CHAPTER 1: THERAPEUTIC COMMUNICATION

Therapeu�c Communica�on for Health Care Professionals, 5e Carol Tamparo, Wilburta (Solu�ons Manual All Chapters, 100% Original Verified, A+ Grade) 1 / 4

Solution and Answer Guide: Tamparo, Therapeutic Communication for Health Care Professionals, 5e, 2024, ISBN 9780357619018;

CHAPTER 1: THERAPEUTIC COMMUNICATION

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© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.Solution and Answer Guide Tamparo, Therapeutic Communication for Health Care Professionals, 5e, 2024, ISBN

9780357619018; Chapter 1: Therapeutic Communication

TABLE OF CONTENTS

Stop and Consider................................................................................................................ 1 Stop and Consider 1.1 ................................................................................................................ 1 Stop and Consider 1.2 ................................................................................................................ 2 Stop and Consider 1.3 ................................................................................................................ 2 Stop and Consider 1.4 ................................................................................................................ 3 Stop and Consider 1.5 ................................................................................................................ 3 Exercises ............................................................................................................................. 4 Exercise 1 ...................................................................................................................................... 4 Exercise 2 ..................................................................................................................................... 6 Exercise 3 ..................................................................................................................................... 6 Review Questions ............................................................................................................... 7 For Further Consideration .................................................................................................. 9 Case Studies ...................................................................................................................... 10 Case Study 1 .............................................................................................................................. 10 Case Study 2 .............................................................................................................................. 10

STOP AND CONSIDER

Stop and Consider 1.1

• Identify positive aspects of Mrs. Nelson’s treatment in the emergency

room.

Answer: Your information says that Mrs. Nelson was treated with care and

concern in the ER even though they were quite busy. Apparently, it had been difficult to stop the bleeding for Mrs. Nelson, but they were finally able to do so and gave instructions about seeing her PCP for follow-up.

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Solution and Answer Guide: Tamparo, Therapeutic Communication for Health Care Professionals, 5e, 2024, ISBN 9780357619018;

CHAPTER 1: THERAPEUTIC COMMUNICATION

2

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

• You are the clinical receptionist for Mrs. Nelson’s provider. What will

you say to Mrs. Nelson when she arrives? What will you do for her?

Answer: Answers will vary here, but the clinic receptionist should greet Mrs.

Nelson in a friendly and helpful manner, acknowledge her unfortunate injury, and get her in to see the PCP as soon as possible. If possible, have the lab check her blood levels if there is to be a delay and have the results ready for the PCP.

Stop and Consider 1.2

• What might Mrs. Nelson’s feelings be right now?

Answer: About now, Mrs. Nelson is more upset; she is not having positive feelings about either her PCP or the assistant who places a bandage over her bloody, matted hair. She feels as if she has been rushed in this treatment.

• Identify the positive actions in this case study.

Answer: It was positive that Mrs. Nelson was able to get her blood checked and

the wound rebandaged.

• Identify the negative actions in this case study.

Answer: It was negative in the manner in which she was treated, the wait she

endured, and the bandage placed over her bloody, matted hair. It appears that Mrs. Nelson is a very proud woman, and she is embarrassed by the mess in her hair.

Stop and Consider 1.3

• Contrast the communication style of the two providers giving Mrs. Nelson care.

Answer: The first PCP was only interested in her injury and felt the ER had done sufficient work to satisfy the situation. Her second PCP was interested in her first, and then in her physical condition. An inquiry was made regarding the accident and the outcome of her beloved pet.

• Has the provider lost a client? Explain your response.

Answer: It seems likely that the first PCP has lost a client.

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Solution and Answer Guide: Tamparo, Therapeutic Communication for Health Care Professionals, 5e, 2024, ISBN 9780357619018;

CHAPTER 1: THERAPEUTIC COMMUNICATION

3

© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.Stop and Consider 1.4

• What do you think of Elaine’s decision and her attitude?

Answer: This story will probably provide the first opportunity for you to

demonstrate therapeutic communication as your students choose one of three likely opinions. One opinion is that Elaine should never release her baby for adoption. Another opinion is that she should never have gotten herself into that situation. The third opinion is that Elaine made all the right decisions. Ask students if they could have been as therapeutic as the delivery room nurse. Ask how they would respond if they thought Elaine’s actions were wrong. As the instructor, remember that the classroom is no place for your bias or prejudice, either. You must model what you teach if students are to really grasp the message of therapeutic communication. Some students will be sympathetic to Elaine. Others will be disgusted. The key here will be to help students realize that in their care for others, they cannot allow their emotions to dictate the care they provide.

• Was the hospital staff therapeutic? Justify your response.

Answer: The hospital staff was very therapeutic. The nurse was especially so in

that she kept all doors open for Elaine during this process. It was also helpful that Elaine did not have to be around the other birth mothers. Perhaps the attorney has worked previously with this hospital in the process, but that is unknown.Stop and Consider 1.5

• How do you feel about the cell phone service?

Answer: This cell phone service is inefficient. Making a client repeat the same

information over again is not helpful to anyone.

• What is missing in this team’s communication?

Answer: There is no collaboration or cohesiveness in the communication.

This leaves the client in an awkward position.

• What might have occurred to make this professional and technical

communication cohesive and therapeutic?

Answer: The second service person should have known what the problem

was, had the possible solution, thanked the client for waiting, and set about creating a solution.

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