4RasmussenMentalHealthFinalExamQuestionsand
answers Solved 2024-2025
EssentialsOfPsychiatricMentalHealthNursing(WaldenUniversity)
RasmussenMentalHealthFinalExamQuestio
nsandanswers|NewestRATED
A+
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, • Listening to and understanding the person in the context of the social setting of his or her
II II II II II II II II II II II II II II II II II
II life
• Listening for "false notes" (i.e., inconsistencies or things the patient says that need more
II II II II II II II II II II II II II II
II II
clarification
• Providing the patient
II
II with feedback about himself or herself of which the patient might be
II II II II II II II II II II II II
unaware
II
Restating - Repeats the main idea expressed. Gives the patient an idea of what has
IIII II IIIIII II II II II II II II II II II II II
II been communicated. If the message has been misunderstood, the patient can clarify it.
II II II II II II II II II II II II
Patient: "I can't sleep. I stay awake all night."II II II II II II II II
Nurse: "You have difficulty sleeping?"
II II II II
Patient: "I don't know ... he always has some excuse for not coming over or keeping our
II II II II II II II II II II II II II II II II
appointments."
II
Nurse: "You think he no longer wants to see you?"
II II II II II II II II II
Reflecting - Directs questions, feelings, and ideas back to the patient. Encourages the
IIII II IIIIII II II II II II II II II II II
Ipatient to accept his or her own ideas and feelings. Acknowledges the patient's right to
II II II II II II II II II II II II II II
have opinions and make decisions and encourages the patient to think of self as a
II II
capable II II II II II II II II II II II II II II
person.
II
Patient: "What should I do about my husband'saffair?"
II II II II II II II
Nurse: "What do you think you should do?"
II II II II II II II
Patient: "My brother spends all of my money andthenhasthenervetoaskformore."
II II II II II II II II
Nurse:"Youfeelangrywhenthishappens?"
Exploring - Examines certain ideas, experiences, or relationships more fully. If the
IIII II IIIIII II II II II II II II II II
patient chooses not to elaborate by answering no, the nurse does not probe or pry. In such
II II II II II II II II II II II II II II II II II
a case, the nurse respects the patient s wishes.
II II II II II II II II
"Tell me more about that."
II II II II
"Would you describe it more fully?" II II II II II
"Could you talk about how it was that you learned your mom was dying of cancer?"
II II II II II II II II II II II II II II II
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,Summarizing - Combines the important points of the discussion to enhance
IIII II IIIIII II II II II II II II II
understanding. Also allows the opportunity to clarify communications so that both nurse
I II II II II II II II II II II II
and patient leave the interview with the same ideas in mind.
I II II II II II II II II II II
"Have I got this straight?" II II II II
"You said that..." II II
"During the past hour, you and I have discussed..." II II II II II II II II
Giving premature advice - Assumes the nurse knows best and the patient cannot think
IIII II II II IIIIII II II II II II II II II II
II for self. Inhibits problem solving and fosters dependency.
II II II II II II II
"Getoutofthissituationimmediately."
Minimizing feelings - Indicates that the nurse is unable to understand or empathize with
IIII II II IIIIII II II II II II II II II II II
II the patient. The patient's feelings or experiences are being belittled, which can cause the
II II II II II II II II II II II II II
II patient to feel small or insignificant. II II II II II
Patient: "I wish I were dead." II II II II II
Nurse: "Everyone gets down in the dumps." II II II II II II
"I know what you mean."
II II II II
"You should feel happy you're getting better."
II II II II II II
"Things get worse before they get better." II II II II II II
Making value judgments - Prevents problem solving. Can make the patient feel guilty,
IIII II II II IIIIII II II II II II II II II
II angry, misunderstood, not supported, or anxious to leave.
II II II II II II II
"Howcomeyoustillsmokewhenyourwifehaslungcancer?"
Asking "why" questions - Implies criticism; often has the effect of making the patient feel
IIII II II II IIIIII II II II II II II II II II II
defensive
II
.
"Whydidyoustoptakingyourmedication?"
Boundaries - A well-defined therapeutic relationship allows for the establishment of
IIII II IIIIII II II II II II II II II
clear patient boundaries that provide a safe space through which the patient can explore
I II II II II II II II II II II II II II
feelings and treatment issues.
I II II II II
In reality, boundaries are at risk of blurring, and a shift in the nurse-patient partnership
II II II II II II II II II II II II II II
may lead to nontherapeutic dynamics. Examples of circumstances that can produce
I II II II II II II II II II II
blurring of boundaries include the following:
II II II II II II
• When the relationship slips into a social context
II II II II II II II II
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, • Whenthenurse'sneedsaremetattheexpenseofthepatient'sneeds
Warning signals that indicate a nurse may be blurring boundaries - • Overhelping: Doing
IIII II II II II II II II II II II IIIIII II II
II for patients what they are able to do themselves or going beyond the wishes or needs of
II II II II II II II II II II II II II II II II
II patients
• Controlling:Assertingauthorityandassumingcontrolofpatients"fortheirowngood"
• Narcissism: Having to find weakness, helplessness, and/or disease in patients to feel
II II II II II II II II II II II II
II helpful, at the expense of recognizing and supporting patients' healthier, stronger, and
II II II II II II II II II II II
II more competent features II II
Transference - The process whereby a person unconsciously and inappropriately
IIII II IIIIII II II II II II II II
displaces (transfers) onto individuals in his or her current life those patterns of behavior
I II II II II II II II II II II II II II
and emotional reactions that originated in relation to significant figures in childhood. The
I II II II II II II II II II II II II
patient may even say, "You remind me of my
I II " (mother, sister, father, brother) II II II II II II II II II II II II
Patient: "Oh, you are so high and mighty. Did anyone ever tell you that you are a cold,
II II II II II II II II II II II II II II II II II
unfeeling machine, just like others I know?"
II II II II II II II
Nurse: "Tell me about one person who is cold and unfeeling toward you." (In this example,
II II II II II II II II II II II II II II II
the patient is experiencing the nurse in the same way she did with significant other[s]
II II II II II II II II II II II II II II II
during her formative years. It turns out that the patient's mother was very aloof, leaving
II II II II II II II II II II II II II II II
her with feelings of isolation, worthlessness, and anger.)
II II II II II II II II
Countertransference - The tendency of the nurse to displace onto the patient feelings
IIII II IIIIII II II II II II II II II II II
II related to people in his or her past. II II II II II II II
Frequently, the patient's transference to the nurse evokes countertransference feelings in II II II II II II II II II II
the nurse.
II II
If the nurse feels either a strongly positive or a strongly negative reaction to a patient, the
II II II II II II II II II II II II II II II II
feeling most often signals countertransference in the nurse. One common sign of
II II II II II II II II II II II II
countertransference in the nurse is overidentification with the patient.
II II II II II II II II II
Pre-orientationphase-Prepworkpriortogoingtoclinicals
GettingthepatientschartandbeingacclimatedtotheirrecordPRIORtomeetingthem.
Orientationphase-Thefirsttimeyoumeetyourpatient.Interviewincludes:
-Establishing rapport II
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answers Solved 2024-2025
EssentialsOfPsychiatricMentalHealthNursing(WaldenUniversity)
RasmussenMentalHealthFinalExamQuestio
nsandanswers|NewestRATED
A+
Downloaded by david murimi ()
, • Listening to and understanding the person in the context of the social setting of his or her
II II II II II II II II II II II II II II II II II
II life
• Listening for "false notes" (i.e., inconsistencies or things the patient says that need more
II II II II II II II II II II II II II II
II II
clarification
• Providing the patient
II
II with feedback about himself or herself of which the patient might be
II II II II II II II II II II II II
unaware
II
Restating - Repeats the main idea expressed. Gives the patient an idea of what has
IIII II IIIIII II II II II II II II II II II II II
II been communicated. If the message has been misunderstood, the patient can clarify it.
II II II II II II II II II II II II
Patient: "I can't sleep. I stay awake all night."II II II II II II II II
Nurse: "You have difficulty sleeping?"
II II II II
Patient: "I don't know ... he always has some excuse for not coming over or keeping our
II II II II II II II II II II II II II II II II
appointments."
II
Nurse: "You think he no longer wants to see you?"
II II II II II II II II II
Reflecting - Directs questions, feelings, and ideas back to the patient. Encourages the
IIII II IIIIII II II II II II II II II II II
Ipatient to accept his or her own ideas and feelings. Acknowledges the patient's right to
II II II II II II II II II II II II II II
have opinions and make decisions and encourages the patient to think of self as a
II II
capable II II II II II II II II II II II II II II
person.
II
Patient: "What should I do about my husband'saffair?"
II II II II II II II
Nurse: "What do you think you should do?"
II II II II II II II
Patient: "My brother spends all of my money andthenhasthenervetoaskformore."
II II II II II II II II
Nurse:"Youfeelangrywhenthishappens?"
Exploring - Examines certain ideas, experiences, or relationships more fully. If the
IIII II IIIIII II II II II II II II II II
patient chooses not to elaborate by answering no, the nurse does not probe or pry. In such
II II II II II II II II II II II II II II II II II
a case, the nurse respects the patient s wishes.
II II II II II II II II
"Tell me more about that."
II II II II
"Would you describe it more fully?" II II II II II
"Could you talk about how it was that you learned your mom was dying of cancer?"
II II II II II II II II II II II II II II II
Downloaded by david murimi ()
,Summarizing - Combines the important points of the discussion to enhance
IIII II IIIIII II II II II II II II II
understanding. Also allows the opportunity to clarify communications so that both nurse
I II II II II II II II II II II II
and patient leave the interview with the same ideas in mind.
I II II II II II II II II II II
"Have I got this straight?" II II II II
"You said that..." II II
"During the past hour, you and I have discussed..." II II II II II II II II
Giving premature advice - Assumes the nurse knows best and the patient cannot think
IIII II II II IIIIII II II II II II II II II II
II for self. Inhibits problem solving and fosters dependency.
II II II II II II II
"Getoutofthissituationimmediately."
Minimizing feelings - Indicates that the nurse is unable to understand or empathize with
IIII II II IIIIII II II II II II II II II II II
II the patient. The patient's feelings or experiences are being belittled, which can cause the
II II II II II II II II II II II II II
II patient to feel small or insignificant. II II II II II
Patient: "I wish I were dead." II II II II II
Nurse: "Everyone gets down in the dumps." II II II II II II
"I know what you mean."
II II II II
"You should feel happy you're getting better."
II II II II II II
"Things get worse before they get better." II II II II II II
Making value judgments - Prevents problem solving. Can make the patient feel guilty,
IIII II II II IIIIII II II II II II II II II
II angry, misunderstood, not supported, or anxious to leave.
II II II II II II II
"Howcomeyoustillsmokewhenyourwifehaslungcancer?"
Asking "why" questions - Implies criticism; often has the effect of making the patient feel
IIII II II II IIIIII II II II II II II II II II II
defensive
II
.
"Whydidyoustoptakingyourmedication?"
Boundaries - A well-defined therapeutic relationship allows for the establishment of
IIII II IIIIII II II II II II II II II
clear patient boundaries that provide a safe space through which the patient can explore
I II II II II II II II II II II II II II
feelings and treatment issues.
I II II II II
In reality, boundaries are at risk of blurring, and a shift in the nurse-patient partnership
II II II II II II II II II II II II II II
may lead to nontherapeutic dynamics. Examples of circumstances that can produce
I II II II II II II II II II II
blurring of boundaries include the following:
II II II II II II
• When the relationship slips into a social context
II II II II II II II II
Downloaded by david murimi ()
, • Whenthenurse'sneedsaremetattheexpenseofthepatient'sneeds
Warning signals that indicate a nurse may be blurring boundaries - • Overhelping: Doing
IIII II II II II II II II II II II IIIIII II II
II for patients what they are able to do themselves or going beyond the wishes or needs of
II II II II II II II II II II II II II II II II
II patients
• Controlling:Assertingauthorityandassumingcontrolofpatients"fortheirowngood"
• Narcissism: Having to find weakness, helplessness, and/or disease in patients to feel
II II II II II II II II II II II II
II helpful, at the expense of recognizing and supporting patients' healthier, stronger, and
II II II II II II II II II II II
II more competent features II II
Transference - The process whereby a person unconsciously and inappropriately
IIII II IIIIII II II II II II II II
displaces (transfers) onto individuals in his or her current life those patterns of behavior
I II II II II II II II II II II II II II
and emotional reactions that originated in relation to significant figures in childhood. The
I II II II II II II II II II II II II
patient may even say, "You remind me of my
I II " (mother, sister, father, brother) II II II II II II II II II II II II
Patient: "Oh, you are so high and mighty. Did anyone ever tell you that you are a cold,
II II II II II II II II II II II II II II II II II
unfeeling machine, just like others I know?"
II II II II II II II
Nurse: "Tell me about one person who is cold and unfeeling toward you." (In this example,
II II II II II II II II II II II II II II II
the patient is experiencing the nurse in the same way she did with significant other[s]
II II II II II II II II II II II II II II II
during her formative years. It turns out that the patient's mother was very aloof, leaving
II II II II II II II II II II II II II II II
her with feelings of isolation, worthlessness, and anger.)
II II II II II II II II
Countertransference - The tendency of the nurse to displace onto the patient feelings
IIII II IIIIII II II II II II II II II II II
II related to people in his or her past. II II II II II II II
Frequently, the patient's transference to the nurse evokes countertransference feelings in II II II II II II II II II II
the nurse.
II II
If the nurse feels either a strongly positive or a strongly negative reaction to a patient, the
II II II II II II II II II II II II II II II II
feeling most often signals countertransference in the nurse. One common sign of
II II II II II II II II II II II II
countertransference in the nurse is overidentification with the patient.
II II II II II II II II II
Pre-orientationphase-Prepworkpriortogoingtoclinicals
GettingthepatientschartandbeingacclimatedtotheirrecordPRIORtomeetingthem.
Orientationphase-Thefirsttimeyoumeetyourpatient.Interviewincludes:
-Establishing rapport II
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