http://www.cno.org/Global/docs/qa/DevelopingSMARTGoals.pdf
http://www.cno.org/Global/docs/qa/myQA_UserGuide.pdf
http://www.cno.org/Global/docs/qa/myQA_UserGuide.pdf
Overview This guide will help you understand and use the College of Nurses of Ontario’s (the College) Quality Assurance (QA) application, called myQA. Screenshots – The screenshots shown in this user guide are for guidance only; the pages you see may look slightly different. It is recommended that you refer to the screens on your computer as you work your way through this user guide. Navigating myQA – All the tabs along the top are blue except the tab you are currently visiting, which is green. Clicking a tab will bring you back to the start page of that tab. You may click the “Back” button in your browser at any time to return to the previous page, but if you are in the middle of a process you may lose any unsaved work. Entering information – Any box in myQA that allows you to type text also allows you to copy, cut and paste if you have already saved information in a Microsoft Word (or similar) document. Some formatting may be lost. All the information you save on myQA is available for you to access, review, update and edit whenever you log in. If you have problems using myQ, contact the System Administrator by clicking the “Technical Support” link in the bottom of the screen.Indicators
The nurse meets the standard by: a) introducing herself/himself to the client by name and category12 and discussing with the client the nurse’s and the client’s role in the therapeutic relationship (for example, explaining the role of a primary nurse and the length of time that the nurse will be involved in the client’s care, or outlining the role of a research nurse in collecting data); b) addressing the client by the name and/or title that the client prefers;13 c) giving the client time, opportunity and ability to explain himself/herself, and listening to the client with the intent to understand and without diminishing the client’s feelings or immediately giving advice;14 d) informing the client that information will be shared with the health care team and identifying the general composition of the health care team; e) being aware of her/his verbal and non-verbal communication style and how clients might perceive it; f) modifying communication style, as necessary, to meet the needs of the client (for example, to accommodate a different language, literacy level, developmental stage or cognitive status); g) helping a client to find the best possible care solution by assessing the client’s level of knowledge, and discussing the client’s beliefs and wishes; h) considering the client’s preferences when encouraging the client to advocate on his/her own behalf, or advocating on the client’s behalf; i) providing information to promote client choice and enable the client to make informed decisions (see the College’s Consent practice guideline); j) listening to, understanding and respecting the client’s values, opinions, needs and ethnocultural beliefs and integrating these elements into the care plan with the client’s help; k) recognizing that all behaviour has meaning and seeking to understand the cause of a client’s unusual comment, attitude or behaviour (for example, exploring a client’s refusal to eat and finding that it’s based in the client’s cultural/ religious observations); l) listening to the concerns of the family and significant others and acting on those concerns when appropriate and consistent with the client’s wishes; m)refraining from self-disclosure unless it meets a specific, identified therapeutic client need, rather than the nurse’s need; n) reflecting on interactions with a client and the health care team, and investing time and effort to continually improve communication skills; and o) discussing, throughout the relationship, ongoing plans for meeting the client’s care needs after the termination of the nurse-client relationship (for example, discharge planning with the client and/ or referral to community organizations).
Components of the nurse-client relationship There are five components to the nurse-client relationship: trust, respect, professional intimacy, empathy and power. Regardless of the context, length of interaction and whether a nurse is the primary or secondary care provider, these components are always present. Trust. Trust is critical in the nurse-client relationship because the client is in a vulnerable position.3 Initially, trust in a relationship is fragile, so it’s especially important that a nurse keep promises to a client. If trust is breached, it becomes difficult to re-establish.4 Respect. Respect is the recognition of the inherent dignity, worth and uniqueness of every individual, regardless of socio-economic status, personal attributes and the nature of the health problem.5 Professional intimacy. Professional intimacy is inherent in the type of care and services that nurses provide. It may relate to the physical activities, such as bathing, that nurses perform for, and with, the client that create closeness. Professional intimacy can also involve psychological, spiritual and social elements that are identified in the plan of care. Access to the client’s personal information, within the meaning of the Freedom of Information and Protection of Privacy Act, also contributes to professional intimacy. Empathy. Empathy is the expression of understanding, validating and resonating with the