Introduction
Writing a Guided dialogue is quite challenging and does not only require realism but proper intent towards the characters in that dialogue. Dialogue is a way of telling stories in a more comical manner that acts to depict the characters. In writing dialogue, one should ensure that he/she is realistic since, it helps in alluring the reader’s interest faster to the story (Ginny, 2011). The first step in writing good dialogue is done by listening to people’s talk. This enables one to have a sense of speech patterns. Secondly, dialogues should sound like real speech, which is lively without any boring parts. Thirdly, dialogues should not provide too much information at one go that is the storyline should not be obvious to the reader (Ginny, 2011).
Guided Dialogue
The subject of this dialogue is a situation involving a nurse and a patient who has a problem remembering instructions given to him. It also reflects on the role and function of the nurse as an inter-professional member of a team (Jean, 2009).
Rational aim
The main objective or goal of this dialogue is to help me find out how my patient is coping with the instructions as prescribed by the doctor. I wanted to find out if the patient’s reflexes are right on instructions given (Jean, 2009).
Experimental aim
This means bringing out the focus on what the patient has gained ever since he went through the process and how well can they recall all the information as instructed (Jean, 2009).
Opening
I would like to welcome you all to this excerpt from a discussion that I had with one of my patients who had an issue with recalling instructions given to him previously (Jean, 2009).
Dialogue body
Nurse: Welcome, how may I help you today?
Patient: Thank you so much. I have a problem with my inhaler.
Nurse: Could you please tell me what happened?
Patient: I was unable to open the inhaler device.
Nurse: That is interesting. If I may ask, did the doctor in charge show you?
Patient: Am sorry I cannot remember anything on how to use it.
Nurse: Do not worry; I will give you a guideline on how to go about it.
Patient: Thank you so much.
Nurse: If I may ask, do you have a problem with your memory?
Patient: No, my memory is fine.
Nurse: Okay, give me a minute I will show you how to use it.
Patient: Thank you.
Nurse: You are welcome.
Discussion
Involvement of inter-professional team in this situation
An inter-professional in this situation gives patients confidence in what sort of help they will get. This is justifiable with the aspect of the code of conduct from the nursing standards, which indicates that patients in the care of a nurse should be able to trust them with their health (Rolfe, Freshwater, and Jasper, 2001).
Result of the action taken by the identified member of the inter-professional team on patient care
The action plan that I would recommend in this situation is that the inhaler technique needs a checkup whenever a patient visits the healthcare facility. Another action that can help is the introduction of a computer system that displays the prompts from the inhaler device (Rolfe, Freshwater, and Jasper, 2001).
Consequences of inaction by the identified member of the inter-professional team on patient care
One of the major consequences that can arise is wrong dosage use by a patient (Ahmed, Dawson, Smith and Wood, 2007). Another consequence is the lack of confidence by the patient in whoever is giving the care will lower the confidence of the health care professional (Ahmed, Dawson, Smith and Wood, 2007).
The outcome of the patient care
The patient had the faith that their needs were well attended to and were not judged for any mistake they made but were counseled respectfully. I felt my commitment to ensuring the provision of high-standard healthcare. This was due to the reaction of the patient and his belief in my services (Baillie, 2005).
What I feel about the situation
The situation helped me in identifying the requirements of different patients and the need to familiarize myself with different situations to give the best patient care.
Lessons learned
What I learned from this situation is that learning is a continual process and showing a patient once how to use the inhaler does not mean that they will remember. There is a need for educating patients on how to go about the issues. Another learning point is that patients need guidance on the usage of items given to them even in the absence of the inter-professionals (Rolfe, Freshwater, and Jasper, 2001).
Conclusion
In giving out better health care, inter-professional should practice reflective methods. This is because it helps them learn from experience hence making them embrace varied learning skills. Another benefit of engaging in reflective practice is that helps improve the quality of health care given (Chang, Daly, and Elliott, 2005).
References
Ahmed, N. Dawson, M. Smith, C. and Wood, E., 2007. Biology of disease. London: Taylor & Francis.
Baillie, L. 2005. Developing practical nursing skills. 2nd ed. London: Hodder Arnold.
Chang, E. Daly, J., and Elliott, D., 2005. Pathophysiology applied to nursing practice. Edinburgh: Elsevier.
Ginny, W. 2011. Fiction Writing: Top 8 Tips for Writing Dialogue. Web.
Jean, W. 2009. Structure of the Guided Dialogue: Understanding the Structure is a Key Point for Success. Web.
Rolfe, G. Freshwater, D., and Jasper, M., 2001. Critical Reflection in Nursing and the Helping Professions: a User’s Guide. Basingstoke: Palgrave Macmillan.