keperawatan.ums.ac.idkeperawatan.ums.ac.id/wp-content/uploads/sites/77/2020/... · Web viewPRE-INTERACTION PHASE (5%) 1 4 Students are able to ascertain and choose the type of communication

OSCA RUBRICNURSING COMMUNICATION

NURSING COMMUNICATION LABORATORY PRACTICE“ASSESSMENT OF COMMUNICATION IN CHILD

PATIENTS”

Procedure of Action

No Rated Aspects Wei

ghtsImplementation

Total Score 1 2 3 4

A PRE-INTERACTION PHASE (5%)

1 Obtaining available information about clients. Checking patient medical records, diagnoses, and nursing planning. Nurses and patient readiness

5

2 Preparing tools such as games that will be used as communication media

10

3 Creating an environment for establishing trust and relationships (greetings, calling patients’ names)

5

4 Establishing contracts for interventions that specify the expectations and responsibilities of both nurses and clients including the time and topic of the

10

Name :__________________

St. No. :__________________

meeting5 Assessing patient readiness

(here and now)C WORKING PHASE (70%)6 a. Saying Basmalah 2

Using simple statements easily understood by patients

8

7 Using options to determine treatments

10

8 Not using negative sentencesUsing images in assessing signs and symptoms of the patients

5

9 Using open-ended questions 10ATTITUDE ASSESSMENT INSTRUCTIONS

10

Using therapeutic communication techniques, such asreinforcement, broad opening, focusing,etc.

10

11

Using elaboration sentences during communication with patients

5

12

Demonstrating the attitudes of therapeutic communication relationships including showing rapport, trust, respect, and empathy

5

D TERMINATION PHASE

(10%)13

Using giving recognition techniques to examine patient feelings objectively and subjectively

5

14

Concluding the results of the meeting, followed by making a contract for the next meeting, including the time and topic to be discussed

5

a. Saying Hamdalah 2TOTAL 100

NB: Passed Score: 70

Surakarta, ___ January, 2019

Observer,

UNIVERSITAS MUHAMMADIYAH SURAKARTAFACULTY OF HEALTH SCIENCENURSING STUDY PROGRAM

MARKING SCHEME AND RUBRIC ASSESSMENT FORMATCOURSE CODE COURSE GROUP CREDIT

(SKS)SEMESTER

Communication Laboratory in Nursing

Kep 308302 General Course 2 3

Learning Outcomes

CPL-STUDY PROGRAMP1 Explaining the concept of nursing scienceP2 Analyzing cultural diversity, views, religions, and beliefs, in providing

careKU3 Applying therapeutic communication concepts and techniques in

providing nursing careKK5 Demonstrating collaboration with the health team in providing nursing

care for changes in unexpected client conditions quickly and accurately, and reporting the conditions and care actions to the person in charge of the care

CP-COURSEM1 Students are able to analyze general communication concepts in

fostering interpersonal relationships with individuals in a variety of situations and conditions.

M2 Students are able to practice effective communication concepts in fostering interpersonal relationships.

M3 Students are able to analyze the factors that influence communication.M4 Students are able to analyze the influence of socio-cultural background

in communication.M5 Students are able to analyze the concept of communication in the

context of health services, especially multidisciplinary.M6 Students are able to analyze trends and issues in health

communication.M7 Students are able to simulate effective communication in interpersonal

relationships with clients, families, and groups.M8 Students are able to simulate effective communication in

relationships between nurses and other health workers.

RUBRIC TITLE : COMMUNICATION ASSESSMENT IN CHILD PATIENTSCOURSE :NURSING COMMUNICATION

Competency NumberScor

eRUBRIC GUIDES

PRE-INTERACTION PHASE (5%)

1 4 Students are able to perform all indicators of:

a. Students conduct assessments to obtain available information about clients.

b. Students check the medical records of the patients

c. Formulating nursing diagnoses and planning according to the cases

d. Nurses and patients are ready with the patients’ indicators agreeing, and nursesare ready to take nursing actions

3 Students are able to perform 3 indicators of:

a. Students conduct assessments to obtain available information about clients.



d. Nurses and patients are ready with the patients’ indicators agreeing, and nurses are ready to take nursing actions


a. Students conduct assessments to obtain available information about clients



d. Nurses and patients are ready with the patients’ indicators

agreeing, and nurses are ready to take nursing actions

1 Students are unable to perform allindicators or perform only one indicator of:

a. Students do not conduct assessments to obtain available information about clients, or the assessments do not match the case format.

b. Students do not check the medical records of the patients.

c. Students do not formulate nursing diagnoses and planning appropriate to the cases, or the planning is inappropriate.

d. Nurses and patients are not ready and confused.

ORIENTATION PHASE (15%)2 4 Students are able to prepare

appropriate and complete tools or games that will be used as communication media

3 Students prepare appropriate but incomplete tools or games that will be used as communication media

2 Students prepare inappropriate tools or games that will be used as communication media

1 Students do not prepare appropriate tools or games that will be used as communication media


a. Students are able to create a comfortable environment withindicators of sufficient lighting, a calm atmosphere, and a clean place.

b. Students are able to create a supportive atmosphere to increase patient confidence with indicators of students taking action to greet and call the names of the patients.completely and perfectly.

3 Students are able to perform 2

indicators of:a. Students are able to create a

comfortable environment withindicators of sufficient lighting, a calm atmosphere, and a clean place.

b. Students are able to create a supportive atmosphere to increase patient confidence with indicators of students taking action to greet and call the names of the patients.incompletely and imperfectly.

2 Students are able to perform 1 indicator of:


b. Students are able to create a supportive atmosphere to increase patient confidence with indicators of students taking action to greet and call the names of the patients.

1 Students are unable to perform all indicators of:


b. Students are able to create a supportive atmosphere to increase patient confidence with indicators of students taking action to greet and call the names of the patients.


a. Students are able to make intervention contracts in detail on the expected outcome criteria.

b. Students are able to perform the responsibilities of nurses and clients with indicators of conducting:

i) Time contract, ii) Discussion on the topic

of the meetingcompletely and perfectly.

3 Students are able to perform all indicators of:

a. Students are able to makeintervention contracts in detail on the expected outcome criteria.

b. Students are able to perform the responsibilities of nurses and clients with indicators of conducting time contracts and discussions on the topic of the meeting.

incompletely and imperfectly.2 Students are able to perform all

indicators of:a. Students are able to make

intervention contracts in detail on the expected outcome criteria.


c. incompletely and imperfectly1 Students are unable to perform all

indicators of:a. Students are able to

makeintervention contracts in detail on the expected outcome criteria.



a. Students conduct assessments on patient readiness.

b. Students mention indicators of patient readiness by asking about patient willingness,

including time and placecompletely and perfectly.



b. Students mention indicators of patient readiness by asking about patient willingness, including time and place

incompletely and imperfectly.2 Students are able to perform one

indicator of:a. Students conduct assessments

on patient readiness.b. Students mention indicators of

patient readiness by asking about patient willingness, including time and place.



b. Students mention indicators of patient readiness by asking about patient willingness, including time and place.

WORKING PHASE (70%)6

. 4 Students are able to say basmalah

and use simple statements easily understood by patients.

3 Students are able to say basmalah and use simple statements.

2 Students are able to say basmalah but unable to use simple statements easily understood by patients.

1 Students are unable to say basmalah and use simple statements easily understood by patients.

7 4 Students are able to offer and use options to determine treatments

precisely.3 Students use options to determine

treatments precisely.2 Students are less precise in using

options to determine treatments.1 Students do not use options to

determine treatments precisely.8 4 Students act by not using negative

sentences.321 Students act but still use negative

sentences.9 4 Using images in assessing signs and

symptoms of patients321 Not using images in assessing signs

and symptoms of patients10 4 Using open-ended questions

321 Not using open-ended questions

ATTITUDE ASSESSMENT INSTRUCTIONS

11 4 Students perform all indicators of:a. Students are able to apply

therapeutic communication techniques,

b. Students are able to perform various types of therapeutic communication such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.

c. Students use closed-ended questions to patients.

precisely, completely and in detail.3 Students perform all indicators of:

a. Students are able to apply therapeutic communication techniques,



incompletely and not in detail.2 Students perform 2 indicators of:

a. Students are able to apply therapeutic communication techniques,



1 Students perform 2 indicators of:a. Students are able to apply




12 4 Students are able to use elaboration sentences during conversations with patients.

321 Students are unable to elaborate

sentences during conversations with patients.

13 4 Students are able to demonstratethe attitudes of therapeutic relationshipswith indicators of:

1) Rapport attitudes by not crossing legs and arms and sitting or standing at the same height as the patients

2) The attitudes of therapeutic relationships, there is distance and eye contact with patients

3) Showing respect for patients4) Showing empathy5) Showing trust

3 Students are able to demonstrate 3 of the attitudes of therapeutic relationships with indicators of:




2 Students are able to demonstrate 2 of the attitudes therapeutic relationships with indicators of:



3) Showing respect for patients

4) Showing empathy5) Showing trust

1 Students lack the attitudes of therapeutic relationships:

1) Not demonstrating rapport attitudes by crossing legs and arms and sitting or standing not at the same height as the patients

2) Not demonstrating the attitudes of therapeutic relationships, no distance and eye contact with patients

3) Not showing respect for patients

4) Not showing empathy5) Not showing trust

TERMINATION PHASE (10%)

14 4 Students are able to use giving recognition techniques to examine patient feelings objectively and subjectively.

321 Students do not use giving

recognition techniques to examine patient feelings objectively and subjectively.

15 4 Students perform all indicators of:a. Students are able to conclude

the results of the meeting.b. Students make a time contract

for the next meeting.c. Students plan the time and

topic of discussion for the next meeting.

d. Students say hamdalah.precisely, completely and in detail.

3 Students perform all indicators of:a. Students are able to conclude




d. Students say hamdalah.incompletely and not in detail.

2 Students perform 2 indicators of:a. Students are able to conclude




d. Students say hamdalah.1 a. Students are unable to

conclude the results of the meeting.

b. Students do not make a time contract for the next meeting.

c. Students do not plan the time and topic of discussion for the next meeting.

d. Students do not say hamdalah.

NURSING COMMUNICATION LABORATORY PRACTICE“ASSESSMENT OF COMMUNICATION IN ADULT

PATIENTS”

Procedure of Action


ghtsImplementation

Total Score 1 2 3 4


1 Obtaining available information about clients. Checking patient medical records, formulating nursing diagnoses and planning. Nurses and patients readiness

5

B ORIENTATION PHASE (15%)

2 Creating a comfortable environment and atmosphere that supports the trust of patients (greeting and calling the names of the patients)

5

3 Creating detailed intervention contracts on the expected outcomes and the responsibilities of nurses and clients, including time contracts and meeting topics.

7

4 Assessing patient readiness 3

Name :__________________

St. No. :__________________

(here and now)C WORKING PHASE (70%)5 b. Saying Basmalah 2

c. Discussing the implementation of nursing that will be applied to patients.

8

6 Explaining the procedure of action

10

7 Asking patients’ responses after the procedure of action is explained.

8 Providing opportunities for patients to approve nursing actions.

5

9 Observing patients’ responses to the nursing actions taken

10

10

Observing patients’ nonverbal communication and expression

5


11

Using therapeutic communication techniques, such as reinforcement, broad opening, focusing, etc.

10

12

Using elaboration sentences during conversations with patients

5

13

Demonstrating the attitudes of therapeutic relationships including rapport, therapeutic relationships, respect, empathy, and trust

5

D TERMINATION PHASE (10%)

14

Using giving recognition techniques to examine patient feelings objectively and subjectively

5

15

b. Concluding the results of the meeting,followed by making a time contract for the next meeting including the time and topic of discussion

3

c. Saying Hamdalah 2TOTAL 100


Surakarta, ___2020

Observer,



(SKS)SEMESTER



Learning Outcomes

CPL-STUDY PROGRAMP1 Explaining the concept of nursing scienceP2 Analyzing cultural diversity, views, religions, and beliefs, in

providing caresKU3 Applying therapeutic communication concepts and techniques

in providing nursing careKK5 Demonstrating collaboration with health team in providing

nursing care for changes in unexpected client conditions quickly and accurately and reporting the conditions and care actions to the person in charge of the care

CP-COURSEM1 Students are able to analyze general communication concepts

in fostering international relationships with individuals in a variety of situations and conditions.

M2 Students are able to practice effective communication concepts fostering interpersonal relationships.

M3 Students are able to analyze the factors influencing communication.

M4 Students are able to analyze the influence of socio-cultural background in communication.

M5 Students are able to analyze the concept of communication in the context of health services, especially multidisciplinary.

M6 Students area able to analyze trends and issues in health communication.

M7 Students are able to simulate effective communication in interpersonal relationships with clients, families, and groups

M8 Students are able to simulate effective communication in relationships between nurse and other health workers.

RUBRIC TITLE : COMMUNICATION ASSESSMENT IN ADULT PATIENTSCOURSE :NURSING COMMUNICATION

Competency No.Score RUBRIC GUIDES

PRE-INTERACTION PHASE (5%)


e. Students conduct assessments to obtain available information about clients.

f. Students check the medical records of the patients.

g. Formulating nursing diagnoses and planning according to the cases

h. Nurses and patients are ready with the patients’ indicators agreeing, and nurses are ready to take nursing actions




g. Formulating nursing diagnoses and planning according to the cases





g. Formulating nursing diagnoses

and planning according to the cases


1 Students are unable to perform all indicators or perform only one indicator of:

e. Students do not conduct assessments to obtain available information about clients, or the assessments do not match the case format.

f. Students do not check the medical records of the patients.

g. Students do not formulate nursing diagnoses and planning appropriate to the cases, or the planning is inappropriate.

h. Nurses and patients are not ready and confused.

ORIENTATION PHASE (15%)2 4 Students are able to perform all

indicators of:c. Students are able to create a

comfortable environment with indicators of sufficient lighting, a calm atmosphere, and a clean place.

d. Students are able to create a supportive atmosphere to increase patient confidence with indicators of students taking action to greet and call the names of the patients.

completely and perfectly.3 Students are able to perform 2

indicators of:c. Students are able to create a


d. Students are able to create a supportive atmosphere to increase patient confidence

with indicators of students taking action to greet and call the names of the patients.

incompletely and imperfectly.2 Students are able to perform 1

indicator of:c. Students are able to create a




c. Students are able to create a comfortable environment with indicators of sufficient lighting, a calm atmosphere, and a clean place.



c. Students are able to make intervention contracts in detail on the expected outcome criteria.

d. Students are able to perform the responsibilities of nurses and clients with indicators of conducting:iii) Time contract, iv) Discussion on the topic

of the meetingcompletely and perfectly.


c. Students are able to make intervention contracts in detail on the expected outcome

criteria. d. Students are able to perform

the responsibilities of nurses and clients with indicators of conducting time contracts and discussions on the topic of the meeting.

incompletely and imperfectly.2 Students are able to perform all

indicators of:c. Students are able to make


d. Students are able to perform the responsibilities of nurses and clients with indicators of conducting time contracts and discussions on the topic of the meeting.

e. incompletely and imperfectly1 Students are unable to perform all

indicators of:c. Students are able to make


d. Students are able to perform the responsibilities of nurses and clients with indicators of conducting time contracts and discussions on the topic of the meeting.


c. Students conduct assessments on patient readiness.

d. Students mention indicators of patient readiness by asking about patient willingness, including time and place

completely and perfectly.3 Students are able to perform all

indicators of:c. Students conduct assessments

on patient readiness.d. Students mention indicators of

patient readiness by asking about patient willingness,

including time and placeincompletely and imperfectly.

2 Students are able to perform one indicator of:







. 4 Students are able to discuss all

nursing implementations that will be applied to patients completely and perfectly.

3 Students are able to mention all nursing implementations that will be applied to patients but not discussed.

2 Students are only able to mention one nursing implementation.

1 Students are unable to mention and discuss all nursing implementations that will be applied to patients completely and perfectly.

6 4 Students are able to explain the procedure of actioncompletely and in a structured way.

3 Students mention the procedure of action completely but not in a structured way.

2 Students mention the procedure of action only.

1 Students are unable to mention the procedure of action.

7 4 Students act by asking patients’ responses tothe procedure of action explained.

321 Students do not ask patients’

responses to the procedureof action explained.

8 4 Providing opportunities for patients to give consent to nursing actions.

321 Not providing opportunities for

patients to give consent to nursing actions.

9 4 Observing patients’ responses to the nursing actions taken.

321 Not observing patients’ responses to

the nursing actions taken.10 4 Students perform all indicators of:

a. Observing communication thoroughly from the beginning to the end by making a resume and conducting a review

b. Observing patients’ nonverbal expression

precisely and completely.3 Students perform all indicators of:

a. Students observe

communication thoroughly from the beginning to the end.

b. Students make a resume and conduct a review of the observation results.

c. Students observe patients’ nonverbal expressions.

incompletely.2 Students perform 2 indicators of:

a. Students observe communication thoroughly from the beginning to the end.



1 Students perform one indicator of:a. Students observe

communication thoroughly from the beginning to the end.




11 4 Students perform all indicators of:d. Students are able to apply


e. Students are able to perform various types of therapeutic communication, such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.

f. Students use closed-ended questions to patients.


d. Students can maximally apply therapeutic communication techniques,

e. Students can maximally

perform various types of therapeutic communication, such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.



d. Students can maximally apply therapeutic communication techniques,

e. Students can maximally perform various types of therapeutic communication, such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.


1 Students perform one indicator of:d. Students can maximally apply


e. Students can maximally perform various types of therapeutic communication, such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.


12 4 Students are able to use elaboration sentences during conversations with patients.

321 Students are unable to use

elaboration sentences during conversations with patients.

13 4 Students are able to demonstrate

the attitudes of therapeutic relationships with indicators of:













6) Not demonstrating rapport attitudes by crossing legs and arms and sitting or standing not at the same height as the

patients7) Not demonstrating the

attitudes of therapeutic relationships, no distance and eye contact with patients

8) Not showing respect for patients

9) Not showing empathy10) Not showing trust


14 4 Students are able to use giving recognition techniques to examine patient feelings, objectively and subjectively.

321 Students do not use giving

recognition techniques to examine patient feelings, objectively and subjectively.

15 4 Students perform all indicators of:e. Students are able to conclude

the results of the meeting.f. Students make a time contract

for the next meeting.g. Students plan the time and



e. Students are able to conclude the results of the meeting.

f. Students make a time contract for the next meeting.

g. Students plan the time and topic of discussion for the next meeting.


e. Students are able to conclude the results of the meeting.

f. Students make a time contract for the next meeting.

g. Students plan the time and topic of discussion for the next meeting.

1 e. Students are unable to conclude the results of the meeting.

f. Students do not make a time contract for the next meeting.

g. Students do not plan the time and topic of discussion for the next meeting.

NURSING COMMUNICATION LABORATORY PRACTICE“ASSESSMENT OF COMMUNICATION IN ELDERLY

PATIENTS”

Procedureof Action


ghtsImplementation

Total Score 1 2 3 4

A PRE-INTERACTION PHASE(5%)

1 Ascertaining the type of communication strategy that will be applied based on the vignette

5

2 Preparing appropriate nursing tools as communication media (e.g.,images, pens, paper, etc.)

5

B ORIENTATION PHASE (15%)

3 Making contracts for interventions which detail the expectations and responsibilities of nurses and clients, including the time and topic of the current meeting

5

4 Demonstrating effective listening skills and be able to conduct assessments and provide information using verbal, nonverbal, appropriate body language (nodding, smiling, and immediately)

7

C WORKING PHASE (70%)5 d. Saying Basmalah 2

Name :__________________

St. No. :__________________

e. Discussing the implementation of nursing that will be applied to patients.

8

6 Using options or several tools to provide care

8

7 Using images to assess signs and symptoms

8

8 Using elaboration sentences during conversations with patients

8

9 Demonstrating the ability of respect effectively, efficiently and developing therapeutic relationships to patients and their families

8

10

Using therapeutic communication techniques, such asreinforcement, broad opening, focusing, and etc.

8

D TERMINATION PHASE (10%)

11

Summarizing the results of the meeting and proceed to make an appointment for the next meeting, including time and topic

8

12 Saying Hamdalah 2

TOTAL 100NB: Passed Score: 70

Surakarta, ___ January 2019

Observer,


FORMAT PENILAIAN MARKING SCHEME DAN RUBRICCOURSE CODE COURSE GROUP CREDIT

(SKS)SEMESTER



Learning Outcomes

CPL-STUDY PROGRAMP1 Explaining the concept of nursing scienceP2 Analyzing cultural diversity, views, religions, and beliefs in

providing careKU3 Applying therapeutic communication concepts and techniques in

providing nursing careKK5 Demonstrating collaboration with the health team in providing

nursing care for changes in unexpected client conditions quickly and accurately and reporting the conditions and care actions to the person in charge of care

CP-COURSEM1 Students are able to analyze general communication concepts in

fostering interpersonal relationships with individuals in a variety of situations and conditions.


M3 Students are able to analyze the factors that influence communication.



M6 Students are able to analyze trends and issues in health communication.

M7 Students are able to simulate effective communication in interpersonal relationships with clients, families, and groups.

M8 Students are able to simulate effective communication in relationships between nurses and other health workers.

RUBRIC TITLE : COMMUNICATION ASSESSMENT IN ELDERLY PATIENTSCOURSE :NURSING COMMUNICATION

Competency NumberScore

RUBRIC GUIDESPRE-INTERACTION PHASE (5%)

1 4 Students are able to ascertain and choose the type of communication strategy that will be applied based on the vignette.

3

2

1 Students do not ascertain the type of communication strategy that will be applied based on the vignette and the implementation is imperfect


a) Preparing appropriate nursing toolsb) Preparing communication media (e.g.,

images, pens, paper, etc.)c) Preparing a comfortable room setting

precisely and completely.3 Students are able to perform all indicators

of:a) Preparing appropriate nursing toolsb) Preparing communication media (e.g.,


imperfectly.2 Students are able to perform 2 indicators

of:a) Preparing appropriate nursing toolsb) Preparing communication media (e.g.,


1 Students are unable to perform all indicators or perform only one indicator of:

a) Preparing appropriate nursing toolsb) Preparing communication media (e.g.,

images, pens, paper, etc.)

c) Preparing a comfortable room settingORIENTATION PHASE (15%)


e. Students are able to make an intervention contract of the expected outcome criteria in detail

f. Students are able to perform the responsibilities of nurses and clients with indicators of conducting:v) Time contract,vi) Discussion on the topic of the

meetingprecisely and perfectly.


e. Students are able to make an intervention contract of the expected outcome criteria in detail

f. Students are able to perform the responsibilities of nurses and clients with indicators of conducting time contracts and discussion on the topic of the meeting

incompletely and imperfectly.2 Students are able to perform all indicators

of:e. Students are able to make an

intervention contract of the expected outcome criteria in detail


g. incompletely and imperfectly1 Students are unable to perform all

indicators of:e. Students are able to make an

intervention contract of the expected outcome criteria in detail


4 4 Demonstrating effective listening skills and is able to conduct assessments and provide information using verbal, nonverbal,

appropriate body language (nodding, smiling, and immediately). Performed perfectly

3 Demonstrating verbal/nonverbal communication but performed imperfectly and needs improvement in the communication process

2 Demonstrating verbal/nonverbal communication at least 2 items

1 Not demonstrating effective listening skills and is able to conduct assessments and provide information using verbal, nonverbal, appropriate body language (nodding, smiling, and immediately)


. 4 Students are able to say basmalah and

discuss all nursing implementations that will be applied to patients completely and perfectly.

3 Students are able to say basmalah and mention to mention all nursing implementations that will be applied to patients but not discussed.

2 Students are able to say basmalah and can only mention one nursing implementation.

1 Students do not say basmalah and are unable to mention and discuss nursing implementations that will be applied to patients completely and perfectly.

6 4 Using options and several tools to provide care

3 Using options and incomplete tools2 Using options1 Not using options

7 4 Using images in assessing signs and symptoms

3

21 Not using images in assessing signs and

symptoms8 4 Using elaboration sentences andtherapeutic

communication techniques during conversations with patients

321 Not using elaboration sentences and

therapeutic communication techniques duringconversations with patients

9 4 Demonstrating the ability of respect effectively, efficiently and developing therapeutic relationships to patients and their families

321 Not demonstrating the ability to respect

effectively4 Students perform all indicators of:

g. Students are able to apply therapeutic communication techniques.

h. Students are able to perform various types of therapeutic communication, such as reinforcement, broad opening, focusing, etc. in therapeutic communication applications.

i. Students use closed-ended-questions to patients.


g. Students can maximally apply therapeutic communication techniques.

h. Students can maximally perform various types of therapeutic communication, such as reinforcement, broad opening,

focusing, etc. in the application of therapeutic communication.

i. Students use close-ended questions to patients.


g. Students can maximally apply therapeutic communication techniques.

h. Students can maximally perform various types of therapeutic communication, such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.


1 Students perform 2 indicators of:g. Students can maximally apply

therapeutic communication techniques.

h. Students can maximally perform various types of therapeutic communication, such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.



14 4 Summarizing the results of the meeting and proceed to make an appointment for the next meeting, including time and topic

321 Not summarizing the results of the meeting

and not making contracts15 4 Saying Hamdalah

3

2

1 Not saying Hamdalah

NURSING COMMUNICATION LABOLATORY PRACTICE“SELF-CONCEPT ASSESSMENT WITH THERAPEUTIC COMMUNICATION TECHNIQUES THROUGH THE P-K

RELATIONSHIP PHASE”

Procedure of Action

No Assessed Aspect Scor

eImplementation

Total Score 1 2 3 4


1 Reviewing the cases of clients, identifying focus data, determining therapeutic communication techniques that are possible to answer the responses of clients, checking cases

2

B ORIENTATION PHASE2 Conducting and maintaining

trusting relationships (e.g., making an observation, calling clients’ names, giving recognition that is developedbased on data of the clients)

5

3 Conducting validation evaluations of nurses from the previous meeting and in the current conditions. Reasons for coming etc.

5

Name :__________________

St. No. :__________________

(using therapeutic communication techniques based on data responses of the clients)

4 Time contract, place, and topic to be discussed (using the broad opening and other therapeutic communication techniques required)

5

C WORKING PHASE (70%)5 Saying Basmalah 2

Asking clients’ perceptions concerning their height, weight and so on (body image)

5 Critical point

6 Asking clients’ role before being sick (self-role)

5

7 Asking clients’ wishes or ideals before being sick (self-ideal)

7.5

8 Asking clients’ position in the family, community, etc. (self-identity)

7.5

9 Asking clients’ expectations about their body image and role (self-esteem)

12.5

10

Always using the broad opening, validation, and reinforcement in exploring clients’ self-concept components

12.5

D ATTITUDE ASSESSMENT INSTRUCTIONS

11

Applying therapeutic communication techniques based on clients’ responses when interacting with them(for example, reinforcement, broad opening, focusing, etc.). Minimum 5 techniques in one interaction

10 Critical point

12

Using easily understood statements/operational language based on clients’ condition at that time

5

13

Demonstrating therapeutic attitudes (empathy, honest, eye contact, way of sitting) and position (sitting position of nurses and clients)

3

E TERMINATION PHASE (10%)

14

Evaluating clients’ responses and assessing clients’ feelings during and after meetings (subjective and objective responses)

5

15

Concluding the results of the meeting with clients and make a contract of time, topic, and place for the next meeting

5

Designing pre-planning and documenting the results of meetings in nursing records normatively

Saying Hamdalah 2TOTAL 100


Surakarta, ___ January 2019

Observer,



(SKS)SEMESTER



Learning Outcomes CPL-STUDY PROGRAMP1 Explaining the concept of nursing scienceP2 Analyzing cultural diversity, views, religions, and

beliefs, in providing careKU3 Applying therapeutic communication concepts and

techniques in providing nursing careKK5 Demonstrating collaboration with the health team in

providing nursing care for changes in unexpected client conditions quickly and accurately, and reporting the conditions and care actions to the person in charge of the care

CP-COURSEM1 Students are able to analyze general communication

concepts in fostering interpersonal relationships with individuals in a variety of situations and conditions.


M3 Students are able to analyze the factors that influence communication.



M6 Students are able to analyze trends and issues in health communication.

M7 Students are able to simulate effective communication in interpersonal relationships with clients, families, and groups.

M8 Students are able to simulate effective communication in relationships between nurses and other health workers.

RUBRIC TITLE : SELF-CONCEPT ASSESSMENT WITH THERAPEUTIC COMMUNICATION TECHNIQUES THROUGH THE P-K RELATIONSHIP PHASECOURSE : NURSING COMMUNICATION

Competency Number Sco

re RUBRICGUIDES

(language must be operational and applicative based on bloom taxonomy)PRE-

INTERACTION PHASE (5%)

1 4 Students are able to perform all indicators of:i. Students conduct assessments to obtain

available information about clients.j. Students check the medical records of the

patientsk. Formulating nursing diagnoses and planning

according to the casesl. Nurses and patients are ready with the patients’

indicators agreeing, and nurses are ready to take nursing actions

m. Able to determine therapeutic communication techniques possible to answer clients’ responses

3 Students are able to perform 3 indicators of:i. Students conduct assessments to obtain


patientsk. Formulating nursing diagnoses and planning

according to the casesl. Nurses and patients are ready with the patients’

indicators agreeing, and nurses are ready to take nursing actions


2 Students are able to perform 2 indicators of:i. Students conduct assessments to obtain


patients

k. Formulating nursing diagnoses and planning according to the cases

l. Nurses and patients are ready with the patients’ indicators agreeing, and nurses are ready to take nursing actions


1 Students do not perform all indicators or perform only one indicator of:

i. Students do not conduct assessments to obtain available information about clients.

j. Students do not check the medical records of the patients

k. Not formulating nursing diagnoses and planning according to the cases

l. Nurses and patients are not ready with the patients’ indicators agreeing, and nurses are ready to take nursing actions

m. Unable to determine therapeutic communication techniques possible to answer clients’ responses

PHASE ORIENTASI (15%)2 4 Students are able to perform all indicators of

a. conducting and maintaining trusting relationships,

b. making observation,c. calling clients’ names, d. giving recognition that is developed based on

clients’ datacompletely and clearly.

3 Students are able to perform 3 indicators ofa. conducting and maintaining trusting

relationships,b. making observation,c. calling clients’ names, d. giving recognition that is developed based on


2 Students are able to perform 2 indicators ofa. conducting and maintaining trusting

relationships,b. making observation,c. calling clients’ names, d. giving recognition that is developed based on


1 Students are only able to perform 1 indicator ofa. conducting and maintaining trusting

relationships,b. making observation,

c. calling clients’ names, d. giving recognition that is developed based on


3 4 Students are able to perform all indicators of:a. Conducting validation evaluations of nurses from

the previous meeting and in thecurrent conditions

b. Reviewing the reasons forcomingc. Using therapeutic communication techniques

based on clients’ data and responsescompletely and clearly.

3 Students are able to perform all indicators of:a. Conducting validation evaluations of nurses from

the previous meeting and in the current conditions

b. Reviewing the reasons forcomingc. Using therapeutic communication techniques

based on clients’ data and responsesincompletely and unclearly.

2 Students are able to perform 2 indicators of:e. Conducting validation evaluations of nurses from

the previous meetings and in the current conditions

f. Reviewing the reasons forcomingg. Using therapeutic communication techniques

based on clients’ data and responses1 Students are unable to perform all indicators of:

a. Conducting validation evaluations of nurses from the previous meetings and in the current conditions

b. Reviewing the reasons of comingc. Using therapeutic communication techniques

based on clients’ data and responses4 4 Students are able to perform all indicators of:

g. Students are able to make intervention contracts in detail on the expected outcome criteria.

h. Students are able to perform the responsibilities of nurses and clients with indicators of conducting:vii) Time contract, viii) Discussion on the topic of the meeting

completely and perfectly.3 Students are able to perform all indicators of:


h. Students are able to perform the responsibilities of nurses and clients with indicators of conducting time contracts and discussions on

the topic of the meeting.incompletely and imperfectly.

2 Students are able to perform all indicators of:g. Students are able to make intervention contracts

in detail on the expected outcome criteria.h. Students are able to perform the responsibilities

of nurses and clients with indicators of conducting time contracts and discussions on the topic of the meeting.

i. incompletely and imperfectly1 Students are unable to perform all indicators of:


h. Students are able to perform the responsibilities of nurses and clients with indicators of conducting time contracts and discussions on the topic of the meeting.

WORKING PHASE (70%)

6.

4 Students are able to say basmalah and ask clients’ perceptions concerning their

a. height, b. weight,c. body image

clearly and completely.3 Students are able to say basmalah and ask clients’

perceptions concerning theira. height, b. weight,c. body image

unclearly.2 Students are able to say basmalah and ask 2 things

from clients’ perceptions concerning theira. height, b. weight,c. body image

1 Students are unable to say basmalah and being incomplete in asking clients’ perceptions concerning their

a. height, b. weight,c. body image

7 4 Students are able to ask clients’ role before being sick (self-role).

32

1 Students do not ask clients’ role before being sick (self-role).

8 4 Students are able to ask clients’ expectations or ideals before being sick (self-ideal).

321 Students do not ask clients’ expectations or ideals

before being sick (self-ideal).9 4 Students are able to ask clients’ position in the family,

community, etc. (personal identity).321 Students are unable to ask clients’ position in the

family, community, etc. (personal identity).10 4 Students are able to ask clients’ expectations toward

body image and role (self-esteem).321 Students are unable to ask clients’ expectations

toward body image and role (self-esteem).ATTITUDE ASSESSMENT INTRUCTIONS

11 4 Students perform all indicators of:j. Students are able to apply therapeutic

communication techniques,k. Students are able to perform various types of

therapeutic communication, such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.

l. Students use closed-ended questions to patients.


j. Students are able to apply therapeutic communication techniques,

k. Students are able to perform various types of




j. Students are able to apply therapeutic communication techniques,

k. Students are able to perform various types of therapeutic communication, such as reinforcement, broad opening, focusing, etc. in the application of therapeutic communication.


1 Students perform 2 indicators of:j. Students are able to apply therapeutic

communication techniques,k. Students are able to perform various types of



12 4 Students are able to apply therapeutic communication techniques, at least 5 techniques in one interaction.

3 Students are able to apply therapeutic communication techniques, at least 4 techniques in one interaction.

2 Students are able to apply therapeutic communication techniques, at least 3 techniques in one interaction.

1 Students are unable to apply therapeutic communication techniquesin one interaction.

13 4 Using simple statements easily understood by clients/operational language according to clients’ condition at that time

321 Not using simple statements easily understood by

clients/operational language according to clients’ condition at that time

14 4 Students are able to demonstrate the attitudes of therapeutic relationships with indicators of:


12) The attitudes of therapeutic relationships,

there is distance and eye contact with patients13) Showing respect for patients14) Showing empathy15) Showing trust










11) Not demonstrating rapport attitudes by crossing legs and arms and sitting or standing not at the same height as the patients

12) Not demonstrating the attitudes of therapeutic relationships, no distance and eye contact with patients

13) Not showing respect for patients14) Not showing empathy15) Not showing trust


14 4 Students are able to evaluate clients’ responses and assess clients’ feelings during and after meetings (subjective and objective responses).

3 Students are able to evaluate clients’ responses and assess clients’ feelings during and after meetings (incomplete in assessing subjective and objective

responses).2 Students are able to evaluate clients’ responses but

do not assess clients’ feelings during and after meetings (subjective and objective responses).

1 Students are unable to evaluate clients’ responses and do not assess clients’ feelings during and after meetings (subjective and objective responses).

15 4 Students perform all indicators of:h. Students are able to conclude the results of the

meeting.i. Students make a time contract for the next

meeting.j. Students plan the time and topic of discussion

for the next meeting.k. Students say hamdalah.


h. Students are able to conclude the results of the meeting.

i. Students make a time contract for the next meeting.

j. Students plan the time and topic of discussion for the next meeting.

k. Students say hamdalah.incompletely and not in detail.

2 Students perform 2 indicators of:h. Students are able to conclude the results of the

meeting.i. Students make a time contract for the next

meeting.j. Students plan the time and topic of discussion

for the next meeting.k. Students say hamdalah.

1 h. Students are unable to conclude the results of the meeting.

i. Students do not make a time contract for the next meeting.

j. Students do not plan the time and topic of discussion for the next meeting.

k. Students do not say hamdalah.

Documents

keperawatan.ums.ac.idkeperawatan.ums.ac.id/wp-content/uploads/sites/77/2020/... · Web viewPRE-INTERACTION PHASE (5%) 1 4 Students are able to ascertain and choose the type of communication