Term
| The components of psychotherapeutic management. |
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Definition
Also called interventions: they are
Self (i.e. themselves),
Psycho-tropic drugs
Milieu (environment) |
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Term
| Psychotherapeutic nurse-patient relationship (words). |
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Definition
| A therapeutic relationship involves interactions that should occur during every patient contact whereas therapy indicates a more formal and structured environment and interaction. |
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Term
| Psychopharmacology (dugs) |
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Definition
| Understanding psychopharmacology is important because nurses administer medication, make decisions about PRN medications, and evaluate for therapeutic and adverse responses to medications. |
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Term
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Definition
| (Environment) Because humans are incapable of not interacting with their environment milieu management is an important consideration. |
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Term
| Milieu management environmental elements; 1) Safety |
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Definition
| keeping the patient free from danger or harm. |
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Term
| Milieu management environmental elements; 2) Structure: |
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Definition
| physical environment, regulation, and schedule. |
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Term
Milieu management environmental elements
3)Norms: |
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Definition
| Specific expectations of behavior e.g., nonviolence, privacy, |
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Term
Milieu management (Environment)
4) Limit setting: |
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Definition
| Clear and enforceable limitations on behavior. |
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Term
Milieu management (Environment)
5) Balance: |
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Definition
| Negotiating the line between dependence and independence. |
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Term
Milieu management (Environment)
6) Environmental modifications: |
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Definition
| Changing the environment to promote mental health. |
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Term
| The three stages of the nurse-patient relationship. |
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Definition
(Stage 1) Ordination
(Stage 2) Working Stage
(Stage 3) Termination |
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Term
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Definition
Building trust:
Beginning Assessment:
Managing Emotions:
Providing Support:
Providing Structure: |
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Term
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Definition
| Processes of learning: In the learning process the Transtheoretical model is used as a guide. |
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Term
Stage 1)
Ordination:
Building trust: |
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Definition
| Trust is built when a nurse is honest regarding intentions and consistently keeps promises. |
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Term
(Stage 1)
Orientation
Beginning Assessment: |
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Definition
| The initial session Including the intake interviews, provide an opportunity to being an assessment of need, coping strategies, defense mechanisms and adaptation styles. Patient reoccurring thought, feeling and behaviors are clues to problem areas. Assessing the degree of the patient’s awareness of the problem ability and motivation to change is important. |
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Term
(Stage 1)
Ordination:
Managing Emotions: |
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Definition
| At the time of admission patients often experience a verity of emotions. Patients are often afraid of losing control of themselves or of being viewed as weak for expressing their emotions. The nurse can identify the emotion and ask for validation, “Your voice is loud. You sound angry. What are you feeling right now?” The patient is more likely to recognize the source of the their emotion if questioned about it. Patients should understand that emotions are natural but that the way they are expressing them can cause problems. Belittle, minimize, or give false reassurance to their feelings is inappropriate. Empathize with the client and when they are ready to talk about their feeling, coping with their feeling is the goal. |
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Term
(Stage 1)
Ordination:
Managing Emotions: |
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Definition
| At the time of admission patients often experience a verity of emotions. Patients are often afraid of losing control of themselves or of being viewed as weak for expressing their emotions. The nurse can identify the emotion and ask for validation, “Your voice is loud. You sound angry. What are you feeling right now?” The patient is more likely to recognize the source of the their emotion if questioned about it. Patients should understand that emotions are natural but that the way they are expressing them can cause problems. Belittle, minimize, or give false reassurance to their feelings is inappropriate. Empathize with the client and when they are ready to talk about their feeling, coping with their feeling is the goal. |
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Term
(Stage 1)
Ordination:
Providing Support: |
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Definition
| At the time of admission patients often experience a verity of emotions. Patients are often afraid of losing control of themselves or of being viewed as weak for expressing their emotions. The nurse can identify the emotion and ask for validation, “Your voice is loud. You sound angry. What are you feeling right now?” The patient is more likely to recognize the source of the their emotion if questioned about it. Patients should understand that emotions are natural but that the way they are expressing them can cause problems. Belittle, minimize, or give false reassurance to their feelings is inappropriate. Empathize with the client and when they are ready to talk about their feeling, coping with their feeling is the goal. |
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Term
(Stage 1)
Ordination:
Providing Structure: |
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Definition
| When a patient loses control of their thoughts feeling and behaviors it is the responsibility of the Nurse to take temporary control. Using Medications, and taking the client to their room, if theses measures are not effective seclusion and restraint might be required. A major facet of providing structure is limit setting. Limit setting involves pointing out negative behaviors and its negative effect in order to suggest alternative ones. Behaviors the that require immediate intervention are verbal and physical aggression, self destructive behavior, starting fires, noncompliance with rules and medications, Alcohol or drug abuse, manipulation of other, inappropriate touching of others, indecent exposure, attempts to leave the hospital with out permission, and failure to eat and sleep. All theses consideration must be taken with all clients, even those nonparticipating or withdrawing client. |
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Term
(Stage 1)
Ordination:
Providing Structure: |
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Definition
| Providing Structure: When a patient loses control of their thoughts feeling and behaviors it is the responsibility of the Nurse to take temporary control. Using Medications, and taking the client to their room, if theses measures are not effective seclusion and restraint might be required. A major facet of providing structure is limit setting. Limit setting involves pointing out negative behaviors and its negative effect in order to suggest alternative ones. Behaviors the that require immediate intervention are verbal and physical aggression, self destructive behavior, starting fires, noncompliance with rules and medications, Alcohol or drug abuse, manipulation of other, inappropriate touching of others, indecent exposure, attempts to leave the hospital with out permission, and failure to eat and sleep. All theses consideration must be taken with all clients, even those nonparticipating or withdrawing client. |
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Term
(Stage 2)
Working Stage
Processes of learning: |
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Definition
In the learning process the Transtheoretical model is used as a guide. With a addition of the “testing” phase. The Transtheoretical model consists
Precontemplation
Contemplation
Preparation
Testing out
Action
Maintenance |
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Term
(Stage 2)
Working Stage
Reality testing |
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Definition
| is to present a new reality that the client allows then to consider an alternative, reality testing is constructive and not destructive feedback i.e. I know that the voices sound real but, I cant hear them. |
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Term
(Stage 2)
Working Stage
Cognitive restructuring |
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Definition
| is the goal of reality testing cognitive reconstructions is helping the client with cope with negative thought and beliefs ant to recognize other view points that will help come to a more realistic conclusion. |
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Term
(Stage 2)
Working Stage
Writing and Journaling |
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Definition
| can be a good release of emotions and can facilitate a more objective outcome. |
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Term
(Stage 2)
Working Stage
Supportive confrontation |
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Definition
| Supportive confrontation similar to reality testing but with broader focus its aimed at contradiction, discrepancy, reliability, accountability, independence, and behavioral change, it combines support with encouragement fro constructive, productive action. i.e. “giving up alcohol is a scary idea, but in this program, you can the information and support you need to do it. |
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Term
(Stage 2)
Working Stage
Promoting change |
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Definition
| to consider the risk benefit ratio because all change has a risk of failure. The nurse can decrease the risk by discussing ways to overcome them and to consider Long-term and short-term benefits. |
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Term
(Stage 2)
Working Stage
Teaching new skills |
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Definition
| Some clients might not have learned skills the nurse takes for granted like relaxation, stress, conflict, and anger management. Client cannot change from passive to assertive if they do not understand the meaning of the words or what it is to be aggressive. |
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Term
(Stage 3)
Termination:
Evaluation and summaries |
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Definition
| The nurse guides discussions to help the client identifie for themselves the specific changes in thoughts, feeling, and behaviors that have accorded, no matter how small the change. |
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Term
(Stage 3)
Termination:
Synthesizing outcomes |
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Definition
| focuses on the more indirect aspect of the nurse client relationship, such as communication or more appropriate expressions of emotions. |
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Term
(Stage 3)
Termination
Referral |
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Definition
| For problems that require continuing attention referral to the appropriate recourses can provide support, foster treatment compliance and promote continuing growth. |
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Term
(Stage 3)
Termination
Discussion of Termination |
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Definition
| Discussion of Termination Regardless of the length or frequency, discussing the feeling of the client to the relationship is important, Because the relationship might mean more to the client then it dose to the nurse. The client might feel anger or fear related to losing the support and acceptance that the nurse provided |
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