NRS162 ASSESSMENT 3 THEORY OF CARING AND MINDFULNESS COMMUNICATION
\nOVERVIEW
\nASSESSMENT DETAILS
\nValue: 50%
\nDue Date: Wednesday 11th October by 11.59pm
\nReturn Date: 1-Nov-2023
\nLength: 1200 words
\nSubmission method options: TurnItIn Assignment Portal (online)
\nASSESSMENT RESOURCES
\nThe following are downloadable documents to use in your preparation (they are all available in the Assessment 3 folder \u2013 you have likely already downloaded a few!)
\n\u2022 SCENARIO VIDEO (https:\/\/youtu.be\/I6TqSwlDtoY); please watch from 1min 37 sec
\n\u2022 MARKING RUBRIC
\n\u2022 DESCRIPTOR WORDS (document to Help with your understanding of the rubric)
\n\u2022 TEMPLATE (use this to write your paper and this should be the only document to upload to Turnitin)
\n\u2022 VIDEO SLIDES TO ACCOMPANY OVERVIEW VIDEO
\n\u2022 ASSESSMENT EXAMPLE
\nINSTRUCTIONS
\nIn this assessment refer to the video (https:\/\/youtu.be\/e9U-r9D6oVw beginning at 1min 37sec) provided on the subject Interact2 site and write an academic essay using the following guidance. Ensure you refer to the Assessment 3 resource page to Help you with writing your response.
\nAs this is an academic essay, an introduction and conclusion along with in-text citations and a reference list are required.
\n\u2022 Paragraph 1: Introduction (100 words)
\no Provide an outline of what your paper will present to the reader
\no Remember to include a topic sentence along with guidance on your key points in the paper such as the key point of each paragraph
\no Please note: grading for the introduction is included in the Academic Writing criterion
\n\u2022 Paragraph 2: Define Watson\u2019s Caring Science. (100 words)
\no Include at least one (1) source in your response.
\no Guided Thoughts
\n? Define Caring Science
\n? Highlight what a caring moment involves
\n? Link your points to the therapeutic relationship
\n? Introduce the purpose of Caritas Processes
\n\u2022 you are not expected to mention all 10 in detail due to word count limitations however could abbreviate them
\n\u2022 Define three (3) of the Caritas Processes demonstrated in the video and describe how they can Help the student Registered Nurse to create opportunities for caring moments to support safe care for the patient and family. (400 words)
\no Include at least one (1) example from the scenario and at least one (1) source in your response.
\no Guided Thoughts
\n? Following Watson\u2019s Caring Science and the Caritas processes, how does the SRN include \u2018caring\u2019 in their practice \u2013 what does it look, sound or feel like?
\n? You may choose any three (3) of the Caritas processes to highlight your understanding; consider concepts surrounding the demonstration of caring such as empathy
\n? Consider and link to scope of practice for the SRN along with professional practice principles (review Modules 1 & 2 to refresh your memory)
\n? Use at least one (1) example from the video to demonstrate your understanding
\n? You may choose to link your Caritas Processes together or mention them separately
\n\u2022 Define mindfulness in therapeutic communication. (100 words)
\no Include at least one (1) source in your response.
\no Guided thoughts
\n? Define mindfulness
\n? Define therapeutic communication
\n? Highlight the purpose and benefits of utilising mindfulness in therapeutic communication
\n\u2022 Define three (3) mindfulness communication techniques demonstrated in the video and describe how each could be applied in practice by the student Registered Nurse. (400 words)
\no Include at least one (1) example from the scenario and at least one (1) source in your response.
\no Guided thoughts
\n? Consider empathy, compassion, active listening, SOLER, verbal and non-verbal communication techniques, inter and intra-professional communication
\n? Some of you may consider including reflection, emotional intelligence, situational awareness and more on the elements of therapeutic relationships
\n? Consider the following questions
\n\u2022 How do you demonstrate these elements as the SRN?
\n\u2022 How does this link to your professional codes and standards?
\n\u2022 How does this relate to Watson\u2019s Caring Science and the 10 Caritas Processes?
\n\u2022 Conclusion (100 words)
\no Describe learning opportunities by completing this assessment and how they can be incorporated into future practice
\no Please note: grading for the introduction is included in the Academic Writing criterion
\n\u2022 New Page: References
\no A reference list will be required as will in-text referencing to support your thoughts throughout your paper.
\no Include a minimum of four (4) credible, reliable, appropriate sources in your response
\nMARKING CRITERIA AND STANDARDS
\n10 marks equates to 100 words; 30 marks equates to 400 words
\nCRITERIA DESCRIPTOR
\nPASS Described: provide an account of, outline the features
\nCREDIT Discussed: consider from more than 1 point of view; provide arguments for and against and draw a conclusion
\nDISTINCTION Explained: provided a detailed account, offer reasons why, describe cause and effect
\nHIGH DISTINCTION Examined: describes in detail, explores the meaning and implications
\nHD (85-100%) DI (75-84.5%) CR (65-74.5%) PS (50-64.5%) FL (0-49.5%) Mark
\nDefine Watson\u2019s Caring Science study bay.
\nInclude at least one (1) source in your response. You have examined Watson\u2019s Caring Science.
\nYou have used multiple sources in your definition.
\n(8.5 \u2013 10 marks) You have explained Watson\u2019s Caring Science.
\nYou have used multiple sources in your definition.
\n(7.5 \u2013 8.4 marks) You have paraphrased and discussed Watson\u2019s Caring Science.
\nThere are at least two (2) sources used in your definition.
\n(6.5 \u2013 7.4 marks) Your definition is a direct quote from a peer reviewed source.
\nThere is at least one (1) source used in your definition.
\n(5 \u2013 6.4 marks) You have not defined Watson\u2019s Caring Science.
\nThere are no sources used to support your definition.
\nAnd\/or your definition contains inaccuracies.
\n(0 \u2013 4.9 marks) \/10
\nCaritas Processes in Action
\nDefine three (3) of the Caritas Processes demonstrated in the video and describe how they can Help the Student Registered Nurse to create opportunities for caring moments to support safe care for the patient and
\nfamily.
\nInclude at least one (1) example from the scenario and at least one (1) source
\nin your response. You have examined three (3) Caritas Processes.
\nYou have examined how the Caritas Processes can Help the Student Registered Nurse to create opportunities for caring moments that support safe care for the patient and family.
\nThere are multiple examples from the scenario used in your response.
\nYou have used multiples sources in your response.
\n(25.5 \u2013 30 marks) You have explained three (3) Caritas Processes.
\nYou have explained how the Caritas Processes can Help the Student Registered Nurse to create opportunities for caring moments that support safe care for the patient and family.
\nThere are multiple examples from the scenario used in your response.
\nYou have used multiple sources in your response.
\n(22.5 \u2013 25 marks) You have discussed three (3) Caritas Processes.
\nYou have discussed how the Caritas Processes, can Help the student registered nurse to create opportunities for caring moments that support safe care for the patient and family.
\nThere are at least two (2) examples from the scenario used in your
\nresponse.
\nThere are at least two (2) sources used in your response.
\n(19.5 \u2013 22 marks) You have defined at least three (3) Caritas Processes.
\nYou have described how the Caritas Processes can Help the Student Registered Nurse to create opportunities for caring moments that support safe care for the patient and family.
\nThere is at least one
\n(1) examples from
\nthe scenario used in
\nyour response.
\nThere is at least one (1) source used in your response.
\n(15 \u2013 19 marks) You have defined less than three (3) Caritas Processes
\nYou have not described how the Caritas Processes can Help the Student Registered Nurse to create opportunities for caring moments that support safe care for the patient and family.
\nThere are no examples from the scenario in your response.
\nThere are no sources used in your response.
\nAnd\/or your discussion contains inaccuracies.
\n(0 \u2013 14.5 marks) \/30
\nDefine mindfulness in therapeutic communication
\nInclude at least one
\n(1) source in your
\nresponse. You have examined mindfulness in therapeutic communication.
\nYou have used multiple sources in your definition.
\n(8.5 – 10 marks) You have explained mindfulness in therapeutic communication.
\nYou have used multiple sources in your definition.
\n(7.5 – 8.4 marks) You have paraphrased and discussed mindfulness in therapeutic communication.
\nThere are at least two (2) sources used in your definition.
\n(6.5 – 7.4 marks) Your definition is a direct quote from a peer reviewed source.
\nThere is at least one (1) source used in your definition.
\n(5 – 6.4 marks) You have not defined mindfulness in therapeutic communication.
\nThere are no sources used in your definition.
\nAnd\/or your definition contains inaccuracies.
\n(0 \u2013 4.9 marks) \/10
\nMindfulness Communication in Action
\nDefine three (3) mindfulness communication techniques demonstrated in the video and describe how each could be applied in practice by the student Registered Nurse.
\nInclude at least one (1) example from the scenario and at least one (1) source
\nin your response. You have examined three (3) mindfulness communication techniques.
\nYou have examined how the techniques could be applied in practice by the student Registered Nurse.
\nThere are multiple examples from the scenario used in your response.
\nYou have used multiples sources in your response.
\n(25.5 – 30 marks) You have explained three (3) mindfulness communication techniques.
\nYou have explained how the techniques could be applied in practice by the student Registered Nurse.
\nThere are multiple examples from the scenario used in your response.
\nYou have used multiple sources in your response.
\n(22.5 – 25.4 marks) You have discussed three (3) mindfulness communication techniques.
\nYou have discussed how the techniques could be applied in practice by the student Registered Nurse.
\nThere are at least two (2) examples from the scenario used in your response.
\nThere are at least two (2) sources used in your response.
\n(19.5 – 22.4 marks) You have defined three (3) mindfulness communication techniques.
\nYou have described how the techniques could be applied in practice by the student Registered Nurse.
\nThere is at least one (1) example from the scenario used in your response.
\nThere is at least one (1) source used in your response.
\n(15 – 19.4 marks) You have defined less than three (3) mindfulness communication techniques.
\nYou have not described how the techniques could be applied in practice by the student Registered Nurse.
\nThere are no examples from the scenario in your response.
\nThere are no sources used in your response.
\nAnd\/or your discussion contains inaccuracies.
\n(0 – 14.9 marks) \/30
\nCommunicates Professionally (Academic writing and presentation).
\nLanguage features and structures are used to convey meaning effectively, clearly, unambiguously, concisely, and in a formal academic style, with few spelling, grammatical, or punctuation errors.
\nPresentation guidelines have been followed.
\n(8.5 \u2013 10 marks) Language features and structures are used to convey meaning effectively, clearly, unambiguously, and in a formal academic style, with occasional minor spelling, grammatical, or punctuation errors.
\nPresentation guidelines have been followed.
\n(7.5 \u2013 8.4 marks) The meaning is apparent to the reader, although text contains minor errors in spelling, grammar, word choice, and\/or structure, and lacks clarity occasionally.
\nPresentation guidelines have been followed.
\n(6.5 \u2013 7.4 marks) The meaning is apparent to the reader, although text contains many errors in spelling, grammar, word choice, and\/or structure, and lacks clarity occasionally.
\nPresentation guidelines have been followed and\/or 10% over or under the set word limit.
\n(5-6.4 marks) Presentation guidelines have not been followed with multiple errors.
\nFrequent, intrusive errors in spelling, grammar, punctuation, word choice and\/or structure prevent the meaning from being apparent to the reader.
\n(0 \u2013 4.5 marks) \/10
\nUses evidence to support and build knowledge in practice (Academic referencing).
\nThe assessment is supported by & related to a wide variety of peer reviewed references which include journal articles, professional manuals and documents, textbooks, and module readings.
\nReferencing is comprehensive, demonstrates academic integrity, and is error free for the APA 7th ed. style conventions.
\n(8.5 \u2013 10 marks) The assessment is supported by & related to a variety of peer reviewed references which include journal articles, professional manuals and documents, textbooks, and module readings.
\nReferencing is comprehensive, demonstrates academic integrity, and conforms to APA 7th ed. style conventions, with one or two errors.
\n(7.5 \u2013 8.4 marks) The assessment is supported by more than four (4) peer reviewed references from module readings, textbooks, and professional manuals and documents.
\nReferencing is comprehensive and mostly accurate according to APA 7th ed. style conventions.
\nUp to five (5) minor errors or omissions in style and formatting choices have no impact on the transparency and traceability of the source, or the demonstration of academic integrity.
\n(6.5 – 7.4 marks) The assessment is supported by at least four (4) peer reviewed references from module readings, textbooks, and professional manuals and documents.
\nReferencing is comprehensive and mostly accurate according to APA 7th ed. style conventions with few minor errors.
\nUp to ten (10) minor errors or omissions in style and formatting choices that have no impact on the transparency and traceability of the source, or the demonstration of academic integrity.
\n(5 – 6.4 marks) The assessment is supported by less than four (4) peer reviewed references from module readings, textbooks, and professional manuals and documents, and\/or no references are evident
\n_______________
\nEffective Interactions with Patients Using Mindfulness Techniques<\/p>\n
Mindfulness practices have gained increasing attention in the nursing field as a means to improve patient care and interactions. By cultivating qualities of presence, awareness, and compassion, nurses can better understand patients\u2019 experiences and needs. This paper will discuss how applying Watson\u2019s Caring Science model and specific mindfulness communication techniques, as seen in the video, can enhance patient interactions.
\nDefinition of Key Terms<\/p>\n
Watson\u2019s Caring Science model is a theoretical framework for nursing practice that emphasizes \u201chuman caring relationships based on compassion and love rather than objective tasks\u201d (Watson, 2008, p. 46). Mindfulness in a therapeutic context involves \u201cmaintaining a moment-by-moment awareness of one\u2019s thoughts, beliefs, bodily sensations, and emotions\u201d to fully attend to patients in a non-judgmental way (Kabat-Zinn, 2003, p. 145).
\nApplication of Watson\u2019s Caring Science
\nThree relevant Caritas Processes from the video are: 1) cultivating sensitivity to self and others, 2) developing helping-trusting caring relationships, and 3) engaging in genuine teaching-learning experiences (Watson, 2008). By reflecting on one\u2019s own emotions and biases, nurses can recognize patients\u2019 nonverbal cues and \u201ccare moments,\u201d like the patient\u2019s sigh in the video. This supports creating caring relationships where patients feel heard, aiding their recovery (Dossey & Keegan, 2016).
\nApplication of Mindfulness Techniques<\/p>\n
The video demonstrated compassion, active listening, and verbal\/non-verbal communication techniques. Compassion involves understanding patients\u2019 suffering non-judgmentally (Goetz et al., 2010). Active listening conveys full attention through maintaining eye contact, nodding, and verbal acknowledgments like \u201cmm-hmm\u201d (Barker, 2003). Mindful use of tone, volume, facial expressions and body language can communicate care and build trust as seen in the video nurse\u2019s interactions (Mosley, 2021). Nursing students can practice these techniques through roleplays and focusing on patients\u2019 emotional states.
\nConclusion<\/p>\n
By applying Watson\u2019s caring processes and specific mindfulness communication techniques shown in the video, nursing students can enhance therapeutic patient interactions. This supports creating an environment where patients feel heard, understood and comfortable sharing concerns, aiding their health outcomes. Future research should further explore how mindfulness training can be integrated into nursing curricula to strengthen these caring competencies.
\nReferences
\nBarker, L. (2003). Listen to me. American Journal of Nursing, 103(5), 112-113. https:\/\/doi.org\/10.1097\/00000446-200305000-00032<\/p>\n
Dossey, B. M., & Keegan, L. (Eds.). (2016). Holistic nursing: A handbook for practice. Jones & Bartlett Learning.
\nGoetz, J. L., Keltner, D., & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological bulletin, 136(3), 351. https:\/\/doi.org\/10.1037\/a0018807
\nKabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical psychology: Science and practice, 10(2), 144-156. https:\/\/doi.org\/10.1093\/clipsy.bpg016<\/p>\n