The nurse caring for a patient who is concerned about her 10-pound weight loss relative to her chemotherapy tells the patient. "Lucky you! Every cloud has a silver lining." The nurse's statement is an example of which type of communication block?
Defensive response
Asking probing questions
Using clichés
Changing the subject
The Correct Answer is C
A. Defensive response
A defensive response would involve protecting oneself or one's position rather than addressing the patient’s concerns. The nurse’s statement here is more dismissive than defensive.
B. Asking probing questions
Probing questions would involve persistent questioning, which does not apply here, as the nurse is not asking questions but making a dismissive comment.
C. Using clichés
"Every cloud has a silver lining" is a cliché, which may come across as dismissive and minimize the patient’s concerns. Using clichés can make the patient feel unheard and invalidated.
D. Changing the subject
Changing the subject would involve diverting attention to an unrelated topic. The nurse here is not introducing a new topic but is using a cliché instead.
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Correct Answer is D
Explanation
A. interrupting frequently.
Interrupting can make adolescents feel disrespected and unheard, which may hinder effective communication and trust.
B. using active listening.
Active listening is essential in communication, especially with adolescents, as it shows respect and builds rapport. The nurse should not avoid this.
C. offering advice.
Offering unsolicited advice can lead to resistance or defensiveness in adolescents. It’s often better to guide them towards their own conclusions.
D. asking embarrassing questions.
Asking questions perceived as embarrassing may make adolescents uncomfortable, leading to reduced openness and cooperation. It is important to be sensitive and respectful when choosing questions to avoid making them feel awkward or judged.
Correct Answer is B
Explanation
A. is packing belongings in preparation for discharge. Although discharge is an appropriate time for patient education, it may be too late to introduce complex information that requires practice or understanding. Teaching moments often occur earlier in the care process.
B. says, "How will I remember all the things about my new diet?" This is an ideal teaching moment as the patient is expressing concern and showing readiness to learn about the diet. The nurse can use this moment to provide guidance on strategies to remember dietary instructions.
C. has just returned from surgery for a deviated septum. Immediately post-surgery, the patient may be under the influence of anesthesia or pain medication, limiting their ability to absorb information. Teaching at this time may not be effective.
D. has just been told of the malignancy of his tumor. Right after receiving bad news, patients may experience shock, grief, or distress, making it difficult for them to process additional information. This may not be the right time for education.