PROCESS RECORDING ACTIVITY Observation of Setting The student had introduced herself and stated the purpose of the

interview to the patient the evening prior to this process recording. Analysis and Reco endations (Identify what facilitated the exchange, what were barriers, and positive and negative aspects of the exchange) &acilitators' Introduced self the night before and stated purpose (urtains drawn between beds (lient relaxed and verbali%ed excitement about talking with student Turned T) off *oom had personal touches

This communication exchange took place at about 9 o clock in the morning. The patient, !rs. !., was in a semi"private room in bed number one which is the bed closest to the door. #s a conse$uence, the room was $uite noisy during the exchange since there were other health care workers coming in and out +arriers' of the room to attend to the other patient. The curtain was ,emi"private room with roommate present drawn between the beds to minimi%e the noise. !rs. !., *oom entered by care providers for bed however, re$uested that the door be left open in case someone .oisy and cramped space wanted to come in and visit. !rs. !. appeared rather relaxed /oor open0!rs. !. looking for visitors could prevent and verbali%ed that she was excited to be able to talk with a her full participation in interaction nursing student. The television was on when the student entered the room but was turned off, with permission, before the process recording began. The room itself was rather cluttered and cramped making it difficult for the student to maneuver in the room. !rs. !. also had balloons, flowers, and cards that added to the overall atmosphere of the room. Those items made the hospital room look warmer and more comfortable.

Intervie!er" (,tudent)

Intervie!ee" (!rs. !.)

Identify Co #nication Tec$ni%#e

34ood morning !rs. !. 2e re going to go ahead and start the short interview that we talked about yesterday, if that s okay with you.5 (using direct eye contact and a friendly tone of voice) ,tudent pulls up a chair and sits near the head of the bed at patient s eye level) 32ell, let s go ahead and get started. (using direct eye contact). 32hy don t you tell me how you feel about going home today15 39m"huh. (nodding head, using good posture)

3,ure, come on in. 6ou can 7ust go ahead and do anything you want, honey.5 (smiling)

8roviding Information

Analysis of Interaction (was techni$ue effective, why or why not1 2as there anything else that could have been explored1) Telling !rs. !. what she was doing would put her at ease and make her feel safe and secure.

,tudent positioned herself for active listening (,:;<*)

32ell (!rs. !. sighs) I have mixed feelings you see because I really would like to get home so I can work on my geneology records I ve been doing. +ut (pauses) I don t want to go home until I m completely better.
6ou see, I was in here before and I got this disease from the lady I was sharing the room with. I 7ust know I got it from sitting in the same armchair as her. Then, (sighs and frowns), when I got home I was sick. I started coughing and vomiting. I ended up right back here again (puts emphasis on again).

<nhances trust &acilitates communication (onveys interest and involvement <ye contact conveys sincerity, interest, and professionalism To seek information To allow client to take the lead in the conversation and give pertinent information

#sking relevant $uestions

(ontinued use of active listening

,tudent continues to nod intermittently as well as saying 3um"huh5 or 3yes5

9sing positive non"verbal messages lets client know student is interested 9se of paraphrasing or clarifying may have been helpful here

3,o, you really aren t sure you want to go home yet.5

3I (um) :h, I don t know. (pu%%led tone of voice and pu%%led look on face) 6ou see my daughter, she lives in ,pringfield, and takes care of my husband who has #l%heimer s /isease. ,he thinks that I ought to stay in here for a while longer to be sure I am better before I go home. ,he takes care of my husband in a home, you know, so she knows a lot about hospitals and stuff like that.

*eflecting and &ocusing

Trying to keep conversation focused !ay have needed to use a close"ended $uestion here to %ero in on only one area.

3=as your daughter been in to visit you since you ve been in the hospital15

8robing 3!ary15 (!rs. !. pauses) .o. +ut I have one son and three daughters you know. They re spread out all across the 9nited ,tates. !y son 7ust got out of the hospital with some prostate problems so he couldn t be here. =e s a lawyer too so he s very busy. #nd then there are the twins (chuckling). 2ell, they aren t really twins. They are 9 years apart but they look 7ust alike.5 (Interpreting Information and attempting refocusing was intent of the student) (hanging the sub7ect

Trying to keep conversation on track #n effective way to get more information but sometimes you get more information than you need &ocusing could have been helpful here 2ould be interesting to know what prompted this $uestion. If wanting to know why daughter wanted her to remain in the hospital, a more direct $uestion may have worked better.

3I see you ve gotten balloons 3!y son called me this and flowers all over there. +ut morning. =e is doing pretty no one has been in to visit15 good. =e 7ust got discharged yesterday. +ut my neighbor came to see me yesterday.5

(onversation was becoming idle, needed to ask something like 3=ow do you plan to manage when you go home15 or asking about the neighbor could be used to focus the conversation.

32ell good. It sounds like you ve been keeping pretty busy in here, then.5

3:h yes. #nd I am so glad. It is boring in here, you know.5

,ummari%ing

32ell my time is up. Thank 3:h you re welcome honey. Terminating interaction you for allowing me to talk (smiles) #lways glad to help a with you. (direct eye contact) I student. I hope I won t have hope all goes well for you at to come back here for a long home.5 time.5 EVA&'ATION

9sed to let !rs. !. know the conversation was near the end. /id not really summari%e key points +rought closure but was somewhat abrupt

(2hat is your overall impression of this communication exchange1 2as the goal of the interview achieved1 2ere there any recurring themes in the exchange1 2hat were the interviewers strengths or weaknesses1 2hat was the social value of this exchange1)

This process recording conveyed that the student was comfortable talking with !rs. !. It did convey some difficulty staying focused on the particular issue of concern. !rs. !. shared a lot of information that was not really relevant to what the student wanted to know. +eing comfortable and proficient with the use of paraphrasing, clarifying, and focusing may have helped the student gather the pertinent data needed with the client getting off the sub7ect. #ctive and attentive listening can give cues to what is really important to a client. In this interaction the client s family was very important to her. #ll in all the interaction was therapeutic, although the primary ob7ective of finding out how she felt about going home was never really met. &ollow"up $uestions were needed to guide the conversation back to that focus and get the information that was sought. The social interaction would have been beneficial to the client regardless of whether the main ob7ective was reali%ed or not. !y goals for further communication growth would be' >. ;earn to use additional techni$ues such as paraphrasing, clarifying, and focusing redirect conversation so I can achieve the intended information. -. ;earn to use a variety of techni$ues naturally without having to think about them.