Nursing Diagnosis: Risk for suicide.

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It will be carried out with two students working together. This is a “role play exercise,” in which one student is the student nurse, and the other will role play as a client. In this assignment, the nursing student will be demonstrating the therapeutic nurse-client relationship and analyzing the therapeutic and nontherapeutic techniques used. You will take turns in the roles.

This is not about always having therapeutic responses. It is about learning from practice and review. It is expected that you will think of other ways to respond or interact with the client that may be more therapeutic after the interaction is terminated. After the conversation is over, you will complete in IPR form.

The client roles are:
• Mr. Jones is a 69-year-old retired engineer. He was admitted to the in-patient psychiatric unit the previous day. His daughter had called the police when he locked himself in his bathroom and refused to come out. She thought he was suicidal. He was brought to the hospital by the police and was admitted on involuntary status. He has been reticent since admission but told his daughter he had no reason to live since his wife died.
• Diagnosis: Major Depressive Disorder
• Nursing Diagnosis: Risk for suicide.
• Mrs. Alvarez is a 34-year-old female who has lived in this country for the past 10 yrs. She is a stay at home mom with three small children. Her husband works two jobs to support the family. Lately, she has been extremely anxious and fears that her children will become ill or injured. This seems to be an unrealistic concern, but she has been unable to sleep well and has lost 15 lbs. in the past month. She is a voluntary admission and states she knows she needs help.
• Diagnosis: Generalized Anxiety Disorder
• Nursing Diagnosis: Ineffective coping

You will select the role you wish as a client and take turns switching roles. After the conversation, you will document the interactions using the form provided and following the guidelines instructions for each column.

IPR Form Explanation

The IPR is completed with the form to guide you, and the rubric to explain the grading process for content.

IPR Form

• The first column is for you, the nursing student’s, comments/ questions, and responses. You may want to include the introduction process. It is understandable if the initial conversation is more superficial to establish rapport. You may not want to include all of this but move on to the more focused interaction. Your nonverbal communication is included here.
• Then, the conversation will move to a focus on the client’s feelings, concerns, issues as he/she has identified them. After the introduction, it may be beneficial to establish with the client a short- term goal for the interaction.
• The second column is for the client’s comments, questions, responses. Also, the nonverbal reactions of the client are included in this column.
• The middle column is for you to write what you are thinking or feeling.

 

 

Sample Solution

f we reduce our philosophy and theory of mind to one excluding mental, we deduct the importance of experience in understanding a phenomenon. Jackson explains that “mental states are inefficacious in respect to the physical world” (Jackson). Qualia only impact other mental states rather than physical states. Jackson reiterates this by providing three reasons. The first being causality. Just because A follows B does not mean B can follow A. The B follows A hypothesis can be refuted by proving there is a common underlying causal process for each distinct effect. Second, Jackson uses evolution to prove his dualism. Polar bears have evolved to have a thick coat. This thickness makes the coat heavy. Thus, the polar bears experience what it is like to carry a heavy coat. This is clearly not conducive to survival. Therefore, from Darwin’s Theory we know that any evolved characteristics are either conducive to survival or a by-product of an evolutionary action that is conducive to survival. Jackson uses this support his argument against physicalism: “qualia are a by-product of certain brain processes that are conducive to survival” (Jackson). Third, Jackson emphasizes the relationships between how we know our minds through behavior. We only know about others’ minds through observing their behavior. So, we must ask: how can a person’s behavior accurately reflect that he has qualia unless they conclude that behavior is an outcome of qualia? This gives rise to the main weakness of Jackson’s view – there is no proper evidence for the refutation of epiphenomenal qualia. Another weakness of Jackson’s view is the lack of clarity of source. Where do these qualia come from? If not physical, then where? This brings into questions spirits and “upper powers,” such as God, the existence of which are heavily debated in the scientific community. Despite this, the validity of dualism (and the lack of proving dualism to be incorrect), is a strong argument and will continue to allow Jackson’s argument to be considered valid.

Because Jackson clearly refutes any existence of physicalism in his explanation of phenomenal q

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