PROCESS RECORDING ACTIVITY

Observation of Setting Analysis and Recommendations

(Identify what facilitated the exchange, what were barriers, and
positive and negative aspects of the exchange)
The student had introduced herself and stated the purpose of Facilitators:
the interview to the patient the evening prior to this process • Introduced self the night before and stated purpose
recording. • Curtains drawn between beds
• Client relaxed and verbalized excitement about talking
This communication exchange took place at about 9 o’clock in with student
the morning. The patient, Mrs. M., was in a semi-private room • Turned TV off
in bed number one which is the bed closest to the door. As a • Room had personal touches
consequence, the room was quite noisy during the exchange
since there were other health care workers coming in and out Barriers:
of the room to attend to the other patient. The curtain was
• Semi-private room with roommate present
drawn between the beds to minimize the noise. Mrs. M.,
• Room entered by care providers for bed 2
however, requested that the door be left open in case someone
wanted to come in and visit. Mrs. M. appeared rather relaxed • Noisy and cramped space
and verbalized that she was excited to be able to talk with a • Door open—Mrs. M. looking for visitors could prevent
nursing student. The television was on when the student her full participation in interaction
entered the room but was turned off, with permission, before
the process recording began. The room itself was rather
cluttered and cramped making it difficult for the student to
maneuver in the room. Mrs. M. also had balloons, flowers, and
cards that added to the overall atmosphere of the room. Those
items made the hospital room look warmer and more
comfortable.
 Interviewer: (Student) Interviewee: (Mrs. M.) Identify Communication Analysis of Interaction
Technique (was technique effective, why
or why not? Was there
anything else that could have
been explored?)
“Good morning Mrs. M. We’re “Sure, come on in. You can Providing Information Telling Mrs. M. what she was
going to go ahead and start just go ahead and do anything doing would put her at ease
the short interview that we you want, honey.” (smiling) and make her feel safe and
talked about yesterday, if secure.
that’s okay with you.” (using
direct eye contact and a
friendly tone of voice)

Student pulls up a chair and Student positioned herself for • Enhances trust
sits near the head of the bed active listening (SOLER) • Facilitates communication
at patient’s eye level) • Conveys interest and
“Well, let’s go ahead and get involvement
started. (using direct eye • Eye contact conveys
contact). “Well (Mrs. M. sighs) I have sincerity, interest, and
“Why don’t you tell me how mixed feelings you see professionalism
you feel about going home because I really would like to
today?” get home so I can work on my Asking relevant questions • To seek information
geneology records I’ve been • To allow client to take the
lead in the conversation
doing. But (pauses) I don’t
and give pertinent
“Um-huh. (nodding head, want to go home until I’m information
using good posture) completely better.

You see, I was in here before

and I got this disease from the
lady I was sharing the room with. Continued use of active • Using positive non-verbal
I just know I got it from sitting in listening messages lets client
the same armchair as her. Then, know student is interested
Student continues to nod
(sighs and frowns), when I got • Use of paraphrasing or
intermittently as well as saying home I was sick. I started
“um-huh” or “yes” clarifying may have been
coughing and vomiting. I ended helpful here
up right back here again (puts
emphasis on again).
“So, you really aren’t sure you “I (um) Oh, I don’t know. Reflecting and Focusing • Trying to keep
want to go home yet.” (puzzled tone of voice and conversation focused
puzzled look on face) You • May have needed to use
see my daughter, she lives in a close-ended question
Springfield, and takes care of here to zero in on only
my husband who has one area.
Alzheimer’s Disease. She
thinks that I ought to stay in
here for a while longer to be
sure I am better before I go
home. She takes care of my
husband in a home, you know, • Trying to keep
so she knows a lot about conversation on track
hospitals and stuff like that. • An effective way to get
more information but
Probing sometimes you get more
“Has your daughter been in to “Mary?” (Mrs. M. pauses)
visit you since you’ve been in No. But I have one son and information than you need
the hospital?” three daughters you know. • Focusing could have
They’re spread out all across been helpful here
the United States. My son just • Would be interesting to
got out of the hospital with know what prompted this
question. If wanting to
some prostate problems so he
know why daughter
couldn’t be here. He’s a wanted her to remain in
lawyer too so he’s very busy. the hospital, a more direct
And then there are the twins question may have
(chuckling). Well, they aren’t worked better.
really twins. They are 9 years
apart but they look just alike.”
• Conversation was
“I see you’ve gotten balloons “My son called me this (Interpreting Information and becoming idle, needed to
and flowers all over there. But morning. He is doing pretty attempting refocusing was intent ask something like “How
no one has been in to visit?” good. He just got discharged of the student) do you plan to manage
yesterday. But my neighbor Changing the subject when you go home?” or
came to see me yesterday.” asking about the neighbor
could be used to focus
the conversation.
“Well good. It sounds like “Oh yes. And I am so glad. It Summarizing • Used to let Mrs. M. know
you’ve been keeping pretty is boring in here, you know.” the conversation was
busy in here, then.” near the end.
• Did not really summarize
“Well my time is up. Thank “Oh you’re welcome honey. key points
Terminating interaction • Brought closure but was
you for allowing me to talk (smiles) Always glad to help a
with you. (direct eye contact) I student. I hope I won’t have somewhat abrupt
hope all goes well for you at to come back here for a long
home.” time.”

EVALUATION
(What is your overall impression of this communication exchange? Was the goal of the interview achieved? Were there any recurring
themes in the exchange? What were the interviewers strengths or weaknesses? What was the social value of this exchange?)
This process recording conveyed that the student was comfortable talking with Mrs. M. It did convey some difficulty staying
focused on the particular issue of concern. Mrs. M. shared a lot of information that was not really relevant to what the student
wanted to know. Being comfortable and proficient with the use of paraphrasing, clarifying, and focusing may have helped the
student gather the pertinent data needed with the client getting off the subject. Active and attentive listening can give cues to
what is really important to a client. In this interaction the client’s family was very important to her.
All in all the interaction was therapeutic, although the primary objective of finding out how she felt about going home was never
really met. Follow-up questions were needed to guide the conversation back to that focus and get the information that was
sought. The social interaction would have been beneficial to the client regardless of whether the main objective was realized or
not.

My goals for further communication growth would be:

1. Learn to use additional techniques such as paraphrasing, clarifying, and focusing redirect conversation so I can achieve
the intended information.
2. Learn to use a variety of techniques naturally without having to think about them.