Reflection on Therapeutic Communication and ANSAT Tool in NRSG139

This report is a student's reflection on therapeutic communication within the context of a nursing course (NRSG139). The student utilizes the Gibbs reflective cycle to analyze their learning and experiences related to therapeutic communication skills, focusing on the application of the ANSAT tool's criteria for comprehensive assessment. The reflection covers the course's delivery, including the essentials of therapeutic communication, professional boundaries, and behavior management. It details the student's feelings before and after the course, evaluates the course's effectiveness, analyzes the impact of prior knowledge and course structure, and draws conclusions about the importance of verbal and non-verbal communication, cultural humility, and emotional intelligence. The report also outlines an action plan for future practice, emphasizing real-life scenarios, role simulations, and adherence to professional standards. The assignment highlights the key elements of therapeutic communication, including respect, emotional intelligence, self-awareness, and cultural humility, emphasizing their role in promoting patient health and well-being.

Running head: THERAPEUTIC COMMUNICATION 1
Therapeutic communication
Student’s name
Institutional affiliation
Due date

Therapeutic communication 2
Introduction
By definition, therapeutic communication is the face to face interaction between a patient
and a therapist which advances the emotional and physical wellbeing of the patient. Therapeutic
communication is therefore used by nurses and other healthcare providers to relay information
and provide support to patients. Therefore, therapeutic communication forms the core of
effective healthcare service delivery. The aim of this paper is to offer a reflection on therapeutic
communication using the Gibbs reflective cycle with link to the ANSAT tool, comprehensively
conducts assessment.
Description
The delivery of the course was direct and straightforward. I was able to learn the
essentials and the dos and don’ts of therapeutic communication. The issue of custodial actions
was also well elaborated on how to maintain professional boundaries to prevent changing the
nature of the nurse-patient relationships. Behavior management was also well articulated citing
the three components of behavior management which include the triggering factors, the behavior
itself and the consequences of the actions (Feo, Rasmussen, Wiechula, Conroy and Kitson,
2017). Discussion about the principles of therapeutic communication with colleagues was also
helpful in reinforcing the course learning. Different people assumed different roles in case
scenarios and we were supposed to engage them in therapeutic communication. We also
discussed the topic broadly in groups in order to help clarify and find the best ways to overcome
the challenges of non-committal, bias and other inconsistencies.
Feelings

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Prior to enrollment to the course, I had very scanty knowledge on therapeutic
communication. I was feeling rather confident because I had a good background in counseling
and I had learned about transference and countertransference being one of the reasons why it is
necessary to maintain professional boundaries. However, throughout the course, was feeling
fulfilled as I was able to learn with others and among my colleagues who made it exiting through
group discussions and role plays. After the class, my feelings were changed as I now started
feeling fulfilled. I felt equipped and strong and I also felt I had improved my communication
skills which would help me not only in patient communications but also in communicating with
my colleagues.
Evaluation
Generally the course went well. Everyone had a positive attitude towards this unit as
there was full class attendance from my colleagues and the lecturer was ever present and audible.
Class participation was also high and effective as people were able to ask questions on
practically anything. Colleagues were also able to answer some of the questions raised by peers
which showed that they had mastered the content. The discussion forums were also effective as
people were able to create different roles and also follow the principles to the latter. One of the
negative issues that was encountered is the fact that there was not enough time for interaction
with actual patients to evaluate the understanding of the topic and to have real life scenarios.
Analysis
The learning of the course was made effective by the fact that students had also been
exposed to the NMBA professional standards of practice that largely emphasize in efficient and
effective communication. The second NMBA standard states that nurses and midwifes should

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engage in therapeutic and professional relationships. This is mainly achieved through observing
professional boundaries, effective communication with respect of dignity, values, culture and
human rights. In addition, healthcare professionals are urged to respect patient autonomy and
legal capacity, to participate in collaborative practice and to foster a culture of safety and
learning (Ward 2009).
The topic was also successful as students also had prior knowledge of ANSAT behavioral
cues. According to Ossenberg, Dalton, and Henderson (2016), the cues also guide nurses and
midwifes on establishing and maintaining professional therapeutic communication. The fourth
cue urges healthcare providers to comprehensively conduct assessments. With regard to
therapeutic communication, healthcare workers are urged to ask questions effectively in order to
gain appropriate information. In addition, the workers are required to control the assessment
politely, in the appropriate time and being sensitive about patient’s varied needs. The success of
the course was also met due to the fact that the course was well structured topically, with
assessment questions that were detailed and to the point.
Conclusions
From the course, I was able to sharpen my communication skills both verbal and non-
verbal. Of particular interest to me was some of the hindrances and challenges encountered in
establishing and maintaining therapeutic communication. Key among the challenges and barriers
include patients’ sickness level and type of illness, emotional and stress levels, language
differences, nature of the relationship, cultural differences and age of the patient (Adams,
Mannix, and Harrington 2017). I was also able to learn that respecting the patient goes a long
way into understanding and appreciating cultural beliefs, legal rights and their personal values.
In addition, patients are entitled to their opinion and nurses should give them time to fully

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express themselves. In conclusion, I was also able to realize that the course could have been
delivered in a better way if there was enough interaction with real life scenarios. Lastly, I was
also able to learn sufficient skills that are necessary in the establishment of therapeutic
communication. These include, self-awareness, cultural humility and emotional intelligence
(Brownie, Scott, and Rossiter 2016).
Action plan
After realizing that it is extremely important to use real life scenarios, I will always
ensure that I use real life situations in all the courses. I have also come to learn the importance
and relevance of role simulation and discussion with peers which I will also introduce to my
other classes. I will also commit myself to learning and practicing the NMBA professional
standards, ANSAT behavioral cues and other relevant policy guidelines and laws as they
complement class work. Lastly, I will also commit myself to learning and practicing personal
values such as emotional intelligence, self-awareness and cultural humility as it not only
improves communication but also interpersonal therapeutic relationships.
Conclusion
The main aim of therapeutic communication is to promote the health of a patient and to
make them feel cared for and respected. It is essential for healthcare workers to assess a patients’
communication ability using both verbal and non-verbal communication skills. In addition, it is
worth noting that a patient’s communication behavior depends on different needs, health
condition and emotional state. Pillars of therapeutic communication include respect, emotional
intelligence, self-awareness and cultural humility. Respect includes understanding and
appreciating cultural beliefs, legal rights and their personal values.

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References
Adams, A. M. N., Mannix, T., & Harrington, A. (2017). Nurses' communication with families in
the intensive care unit–a literature review. Nursing in critical care, 22(2), 70-80.
Brownie, S., Scott, R., & Rossiter, R. (2016). Therapeutic communication and relationships in
chronic and complex care. Nursing Standard, 31(6), 54.
Feo, R., Rasmussen, P., Wiechula, R., Conroy, T., & Kitson, A. (2017). Developing effective
and caring nurse-patient relationships. Nursing Standard (2014+), 31(28), 54.
Ossenberg, C., Dalton, M., & Henderson, A. (2016). Validation of the Australian nursing
standards assessment tool (ANSAT): a pilot study. Nurse education today, 36, 23-30.
Ward, M. (2009). National school nursing professional practice standards. 2009 1st edition
2012 2nd edition.