Facilitators of a critical incident stress debriefing are instructing the nurses on ways to cope with the stress created by providing disaster care. The nurses are participating in which phase of the debriefing session?
1. Reaction
2. Reentry
3. Fact
4. Teaching
4
Rationale 1: During the reaction phase, the participants identify their own emotional reactions to the most traumatic aspects of the event.
Rationale 2: During reentry the session is summarized and questions are answered.
Rationale 3: In the fact phase each participant describes the event from his or her own point of view.
Rationale 4: During the teaching phase of the critical incident stress debriefing session, the facilitators of the session provide education regarding adaptive coping mechanisms.
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Patients are most likely to be motivated and agreeable to following their plan of care when
a. their health care provider explains the plan in terms they can understand. b. they participate in the decision-making process as the plan is developed. c. they establish their own nursing diagnoses. d. their physician and nurse collaborate in developing the plan.
When instructed to touch his nose and then touch your index finger positioned about 18 inches away, Mr. M misjudges the distance and overshoots. This response is referred to as
a. dyssynergy. c. dysdiadochokinesia. b. dysmetria. d. apraxia.
On examination of a client, the nurse notes elevated, solid, brown skin lesions that are each 0.5 cm in size. The nurse would describe these lesions as
a. papules. b. plaques. c. macules. d. nodules.
What analogy does Figure 15.1 represent, and how can it be linked to research and ethics?
What will be an ideal response?