investigations because she is having that gut feeling it could be cancer. I could see her anxiety levels rising and considering that she has history of dread attacks and depression. And hope she really she could hold it all together at that moment.The nurse been on her own and seems to have a lot of paper work to complete and feels that the paperwork got in the way of her relationship with patients at times. The nurse told Joan I need to ask some quick questions about(predicate) her health and family history with a frown face. The nurse started with family his tory without still feeling up to her patient and asked about her parents history. Joan said her father is alright and was silence when asked about her mother. The nurse looked up and was surprised to Joan crying and the anxiety on her face. in the beginning the nurse realise what is happening Joan had run out from the room, saying she could not stay any longer. The nurse had no idea of what had just happened or why Joan was diswhitethorned and matte up that she must have done something to thinned her, but could not understand what she did to Joan.DiscussionJudging from the above example, it is clear that the nurse was not able to form an empathetic relationship and unable to deliver empathetic care. Is not as if the nurse does not want to deliver an empathic care, but she was so preoccupied and focused on the paper work and also considering the fact she is the only one at that moment. The nurse did not communicate to the Joan as she should and did not even look up to see the anx iety on Joans face. According to La Monica et al. (1987) explored the effect of nurses empathy on the anxiety. They found out that patient exhibit less anxiety, depression being cared for by nurses exhibiting empathy.As stated by Moore (2000) cited by chamber and Ryder (2006), if the clinician is in a bad mood, this may put the client in a bad mood as well basically, it is like flavor into a mirror. In Joans case, it was not the fact that the nurse was necessarily in a bad mood that was the issue. However, the nurse frowning during the short time they had together, which could have been seen as her being in awful mood. Joan so felt that she was not interested in her, and possibly that she was causing a job by just being around. In addition, Reynolds (2000) raised a job that low level of empathy in professional relationships can make the recipients of help may not perceive that their situation is understood. As nurses, we need to be aware that if seem unconcerned or stressed it wi ll have a negative impact on the relationship with patients.Cowdell (2010) refers empathy as feeling into anothers world to comprehend that persons world experience. The nurse was not able to form a relationship with Joan, and was totally unable to sense her anxiety and distress. Furthermore, McCabe and Timmins (2006) say that if nurses fail to empathise with their patients then they cannot help them to understand soundly as individual with their illness. In other words, it was certainly the case in the lack of effective interaction between the nurse and Joan.In addition, Vincent (2005) says that nurses find it more difficult to sustain empathy if they are extremely tired or distracted. As already stated it could be because the nurse was the only one attendance to the patients. This could hinder her ability to perceive and reason as well as to communicate understanding of Joans feelings.ReflectionAccording to Johns (2005), reflection is a amalgamation of sensing, perceiving, intuit ing and thinking related to a specific experience in cast to develop insights into self and practice. Reflection promotes actions that transform individuals practice so they annunciation contradictions, to build on their strengths. According to infect and Dallas (2010), reflection also allows for the coordinate exploration of the knowledge, skills, attitudes and perceptions tacit and overt- that underpin professional practice. Gibbs (1988) reflective pedal will be used as indicated in my introduction. It was used because the reflective cycle encouraged me to think arrogantally about the phases of the EBL edge.Description my group subgroup was the impression group and everyone was allocated a role play. My role was to act as the shelter sister who showed no empathy to her junior staff who came to ask her for information regarding the patient she is looking after.Feeling The EBL process gave me the opportunity to know what it feels like to be the nurse in charge were you hav e to use your management skills effectively. Also a nurse in charge not shown empathy could send premature message to the junior staff. I think the whole process promotes my personal search skills and made me becomes more familiar with the various resources at my disposal, such as databases and e-journals.Evaluation During the EBL process my sub-group were very supportive to each other, comprehend to other peoples opinion and communicated with other as professionals. As stated by Sully and Dallas (2010), that through effective communications, information sharing and partnership nurses can deliver excellent care. We were able to achieve our aim through effective communication between the team. The EBL experience becomes one of interchange where we shared our opinions, research and experience in order to achieve an end result.However, we faced some challenges with fixing the time and getting the right venues for the recording, sometimes we have to break the main campus even when w e do not have lectures over there. On the first day our equipment disappointed us, but we stayed positive and rear consortd time. We had criticisms of ideas but we accepted it and bring ond room for improvement. For example I did not support the video from YouTube by Hepburn and Astaire that was included in the presentation. Cottrell (2008) says that, if you disagree with another persons idea in a positive way and suggest ways forward for improvement rather than criticising.Analysis the EBL process gave the group the opportunity to improve their wide range of skills knowledge creation presentation creative skills problem-solving skills and team- on the job(p). The EBL made us murder extra perspective and point of view about the given concept, which dissimilarly we might not have considered. It has been shown in Cottrell (2008), group working create the opportunity to tap into a wider pool of experience, background knowledge and styles of work.Conclusions looking back at the EBL presentation, we should have explained the video we used. Also recognise that I need to develop the confidence to challenge ideas that I do not agree to, as well as how it could be improved. I could have used other strategies to get my point across to the group.Action plan In future, I will aim to develop my assertive skills when working in a group, in order to ensure that we are awarded great marks. I will make this a goal for my learning, and work out strategies for how I can achieve this in future. As suggested by Sully and Dallas (2010) that using assertive skills is an essential component of working in a proficient manner.ConclusionIn conclusion, empathy whether borrowed from the counselling literature or derived from nursing practice (Walker Alligood 2001), empathy is widely considered as a crucial component of twofold helping professions, including nursing practice. How empathy is portrayed in nursing literature seems different from its portrayal within counselling literat ure. The concept of empathy in nursing literature is separated from the core conditions of congruence and unconditional positive regards, so hence it is presented as tool. As stated by Yu and Kirk (2008), empathy can be taught to healthcare professionals and also be taught how to improve their level of empathy through experience rather than formal instructions.Empathy is crucial to a non-defensive relationship and can facilitate fine and productive outcomes for patients. Lack of empathy could mean that patient who needs to be understood, may not be understood, or feel understood. Lack of empathy in nursing could prolong healing process in a patient.In addition, the EBL process played an important role in promoting the group interaction, we shared opinions and experience. All this suggest that, empathy is a vital part of pity in nursing practice and especially critical to the provision of quality nursing care. gum olibanum can be effectively taught to student and experienced nurs es.REFERENCESChambers, C. and Ryder, E. (2009) Compassion and caring in nursingOxford Radcliffe.Cottrell, S. (2008) The Study Skills Handbook. 3rd edn. Basingstoke Palgrave MacMillan.Gibbs, G. (1988) Learning by doing A guide to teaching and learning methods. Oxford polytechnic Oxford.Hills, M., and Knowles, D. (1983) Nurses levels of empathy and respect in delusive interactions with patients. International Journal of Nursing Studies. V20, pp. 83-87.Johns, C. 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