Nursing Skills in Breaking Bad News

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

Table of Contents

Introduction
Personal Development Plan
Remote Supervision
Resources Required
Conclusion
References

Introduction

Delivering bad news is crucial in healthcare and must be handled with specific care and expertise. A nursing associate must approach the situation with the highest professionalism and care. It takes empathy, compassion, and good interpersonal and communication skills to break the bad news to patients and their loved ones (Coll & Maxwell, 2022). To manage this circumstance and comfort those affected by the news, a nursing associate needs to develop and hone these abilities.

Personal Development Plan

The first step in the personal development plan is to increase knowledge and understanding of the process of breaking bad news. This can be achieved through reading relevant literature, attending training sessions, and participating in workshops and seminars. Learning new information and developing existing knowledge and abilities is crucial for delivering bad news (Cassim et al., 2021). To strengthen their capacity to convey terrible news, nursing associates should participate in proper training and seminars, such as communication skills certification and supportive care programs (Ferrell et al., 2019). To deepen their comprehension of the procedure, the nursing associate should seek additional sources, such as books and articles, and attend workshops or participate in online training programs.

After gaining a comprehensive understanding of the process of breaking bad news, the newly registered nurse associate should identify the skills and areas of improvement that need to be developed. This can be done by evaluating their own performance when breaking bad news to patients, family members, or other healthcare professionals (von Blanckenburg et al., 2020). They can start by observing experienced nurses breaking bad news and gradually take on more responsibility for breaking bad news themselves. Knowledge of the best strategies and methods for conveying bad news is paramount (Fisseha et al., 2020). By becoming familiar with this protocol, a nursing associate may guarantee that they are managing the situation as suitably and effectively as possible by having a clear structure to follow while giving terrible news.

The next step is to establish clear and specific goals for breaking bad news. These goals should be achievable, measurable, and time-bound, and should be developed in collaboration with a mentor or supervisor. They can seek feedback from their colleagues, mentors, or supervisors and use it to identify areas for improvement and adjust their approach (Davies, 2022). To guarantee that the patient receives thorough and coordinated treatment, the nursing associate should collaborate with the patient’s interdisciplinary team, including the doctor and other medical experts.

Based on the identified skills and areas of improvement, the newly registered nurse associate should develop an action plan to achieve their goals. This action plan should include a detailed list of steps that need to be taken, including attending training sessions, practicing with simulated patients, and seeking feedback from mentors and colleagues. A nursing associate can accomplish this by asking coworkers and bosses for input. For instance, they can set a goal to learn more about the SPIKES protocol during the next three months or attend an active listening session within the following six months (Ferrell et al., 2019). A nursing assistant must also encourage self-reflection and self-care, which are crucial for preserving emotional stability and resilience.

Breaking bad news is a challenging task, and it is important for the newly registered nurse associate to seek support from colleagues, mentors, and supervisors. This support can take many forms, including participating in support groups, seeking guidance from experts, and receiving regular feedback (Ferrell et al., 2019). This may include access to counseling services, peer support groups, or other resources to help manage stress and maintain well-being (Alshami et al., 2020). A nursing associate must create a support system to sustain oneself during this trying experience.

The final step in the personal development plan is to reflect on the learning process and make any necessary changes to the plan. This reflection should include an evaluation of the newly registered nurse associate’s performance, an assessment of their strengths and weaknesses, and a consideration of what needs to be done to further develop their skills (Buller et al., 2019). They can reflect on what went well and what could have been done differently and use this reflection to inform their future practice.

Remote Supervision

From the perspective of a newly registered nursing associate, remote supervision refers to a form of supervision where the supervising nurse is not physically present with the nursing associate. Instead, the supervising nurse provides guidance, support, and feedback through remote communication methods such as phone calls, video conferencing, or emails. For a newly registered nursing associate, distant supervision can provide valuable professional development and growth opportunities.

In the personal development plan for breaking bad news, remote supervision can play an important role. For example, the nursing associate can have regular virtual meetings with their supervising nurse to discuss their progress and receive feedback on their communication skills and techniques (Davies, 2022). The supervising nurse can also provide resources and materials to help the nursing associate improve their skills and confidence when delivering bad news.

Furthermore, remote supervision can also provide opportunities for the nursing associate to observe and learn from the experiences of their supervising nurse, who may have more experience in breaking bad news and can offer guidance and support. This can be especially valuable for newly registered nursing associates looking to develop their clinical skills and gain confidence in their role as healthcare providers.

Resources Required

As a newly registered nurse associate, making a successful transition from student to skilled requires a combination of resources to help achieve one’s personal and adept development goals. Some of these resources include continuing education and professional development opportunities. This could include attending workshops, conferences, and courses related to nursing practice and current trends in healthcare (Ferrell et al., 2019). Another resource to be considered is mentorship and coaching. Having a mentor who is a seasoned nurse can provide valuable guidance and support during the transition period.

Additionally, coaching can help a nurse associate develop specific skills and improve performance. Maintaining networking opportunities is another resource that needs consideration. Joining professional organizations and attending events to connect with other nursing professionals can provide a supportive network, access to information and resources, and opportunities for professional growth (Alshami et al., 2020). Lastly, gaining hands-on experience by working with patients and observing experienced nurses is essential for a newly registered nurse associate. This helps them apply the knowledge and skills acquired during their education in a practical setting (Gutierrez-Sanchez et al., 2021). By accessing these resources, a newly registered nurse associate can build a solid foundation for professional development and career success.

Conclusion

Finally, by following the steps highlighted, newly registered nurse associates can develop their skills in breaking bad news and become more confident and effective in this critical aspect of their role as healthcare professionals. Therefore, any healthcare practitioner, notably a nursing associate, must be able to deliver terrible news. A nursing associate will be more prepared to handle this circumstance in a supportive and compassionate way by strengthening their interpersonal and communication skills, empathy and compassion, and support network. By incorporating remote supervision into their development plan, the nursing associate can receive guidance and support from their supervising nurse and develop their skills and confidence in delivering bad news. A nursing associate can make sure they can handle this scenario in the most effective and acceptable ways possible by defining clear, attainable goals and prioritizing self-care.

References

Alshami, A., Douedi, S., Avila-Ariyoshi, A., Alazzawi, M., Patel, S., Einav, S., Surani, S., & Varon, J. (2020). Breaking bad news, a pertinent yet still an overlooked skill: An International Survey Study. Healthcare, 8(4), 501. Web.

Anderson, B. (2019). Reflecting on the communication process in health care. Part 1: Clinical practice—breaking bad news. British Journal of Nursing, 28(13), 858–863. Web.

Buller, H., Virani, R., Malloy, P., & Paice, J. (2019). End-of-life nursing and education consortium communication curriculum for nurses. Journal of Hospice & Palliative Nursing, 21(2). Web.

Cassim, S., Kidd, J., Keenan, R., Middleton, K., Rolleston, A., Hokowhitu, B., Firth, M., Aitken, D., Wong, J., & Lawrenson, R. (2021). Indigenous perspectives on Breaking bad news: Ethical considerations for healthcare providers. Journal of Medical Ethics, 47(12). Web.

Coll, X., & Maxwell, S. (2022). Breaking bad news in mental health. Communication Skills in Mental Health Care, 109–121. Web.

Davies, A. (2022). Breaking bad news. Communication Skills for Surgeons, 55–61. Web.

Ferrell, B., Buller, H., Paice, J., Anderson, W., & Donesky, D. A. (2019). End-of-life nursing and education consortium communication curriculum for interdisciplinary palliative care teams. Journal of Palliative Medicine, 22(9), 1082–1091. Web.

Fisseha, H., Mulugeta, W., Kassu, R. A., Geleta, T., & Desalegn, H. (2020). Perspectives of protocol based Breaking Bad News among medical patients and physicians in a teaching hospital, Ethiopia. Ethiopian Journal of Health Sciences, 30(6). Web.

Gutierrez-Sanchez, D., García-Gámez, M., Leiva-Santos, J. P., & Lopez-Leiva, I. (2021). Instruments for assessing health professionals’ skills in breaking bad news: Protocol for a systematic review of measurement properties. BMJ Open, 11(8). Web.

von Blanckenburg, P., Hofmann, M., Rief, W., Seifart, U., & Seifart, C. (2020). Assessing patients’ preferences for breaking bad news according to the spikes-protocol: The mabban scale. Patient Education and Counseling, 103(8), 1623–1629. Web.

Click Here To Order Now!