Caring Dialogue Case Discussion
Caring Dialogue Case Discussion
Caring Dialogue
This is an individual group discussion assignment.
Your readings and power point lectures focused on caring as the ethical foundation of nursing.
# 1What does this mean? #2 How does the ANA Code for Nurses guide our moral and ethical choices? #3 How does the Code fit into Caring as the ethical foundation of nursing? #4 How do you interpret your nursing situation within this ethical framework?#5 How does transcultural nursing influence ethical knowing/practice?#6 What is our obligation with regard to persons from #7another culture?
#8 Is cultural competence about discovering how different and yet how alike we all are?
#9 Is there a difference between being culturally competent and culturally sensitive? This will require you to spend some time researching cultural sensitivity.
Caring Dialogue Rubric (1)
Caring Dialogue Rubric (1)
This criterion is linked to a Learning OutcomeResponse to posed questions: thoughtfulness, demonstrated understanding
3.0 pts
Possible Points
0.0 pts
No Marks
3.0 pts
This criterion is linked to a Learning OutcomeResponse to colleague’s discussion
1.5 pts
Possible Points
0.0 pts
No Marks
1.5 pts
This criterion is linked to a Learning OutcomeGrammar/spelling/ references
0.5 pts
Possible Points
0.0 pts
No Marks
Barry, C. D. , Bozas, L; Carswell, J; Hurtado, M.; Keller, M,; Lewis, E.; Poole, K. & Tipton, B. (1998). Nursing an elementary school-age child provides insight into the Guatemalan Culture. Florida School Health Association Journal, Spring 1998, 29-36.
Martin. M. (2014). Transcultural advocacy and policy in the workplace. Journal of Nursing in Professional Development, 30(1), 29-33.
Roach, M. S. (1998). Caring ontology: Ethics and the call of suffering. International Journal for Human Caring, 2(2), 30-4. .
Roach, S. (1992). Caring: The human mode of being (revised ed.). Ottawa, CA: Canadian Hospital Association Press
Read: Chapter 3 & 4 – (Smith, Turkel & Wolf)
Also read the following articles attached here and included in the text:
Creating a Caring Practice Environment Through Self-Renewal-1.pdf (Chapter 28)
Love and Caring- Ethics of Face and Hand-1.pdf (Chapter 37)
Nursing Situation
Caring can be related to everything we do in this world because we interact with living things every day that requires nurture (Mayeroff, 1971). As a bedside nurse, I can experience caring throughout my twelve-hour work shifts. Nursing is a profession that was built on caring. Patients rely on nurses to provide care in a manner that is pleasing to them. A caregiver, while providing supportive care can instill a sense of strength. As nurses, we have an essential role to inspire hope in our patients, which can help them to create a positive feeling.
Mrs. EN, a 51-year-old Hispanic female, arrived at the hospital with complaints of back pain and shortness of breath. Mrs. EN was admitted to the hospital with a diagnosis of respiratory distress and sent to the telemetry floor where I was assigned to be her nurse. I received Mrs. EN as a patient on her second day of admission.In report, I was told that her chest x-ray, done in the ER, showed a mass in her left lung. The next day Mrs. EN was sent to have more tests done. The day shift nurse informed me that earlier today the doctor gave Mrs. EN the terrible news that she had lung cancer.
I tried to prepare myself to care for Mrs. EN mentally and I couldn’t imagine how I would be dealing with such a devastating diagnosis. Upon entering Mrs. EN’s room, I could hear that she was speaking on the phone sobbing relentlessly. The shades were pulled down, television was off, and it was a very gloomy atmosphere. Mrs. EN composed herself and told the person on the phone that her nurse was here and she would call them back. I introduced myself and then approached her cautiously, as I did not know how fragile she was. I felt torn inside because I knew she had just received horrible news and probably didn’t want to be bothered, but I still had my duties as her nurse.
As difficult as it was, I proceeded to ask Mrs. EN the standard questions of how she felt if she had any pain or any concerns. She just sat there quietly with tears filling her eyes and gazed at me, no words exchanged, just watching in silence. Something about the silence and the sadness in her face touched my heart. I pulled up a chair and sat next to her bed.Now sitting at the same eye level, I took her hand into mine and said in a very calm voice, pretend for one minute that I’m not your nurse, but that I am a friend and we can talk. The tears that she tried so desperately to hold back came streaming down her face. I assured her she should not feel embarrassed, that it was okay to cry.
As her tears flowed freely, she stated, I could not believe I have cancer. I never thought anything like this could happen to me. She began to tell me that she moved from Nicaragua 5 years ago, and her husband and two children are in Nicaragua. She said the possibility of not being able to send for them was unbearable. She couldn’t imagine leaving her kids without a mother or her husband without a wife. She lives alone, and most of her family is in Nicaragua. She said, “the whole situation just seemed so unfair.” I stayed with her allowing her to express all her concerns and fears.
Caring Concepts
I choose Roaches 6 c’s of caring with an emphasis on compassion, competence, and confidence (Roach, 1992).During our conversation, she asked me if I attended church and believed in God.I responded to her questioned and I’ve asked her if she could share more information with me about her religious background. I showed compassion by listening, being sensitive and respectful to her spiritual belief (Roach, 1992). I demonstrated competence by using my nursing assessment skills to research her religious affiliation (Roach, 1992).
She said she had been talking to her Pastor on the phone when I entered the room. Mrs. EN confessed that although she was very fearful of her condition that she still had her faith in God. She said speaking to her Pastor just reinforced to her that God does not put any obstacles in your life that you cannot overcome. It was like she had a revelation and stated although she was terrified of what may happen she knows it was Gods will and that she had hope for the future.She said it is her hope that will give her the strength to live on and fight this cancer.
Mrs. EN thanked me for taking the time to listen to her. She said my genuine display of caring also gave her hope that there would be other medical professionals just like me to help her in the road to recovery I informed Mrs. EN that our interaction touched my heart as well and our conversation was very inspirational.Confidence was portrayed by establishing a professional and trusting relationship from a simple conversation. The essence of caring in this nursing situation is hope.
Caring Dialogue Case Discussion
Caring Dialogue Case Discussion
Caring Dialogue Case Discussion
Ways of knowing
The Aesthetic knowing is required in the way providers (nurse practitioners) perceive the patient reality. As providers (Practitioners) we are not to judge. Empathy we must demonstrate empathy and offer hope to all patients including this particular patient. Empathy is an essential mode in coming to know the patients in the context of a unique particular. It is also cautioned that without empathy and consideration of the patient as a unique, integrated whole, nursing action may become a mechanical routine leading to dehumanized care (Barry, Gordon & King, 2015, pp.23).Caring allows providers to act as an advocate representing the patient, defending them and their relatives from dehumanization and suffering when they cannot do so themselves from such disease (Söderlund, 2013).
Barry C. D., Gordon, S. C., & King, B. M. (2015). Nursing case studies in caring:Across the practice spectrum.New York: Springer.
Mayeroff, M. (1971). On caring.NY: Harper.
Roach, S. (1992). Caring: The human mode of being (revised ed.) Ottawa, CA: Canadian Hospital Association Press.
Söderlund, M. (2013). A Concept of Caring Aiming at Health. International Journal for Human Caring.
EVALUATION: You will be evaluated for your developing understandings, reflections, integration, discussion of critical analyses, and creative inquiry in group discussions. You will also be evaluated for your contribution and responses to dialogue initiated by your colleagues. Two posts for each Module of study are required. One with your answers to the questions posed and citations to your learning resource and one in response to a classmate’s response. Use at least one reference for discussion, none required for responses. Limit direct quotes in discussion to no more than 2 sentences. No direct quotes in response.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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