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Susan, a public health nurse (PHN) for several years, has been developing her skills as a family home visiting nurse. She works with young families whom her supervisor has identified as high-risk and has been slowly increasing her caseload. The population that Susan serves is composed of single, young mothers who need support for their parenting skills and identification of normal development for their children.
One of Susan's first families was a young mother named Julie with four children. Julie had her first child when she was 16 years old, and then she had two other children before moving to the community where Susan served as a PHN. Julie was not involved in a committed relationship and had no job. She became part of Susan's caseload when a Women, Infants, and Children nurse referred her for a PHN baby visit after the birth of her fourth child.
During the baby visit, Susan established the foundation for a strong nurse-family relationship. Julie was open about many issues with Susan, including the fact that the two older children were living not with her but with each of their fathers. She told Susan that she was unable to be a good mother to them. She was excited about the birth of her new son. Susan explored Julie's strengths and needs with her. It was apparent that Julie could benefit from some parenting information and anticipatory guidance for the 2-year-old and the newborn whom she planned to parent. Julie was interested in the program that Susan described, which entailed monthly visits until her newborn turned 3 years old or until she believed she was no longer benefiting from the program.
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SUSAN'S NOTEBOOK Competency #8 Establishes and Maintains Caring Relationships With Individuals, Families, Communities, and Systems
Demonstrates trust, respect, empathy
Follows through with commitments
Maintains appropriate boundaries
Demonstrates tact and diplomacy
Seeks assistance when needed in managing relationships
Interacts with others in a culturally sensitive manner
Source: Henry Street Consortium, 2022
USEFUL DEFINITIONS Caring: “Means listening to ‘more than what is said’” (Schulte, 2000, p. 7); “facilitates the possibility for a client to feel hope for healing and comfort and/or develop resilience” (Warelow et al., 2008, p. 146); “creates a range of possibilities and can be the catalyst of change for the care recipient” (Warelow et al., 2008, p. 147).
Caring Science: “an evolving philosophical-ethical-epistemic field of study, that is grounded in the discipline of nursing” and “embraces the whole person, the unity of mind body spirit as one in relation with environment at all levels” (Watson Caring Science Institute, 2022).
Critical Caring: “refers to a relational way of being that enhances and protects human dignity and well-being, while at the same time attending to the social, political, environmental, and economic factors that influence human health” (Chinn & Falk, 2018, p. 689).
Professional Relationships: “Key elements include: the need to listen well, establish trust, ...