In this article we will look at what almost all of humanity strives for - self-realization. First, let's answer the question - what is self-realization? has several definitions. Let's read them.
1) Self-realization- this is the identification of one’s abilities (talents) and their development by a person in any specific activity.
2) Self-realization is the full realization of a person’s individual potential.
What do these definitions mean? The fact is that the need for self-realization lies within each of us. The need to realize oneself fully is something like a built-in function found in each of us. According to Maslov's theory, it refers to the highest human need.
I have heard many stories about such people who had EVERYTHING in the broadest sense of the word. They earned a lot of money, bought villas, yachts, foreign cars, and so on, but at the same time they felt UNSUCCESSFUL. They felt an inner emptiness. And to fill it, they squandered money on things that temporarily filled their emptiness and made them . But each time such actions brought an increasingly short-lived effect. The rich needed something, namely, to realize their potential.
Surely you will ask me - If a person is so rich, has he really not realized himself to the full? I answer - If a person is in need, if he feels empty, then YES, he has not realized himself in life. But why? There are several reasons. For example, because there is no interest in his business or he is not doing what he wants. Perhaps this person sold someone else's. He himself wanted to become a pianist, but his dad convinced him that it was better for him to become a professional karateka.
And so, this man trains hard year after year to live up to his father’s hopes. Wins various competitions, wins first places, titles, medals and so on. The father jumps with happiness. After all, his son achieved what he once wanted. That's how parents are - they always want their children to achieve their goals for them. The father jumps enthusiastically, but his son feels something is wrong. These victories do not please him. He does not feel self-realization.
But every time my son sees a pianist playing, his eyes light up. He feels that this is what he wants to do - delight himself and the public by playing the piano. It is in this matter that he realizes his full potential. What do you think, if this man does not devote himself to playing the piano, then what will his son do? Right!!! This man will force his son to play the piano, and now he will embody his goals. And maybe he has a penchant for football!!!
Like this one vicious circle. If we ourselves have not realized our potential in any activity, then we are looking for someone who will realize it for us, and in the very activity that we abandoned. And these people will be our children, since strangers make us envious. After all, they are doing what we always wanted to do, but we couldn’t do it - we had to live up to the hopes of our parents.
Self-realization
So those people who have realized themselves in some specific activity are the happiest people in the world. - it means to be needed and in demand. This is what all people want, without even knowing it. Realizing your potential beats money. Nothing makes a person happy like self-realization.
As one person said: “I don’t envy those people who have more money than me, but I envy those people who are happier than me.”. Read this phrase again!!!
Let's take a look concrete example when people are ready to work for pennies for the sake of self-realization. How often do you go to the theater? I think you know that actors receive pennies for their work. And the profession of an actor is a very difficult profession. And so you sit and watch the performance and think to yourself: “All sorts of professions are needed, but why do they work for pennies? After all, they probably don’t even have enough for travel. It would be better if they became bankers or lawyers. At least these professions provide food.”. Yes, that's right, good lawyers earn substantial sums. And what makes people go on stage and not change their profession for many years, or maybe never? Of course, this is publicity, the acting team or composition (of the corpse), love for their work. When a person goes on stage and delights the audience with his performance, nothing makes him so happy. When at the end of the performance he stands in a line with his close friends and watches thunderous applause, he feels that someone needs him and that he lives for a reason. And when they start giving flowers... EH!!!
This is the feeling of self-realization.
Well, I think from this example you understand what self-realization means. Many people strive to climb the career ladder to have more power and authority. They manage people and feel important. But later they realize that the role of a leader is not their role. Many leaders want to be followers, not leaders. When they are led, they feel much better.
One businessman closed his business and began working as a designer. He began to earn much less money than before, but he felt much happier and freer. His profession as a designer made him the most happy man, because it was in it that he realized himself.
One woman quit one job and took another. Her income decreased by 30%, which is a lot. But one day, she noticed that her expenses had also decreased. Why? Because in that job, she spent more money trying to fill her emptiness with various material values. And her new job brought her pleasure and joy. Therefore, expenses were sharply reduced, and there was more free money with a lower salary.
I think you now understand what main need you need to satisfy. Having done this, you will be the happiest person. But first you need to determine the activity in which you truly realize yourself. It's not that difficult. You still, to one degree or another, suspect what you need to do to realize yourself.
And if not, then there are some effective ways. An article to help you -. Answering all questions honestly - you. Namely, having fulfilled your destiny, you will truly realize yourself.
There is one more fact. As children, we all know exactly what we want to become and in most cases we are right in choosing our destination. The fact is that children are highly developed, and if from childhood mom and dad give their child the opportunity to listen to themselves, and do not hang their unfulfilled fantasies on him (as I wrote above), then it is much easier to find yourself and begin to realize yourself .
The most important thing is to listen to yourself. You must understand your desires, capture the main idea that is spinning in your head. For example, you constantly study psychology, read the biographies of the most outstanding psychologists, pay attention to them, feel some envy that you are not in their place, think how lucky they are that they became what they became. If you catch such thoughts, then this is what you need to strive for.
SIGNS THAT YOU ARE ON THE RIGHT PATH:
- What you do gives you pleasure.
- You yourself don’t understand where you get the strength for your chosen activity.
- Your activities are truly useful not only for you, but also for those around you.
- You feel that you have a reserve of personal and professional development within your chosen activity.
- You want to improve in your chosen activity.
- You want to do your activity again and again. You jump out of bed, just to get to work as quickly as possible.
Self-realization- This is the highest need of a person to realize his talents and abilities.
This is the individual’s desire to prove himself in society and demonstrate his positive sides.
Remember, self-realization is something worth striving for. Self-realization has always been and will be the most worthy goal of a person. This is what will make you the happiest person.
how to achieve a goal, ways to achieve goals, how to achieve a goal
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Why do we even go into society? What do we need from society? And why is such an intimate manifestation of one’s personality, such as self-expression, possible only among society?
The previous article talked about the fear of loneliness and rejection. Two components: “loneliness” and “fear of rejection” lead in the same direction, but in different ways. Let's first try to deal with the fear of rejection. And in the following publications, the discussion will not include the ability to be alone with oneself and not the understanding from here “Who am I?” and “What am I?”
Typical life situation:
A five-year-old girl approaches her mother:
Mom, look at my drawing?!
Mom knows that her daughter did it quickly, carelessly, therefore, there is nothing to praise for.
Daughter, this is an ugly drawing. You did it badly.
Well maaaaaaaaaaa,” the child starts whining.
You have to try, spend time, effort, show imagination and then you will get something worthwhile!
The girl doesn’t succeed (and she doesn’t try very hard), and she starts to feel nervous and twitch. Then mom gets involved and helps make it beautiful. As a result, the child hears praise (for the fact that mom did half of it?) and, probably satisfied, goes about his business.
Something seems wrong here. The parent is trying to teach the child to do well, not haphazardly. But the little man continues to be “lazy” and ask (for approval?).
IN in this case The behavior of the elders is not the worst. In the usual way, they don’t even notice the good – let alone anything!
The child drew a casual but quick picture. Then just as quickly he runs to give it to someone. The question arises: what does the child direct this sequence of actions towards?
- We can definitely talk about the need to express any feelings through action (the process of drawing). That is, the need for self-expression.
- The desire to express sincere feelings towards parents, and most of all, even to receive them (this is evidenced by the speed with which the gift is sent to the lucky recipient)
- Desire to get attention.
- The need for positive evaluation of one's actions
In this behavior, very little time and effort is devoted to the drawing itself, the process of drawing it. But this is precisely what lies behind a healthy sense of self-expression! – Everything else is aimed at the function of setting up communications with others. It turns out that manifestations of one’s own personality are not as important as it is important to express oneself “in public”, that is, outside! It turns out that (for an adult too) the main thing is to “show yourself.” And the fact that there is nothing “behind you” (you drew the picture poorly!) is the tenth question. – This moment, by the way, can significantly slow down the learning process. If no one sees or praises the student, then learning may not take place. And God forbid, if something doesn’t work out and there’s no one to help. – A hero, having been burned by his own ineptitude, may turn away from the teaching completely.
Let's return to the situation with which the story began. For the child in the case described above, it is much more important to receive recognition of his right to express himself the way he wants, and not just when he performs well. This right seems to be “given” by parents. However, it refers to an unconditional given, the same as the right to live itself. A person must feel this himself, and as a result, endow himself with the power of his own decision with all rights and responsibilities (this will be his personal choice). However, the role of parents in developing healthy skills in children is not so small! Therefore, mothers and fathers can begin to correct the child’s behavior.
Let's say today a child wants to express his feelings impromptu. This is an impulsive impulse, which also has the right to “life.” An adult is only expected to pay attention to a fait accompli. This can be expressed like this: “I see you drew a house with a roof. Its roof is blue."
There is no need for any assessments: “good”, “bad”, “right”, “wrong”. – Grades are the privilege of teachers; their task is to teach technique. And the main parental function is to show the little person the feelings he needs. And he needs love, acceptance, warmth. And then there is a chance that the child will not fall into the circle of ingratiation and expectation of positive reinforcement. And in the future, when he grows up, he will not prove that he is right, thus giving himself the right to be noticed.
In the case when a child wants to express personal feelings for a parent, it is enough to notice and accept these feelings, sincerely thank the child for their attention and desire to please.
Is it excessive strong desire Is success a sign of a healthy need for self-expression? - No! A healthy need for self-expression does not need “spectators.” The main viewer, receiver and recipient is you! And everything that asks for external attributes (the need for recognition and success among society) is unhealthy, unnecessary manifestations!
Adherents of traditional psychology may disagree with this statement. And in the transformational fairy tales called “People from the Closet,” one of the main characters became a self-sufficient person. He begins his journey with a declared desire for success, even designating the amount he is “hunting” for: “And I want to earn millions”... The book goes through the path of “becoming oneself” (and anyone can go along this path with him) and is confidently closer to at the end he concludes: “I no longer need spectators!” – Such a transformation became possible thanks to one very deep, practical understanding (the author gives the reader the opportunity, together with the main character, to go through all the main feelings and transformations leading to healing). This understanding is simple, but it is not easy to come to it: only with myself can I be who I am. And the highest happiness, according to the hero, is allowing yourself to be yourself. After all, it was to himself that he began his path... And this happiness is not valued in millions. The happiness of being yourself cannot be bought or sold...
The desire for success as a need for self-expression.
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A. Maslow called self-expression the highest level of human needs. He believed that by satisfying their need for self-expression, everyone believes that they are doing something better than others. For one person, self-expression is writing a book, for another it is growing a garden, for another it is raising a child, etc.
In 1977, A. Maslow increased the number of levels in the pyramid to 7 and changed the list of needs (Fig. 3-3). He introduced such important needs for a developed society as cognitive (including self-knowledge, knowledge of risk factors for one’s health, etc.) and aesthetic (cleanliness, beauty and symmetry that surround a person, improve mood, increase the quality of life) and etc.
Of course, not every person feels the need to fulfill the needs of all 7 levels; this is influenced by education, culture, and social status. So, one patient strives to learn everything in order to stay healthy, another wants to know everything about his disease, and a third is not interested in anything. For many people in our society, it is important to satisfy their aesthetic needs even in
Rice. 3-3. Hierarchy of human needs according to A. Maslow (1977)
conditions of a medical institution: neatness of medical personnel, untidy bedding, cleanliness in the ward, dining room, good furniture, walls and floors can seriously affect the well-being of the patient and his loved ones.
At each level of the hierarchy, the patient may have one or more unmet needs.
The nurse, when drawing up a plan of care for the patient, must help him implement at least some of them.
CHAPTER 4 COMMUNICATION
On the classification of levels of communication;
About the elements of effective communication;
On the characteristics of communication channels;
On the peculiarities of the formulation of open and closed questions;
About the techniques of effective verbal communication;
About ways to effectively nonverbal communication;
Definition of the concept of “comfort zone”;
About the characteristics of a confident manner of communication.
Concepts and terms:
communication - 1) a series of dynamic events consisting in the transfer of information from the sender to the recipient; 2) a complex, multifaceted process of establishing and developing contacts between people in order to carry out joint activities;
verbal communication - the process of transmitting information when communicating from one person to another using speech (oral or written);
nonverbal (wordless) communication - transmitting information using facial expressions, gestures, posture and posture without the use of speech;
visual - visual;
communication - exchange of information between two or more people, verbally or in writing or using non-verbal techniques;
sender - person transmitting information;
message - information sent by the sender;
channel - method of sending a message: oral speech, non-speech components (facial expression, eyes, facial expressions, gesture, posture) or in writing;
recipient - the person receiving the message;
confirmation - a signal by which the recipient lets the sender know that the message has been received.
4.1. COMMUNICATION IN NURSING
The value of the psychotherapeutic effect possible with effective communication is well known; its results sometimes surpass all other methods of treatment. In this regard, communication is one of the important skills necessary for the quality work of a nurse. She needs communication skills to gain the trust of the patient, his family, and interact with doctors and other specialists involved in the treatment process. Many people know from their own experience how often people misunderstand each other. Effective communication skills can help eliminate this problem.
The core principles of nursing philosophy are respect for life, dignity and human rights. In order to understand and communicate with a person, respect, belief in his importance, value, uniqueness, kindness, strength, ability to manage his actions and the right to do so are required. Nursing is a responsible caring relationship.
4.2. COMMUNICATION TECHNIQUES
Many people have experience of communicating ineffectively with other people. If they don’t understand you, it causes surprise: “I expressed myself quite clearly! Why don’t they understand me?”
One of the conditions for effective communication is the use of all its components (Figure 4-1).
Why do people sometimes have trouble understanding each other, even if all 5 elements of effective communication are used?
Firstly, The message itself may be unclear. For example, it is spoken in a voice that is too quiet, written in poor handwriting, contains unclear terms, etc.
Secondly, the sender may be using the wrong channel to transmit information. For example, a person with hearing problems is given a large amount of information through oral speech, and a person with vision problems is given written instructions written in too small a handwriting, etc.
Thirdly, the recipient of the message does not confirm that the information was received and understood exactly as intended by the sender. For example, if the nurse asks, “Did you understand how to take the medication prescribed for you?” - the patient answers: “Yes, I understand,” this does not mean that he really understood everything correctly. In this case, in order to obtain confirmation that
Rice. 4-1. Elements of Effective Communication
the message is received and understood correctly by the patient, the nurse should ask several specific open-ended questions, for example: “How long after eating will you take the medicine?”; “What will you take with this medicine?” etc. In this case, the patient would retell the nurse's message as he understood it.
Effective communication requires careful preparation, careful attention to the interlocutor, and mutual readiness to communicate. Often people with similar visual impairments, hearing impairments, physical activity impairments, etc. have different problems. The uniqueness of each person is revealed through communication.
4.3. METHODS OF COMMUNICATION
There are two ways of transmitting information: verbal (oral or written language) and non-verbal (posture, gesture, facial expressions, etc.). In Fig. Figure 4-2 shows types of verbal and nonverbal communication. The choice of method of transmitting information depends on the content of the message and the individual qualities of the message recipient. For example, for a blind person you can use oral speech, for a deaf person - both oral (many deaf people can read lips) and written (memo) speech. Often, several channels are used simultaneously to convey a message, for example, oral speech is accompanied by facial expressions and gestures.
Verbal communication involves two important element: meaning and form of the statement. The message must be clear and precise.
Asking the right questions can make communication more effective. Questions can be closed, which can be answered with a monosyllable “Yes” or “No,” and open (special), to which you can get a more or less detailed answer. Closed questions begin with the words: “Can you..?”, “Do you want..?”, “Do you need..?”, “Do you have..?” etc.
Open questions begin with the words: “Tell me..?”, “What..?”, “Where..?”, “When..?”, “Why..?” etc.
Wrong asked question may render the message ineffective. Thus, when teaching a patient some necessary skills, to the question: “Did you understand me?”, you can get the answer: “Yes,” while the person simply does not want to admit that he did not understand everything. If you say: “I would like to make sure that you are right”
Rice. 4-2. Types of communication
understood correctly”, you can receive confirmation of the received message.
The effectiveness of a message can be improved if:
Attract the attention of the message recipient (if the person is busy with something and your message is not urgent, it is best to postpone the conversation with him for a while);
Speak slowly, with good pronunciation, simple in short phrases;
Do not abuse special terminology;
Vary the speed and tempo of speech when communicating with a particular patient: if the nurse speaks too slowly, the patient may think that she is underestimating his ability to perceive information. If the nurse speaks too quickly, the patient may think she is in a hurry and may not want to listen further;
Choose the right time for communication: the person to whom the information is addressed must have an interest in the conversation. The best time for communication is when the patient himself asks questions about his condition, plan of care, nursing interventions, etc.;
Do not start a conversation immediately after the doctor informs you about an unfavorable outcome or an incurable disease;
Choose the right volume: speak so that you can be heard, but do not shout;
Humor promotes effective verbal communication, but it must be used with caution, especially when manipulating the patient's personal hygiene. While caring for him, nurses can tell funny stories and use wordplay to make the patient smile. Some foreign researchers note that humor helps to calm the patient, relieve tension and pain, provides emotional support and softens the perception of the disease;
Make sure you are understood by asking the person open rather than closed questions. The question should be asked: “How will you prepare for the examination?”, but not “Did you understand how to prepare for the examination?” The patient can say “Yes” to the second (closed) question, even if he does not understand the message.
To make sure you are understood correctly and evaluate the other person's response, you need to be able to listen.
It is important for any person to be listened to when he says something. And he receives confirmation of this through both verbal and non-verbal channels of communication, as well as through verbal silence.
There are 3 elements of active listening: encouraging nonverbal components, encouraging verbal components, silence.
TO encouraging non-verbal components Active listening includes eye contact, posture indicating attention and willingness to listen, distance between interlocutors, head nods and facial expressions.
TO encouraging verbal components active listening refers to short exclamations that show the speaker that his words are of interest.
Silence can serve as a very important pause in a conversation: it allows the speaker to collect his thoughts difficult situation, find words that match the feelings, and think about your point of view. Silence can be awkward if the speaker brings up a difficult topic that he is not ready to discuss; You can meet your interlocutor halfway and change the topic.
“Listening means being open to the world and to the thoughts and feelings of others, whether openly expressed or implied. The ability to listen is not a passive perception of information, but an active, conscious effort to form participation in the interlocutor. This requires, in addition to simply understanding the meaning of the spoken words, concentration, lack of prejudice and an interested attitude towards what is being said. To be a good listener, you need to focus your full attention on the other person, which means suppressing your own prejudices, preoccupations, and other distracting internal and external factors."
Written (verbal) communication is extremely important for a nurse. It can be effective if you consider the following recommendations:
Write neatly (if your handwriting is bad, write in block letters);
Choose the correct size and color of letters (for a person with low vision, write with a blue or black pen in block letters on white paper);
Make sure the note includes all the necessary information;
Choose understandable and simple words;
Be sure to sign your message.
The effectiveness of written communication depends on many factors:
Does he see what is written?
Does he know the language in which the message is written?
Does he understand what is written?
In this regard, nursing staff should adhere to effective written communication following rules:
Be precise when telling the time (morning, evening);
Please be careful (check that you have included all the required information).
Nonverbal communication is carried out using symbols, gestures, facial expressions, postures, and touch. Researchers have found that 55% of information during a conversation is perceived by its participants through facial expressions, postures and gestures, 38% - through intonation and voice modulation. Consequently, only 7% of information is transmitted through oral speech. Moreover, it is believed that with the help of words (verbal channel) only information is transmitted, and the attitude towards the interlocutor is transmitted through the non-verbal channel.
As a rule, people are less able to consciously control the channel of nonverbal communication. A new science is studying it - kinesics. Kinesics researchers have proven that oral speech is easier to control than facial and body language, since nonverbal information is closely related to a person’s mental state. It is nonverbally that people express their mental state.
Sometimes the whole person's body is involved in transmitting the message. A person's gait is also a way of conveying a message and expressing oneself. For example, a person who enters a room with courage and confidence is demonstrating either his well-being or his anger. A slow entrant demonstrates restraint, fear, or anxiety. In these examples, in order to correctly understand the message, it is necessary additional information. It should be noted that the nurse often has to care for patients who are unable to use oral speech as a channel of communication, so the nurse needs non-verbal communication skills.
When you look at a person, you get a lot of information from his facial expression, facial expressions, and gestures. For example, during a conversation, a nurse sees that the patient has folded her arms and pressed them tightly to her chest. This may mean that she is very worried or upset. When receiving a message non-verbally, the healthcare worker must be sure that the patient has understood it correctly. In the situation being discussed, the nurse might ask, “Are you upset about something?”
A person's facial expressions are a very rich source of information about his emotional state. All people, regardless of the nationality and culture in which they grew up, almost equally understand the emotional state expressed by facial expressions on the face of the interlocutor. For example, when a person is suffering, his mouth is closed, the corners of his mouth are drooping, his eyes are narrowed, dull, his eyebrows are shifted towards the bridge of his nose, the outer corners of his eyebrows are raised up, there are vertical folds on the forehead and bridge of his nose, his face is frozen.
Psychologists believe that a person’s face is a kind of center for receiving and transmitting social signals. It is well known that facial expressions give a person an individual appearance. As many people note, the most expressive thing about a face is the eyes. This is evidenced by many sayings and phrases: “read the soul in the eyes”, “sparkle with the eyes”, “devour with the gaze”, “hide the eyes”, etc. A person's gaze complements what is unsaid in words and gestures, and often it is the gaze that gives true meaning to the spoken phrase. An expressive look can convey the meaning of not only what is said, but also what is unsaid or unspoken. In some cases, you can say more with a look than with words. Consequently, eye-to-eye gaze is the most important channel of nonverbal communication. A glance initiates and maintains communication at all its stages; its significance especially increases with confidential “eye to eye” communication.
Visual contact indicates a willingness to communicate. With the help of the eyes, the most accurate signals about a person’s condition are transmitted, since the dilation or contraction of the pupils is not subject to conscious control. For example, if a person is excited, his pupils are four times larger than usual, and if he is angry, his pupils constrict.
The face retains a stable expression (sad, indifferent, angry, kind, etc.) for quite a long time. Moreover, the center that allows the interlocutor to determine the facial expression is the eyes. According to research, more than 50% of communication time interlocutors look into each other's eyes.
In sign language, hands play a big role, and not only when the speaker shows with his hands the shape of the object being discussed, indicates the direction or comments on an event. Hands also convey emotional state. Thus, anxiety can be manifested by continuous movement of the hands, trembling of the fingers, etc.
One important aspect of nonverbal communication is the nurse's appearance. If she is dressed professionally, the patient will trust her more. Naturally, in different countries Depending on the level of economic development, culture and religion, society has certain expectations and requirements both for nursing in general and for appearance nurse Even in the same country, each patient has his own, preconceived idea of the nurse.
The nurse's facial expression significantly influences the effectiveness of communication with the patient. Patients usually look at the nurse's facial expression when she changes the dressing and answers questions about the severity and prognosis of the disease. In this regard, you should learn to control your facial expression, especially in cases that cause unpleasant emotions, in order to alleviate the patient’s feeling of fear.
The position of the patient's body and his movements indicate both his physical and emotional state.
Verbal and nonverbal communication can exist simultaneously. For example, a conversation (verbal communication) may be accompanied by smiling, gestures, crying, etc. (non-verbal information). It should be noted that the perception of a message largely depends on non-verbal information. The ability to “read” nonverbal messages will help the nurse understand the patient's true feelings, mood and problems. For example, if
the patient tells the nurse that everything is fine with him and nothing bothers him, but at the same time he does not look him in the eyes, sits with his hands tightly clenched into fists, the nurse should see the pose of distrust, fear, confusion and, of course, not leave this patient without help.
The communication process is largely influenced by a person’s previous experience and memory. Everyone participating in communication brings their own position and beliefs to the conversation.
Although both modes of communication (verbal and nonverbal) are complementary, many researchers believe that nonverbal signals are used more effectively, especially when it comes to conveying a person's emotional state. On the other hand, verbal communication is a common means of conveying factual information. The effectiveness of verbal communication largely depends on the ability to think, speak, listen, read and write.
Nonverbal methods - a hand touch on the shoulder, a pat on the back or a hug - allow the nurse to communicate to the person about affection, emotional support, approval, and empathy.
Nursing experts indicate that the skill of assessing a patient's condition is based on many nonverbal communication skills, in particular touch. Touch often really calms people when they are in great emotional distress. However, you need to be very careful about physical contact, as touching and close contact with strangers may not be acceptable in some cultures. The nurse should be aware that communication will be more successful if it occurs in a comfort zone (Figure 4-3).
Each person has their own size of comfort zones. Typically, a person does not think about his comfort zone or the amount of personal space around him until someone invades this zone. The person immediately feels uncomfortable and, if possible, takes a step back to restore a comfortable personal space around him. The discomfort that a person experiences if someone has entered his personal space can be associated with the concepts of intimacy, threat, and superiority. A person allows only people close to him and friends into his personal space. So, for most people the size of their personal zone is 0.45-1.2 m. As a rule,
Rice. 4-3. Comfort zones
Well, comfortable communication is possible at a distance of 1 m. Usually this distance is regulated by cultural norms. At the same time, when performing certain procedures, the nurse invades not only the personal, but also the intimate (16-45 cm) and super-intimate (0-15 cm) zone. The nurse, knowing and understanding the difficulties that the patient may experience, should be especially attentive and sensitive. For example, the size of a nurse's comfort zone allows her to stand close to other people, but they feel uncomfortable and move away because their comfort zone may be smaller. Conversely, a nurse can feel comfortable only if there is a large space around her, and the person thinks that he is unpleasant to her and that is why she is standing (sitting) so far from him.
It must be remembered that often medical workers so accustomed to communicating with people in different situations, including when patients are undressed, that their perception of people's discomfort and confusion in such situations is blunted. In this regard, you need to be careful about everyone’s comfort zone and find a mutually acceptable distance for the nurse and the patient.
You need to be very attentive to the patient and/or his loved ones expressing feelings of discomfort associated with invading the comfort zone.
4.4. CONFIDENT COMMUNICATION
Regardless of which communication channel a person uses, he must strive to ensure that his intended message is conveyed as accurately as possible. This is facilitated by a confident manner of communication. If a message is conveyed firmly and confidently, the likelihood that the recipient of the message will agree with it increases. Some people confuse assertive communication with aggressiveness and rudeness, so you should use it selectively and always think about how it will be perceived.
In cases where a person behaves aggressively (not to be confused with confident behavior!) towards a nurse, use the following recommendations:
You should not take someone's aggressive behavior as a personal insult; most often people throw out their negative emotions on those who are seen more often, even if they are upset by someone else;
You need to breathe deeply: take a deep breath and count out loud until you calm down;
You can leave the room if you are afraid of saying or doing something unpleasant (of course, this can only be done if the patient is safe);
You can take a break by taking a short walk, drinking a sip of water;
You can tell what happened to someone you respect;
You should talk again with the person who showed disrespect for the sister: make it clear that the sister will still continue to fulfill her duties.
It is very important for medical personnel to keep the channels of communication open (watching, listening) even in cases where the message received causes a feeling of awkwardness.
Pause for a few seconds to calm down, stop thinking about your feelings and concentrate on the other person’s message;
Show interest in the interlocutor using facial expressions, gestures, touch; if a person feels the nurse’s interest, then this silent support can be more effective than any words;
Re-invite the person to the conversation by asking the question: “How are you feeling?”, “Are you sure that it’s better for you to be alone now?” Sometimes you can repeat the interlocutor’s message in your own words: “Do you really miss your family?”;
Just listen to your interlocutor, because sometimes this is the only thing a person needs. If the nurse believes that the patient needs answers to questions and she is unable to do so, someone should be found to answer the questions;
Talk about your experiences, about misunderstandings that have arisen with another person who enjoys the trust of the nurse.
4.5. COMMUNICATION IS AN ESSENTIAL COMPONENT OF NURSING
The nursing practice that has developed in Russia for many decades has been predominantly associated with the performance of certain procedures that do not require the nurse to communicate. Nursing reform, which involves expanding the functions of nursing personnel, makes a necessary condition successful professional activity is the ability to communicate effectively, since information about the patient’s problems, as well as assessment of its results, require an active discussion of all issues with the patient. In particular, this applies to counseling patients (including parents of small children and relatives of elderly patients) on issues related to preserving (maintaining) health.
The person should be willing to talk about their health problems to the nurse, who should be able to listen and understand.
CHAPTER 5 NURSING TRAINING
After reading this chapter, you will learn:
About the scope of patient education;
About the conditions for the effectiveness of training;
On ways to assess the initial level of knowledge;
On methods of planning and implementing a training plan;
On methods for assessing learning outcomes.
Concepts and terms:
learning ability - individual indicators of the speed and quality of a person’s assimilation of knowledge, skills and abilities in the learning process;
daily activities - activities performed by the patient during a normal day: eating, dressing, bathing, brushing teeth, grooming, etc.;
fields of study - areas in which the learning process occurs: cognitive, emotional and psychomotor;
learning goal - a statement of what a person intends to do to achieve a certain result. The goal must correspond to the person’s capabilities and not contradict his internal values.
5.1. TRAINING IS ONE OF THE FUNCTIONS OF NURSING
Nursing education for patients and/or their loved ones is an ongoing process that often occurs informally, during conversations or while observing certain actions of another person. Every patient has the right to receive information about his illness or injury, state of health, and prognosis of the disease. Nurses teaching people of different ages, knowing the risk factors for diseases for each age period, help people learn how to change their behavior in order to maintain their own health, the health of their children and loved ones, or maintain it at the highest possible level.
An important function of nursing staff is to educate patients and their family members on issues related to their health. In some cases, this is training in specific self-care skills or caring for a child or adult, in others - preparation for a particular study, training in taking medications (for example, the technique of administering insulin), in others - rational (dietary) nutrition, adequate physical activity and etc. By teaching patients, the nurse helps them adapt to their condition in order to maintain the most comfortable standard of living possible for them, or explains how they can make lifestyle changes to reduce or eliminate the influence of risk factors for diseases.
Training can take place in a formal setting (in a health care facility or at the patient’s home), when a nurse teaches the patient new techniques for performing daily activities (washing, walking, etc.), or in an informal setting, when a nurse talks to the patient while performing his daily duties. with a person about problems that concern him (for example, how to protect himself from HIV infection, how to protect a child from injury), providing information necessary for compliance healthy image life.
In some cases, the nurse helps the patient consolidate the skills he learned from another specialist (for example, a set of physical therapy exercises for the extremities or breathing exercises).
5.2. AREAS OF TRAINING
Learning occurs in three areas.
Cognitive sphere- a person learns and understands new facts, analyzes information, distinguishing important information from unimportant. For example, a person learns about risk factors for diseases of people of his age, or about food components that contain necessary rational nutrition elements, or about the danger to which he exposes himself due to improper behavior.
Emotional (sensual) sphere- a person, having received information, changes his behavior, expressing this with feelings, thoughts, opinions and assessment of some factors; the person actively listens and responds to new information, both verbally and nonverbally. For example, a person reduces the number of cigarettes smoked, alcohol consumption, or eats the amount of grain products, protein, etc. required for his age, or stops wearing shoes that pose a danger to him when walking, wears a seat belt in a car, transports a child in the car only in the back seat, etc.
Psychomotor sphere- a person masters skills through mental and muscular activity; learning new types of movement (for example, walking with a cane); performs confidently necessary actions; psychologically, physically and emotionally prepared to perform activities associated with daily activities.
5.3. CONDITIONS FOR EFFECTIVE TRAINING
The effectiveness of teaching the patient and/or his relatives, i.e. what they learn and how they do it is determined by many factors.
One of the factors is background knowledge, already available to the patient. For example, if a person who, due to his illness, has to change his usual diet and physical activity, already has an idea of the new diet and activity regimen, his training will be more successful. At the same time, if the information he has does not match the new information that the nurse tells him, the training may be less effective.
The next factor on which the effectiveness of training also depends is opinion or person's attitude who needs to know and subsequently change. For example, if a man believes that cooking is exclusively a woman's job, he will have difficulty learning and accepting information related to diet planning.
Past experience person also affects the assimilation of new information. For example, if an overweight woman has already tried to lose weight several times, it will be difficult for her to change her behavior again to try to achieve success. However, if these attempts were successful and she felt more energetic, it is much easier to teach her to eat right and do adequate physical activity.
Education for patients and their families is effective under the following conditions:
Having a clear goal and motivation to gain knowledge;
The sister’s friendly attitude towards students (patients and members of their families);
Creating an associative connection between new information and their past experience and knowledge;
Mandatory practical testing of acquired knowledge.
Students understand and remember information better if the nurse:
Uses effective communication techniques;
Listens to everything that is said to her or asked about;
Treats them patiently;
Praises for success in learning;
Takes a break if they don't feel well or are upset about something.
For training to be effective, three factors should be taken into account: desire and readiness to learn; ability to learn; environment.
Desire and readiness to learn depend, firstly, on the cognitive abilities of the student, allowing him to concentrate and understand new material, secondly, from attention. If a person is unable to concentrate, then training should be postponed or cancelled. Anxiety, pain, fatigue, hunger, thirst, drowsiness - all this interferes with the learning process and requires
stra of special skills. When planning training, the nurse should assess the patient's desire and readiness for training.
Learning ability depends on the stage and level of human development (child, adult, elderly, etc.). Before starting training, the nurse must assess the level of development of a person's cognitive abilities and choose the appropriate teaching method. Important criteria assessments of learning ability are a person's age, his physical condition(weakness, exhaustion, etc.), in which learning may be impossible or ineffective, disposition to communicate, range of movements, degree of mobility, etc.
Environment is also one of important conditions successful learning. When starting training, the nurse must determine the optimal number of students (group training is not always effective), assess their need for privacy, air temperature, lighting, noise, ventilation, and the presence of furniture.
5.4. LEARNING PROCESS
Teaching the patient and/or his loved ones is effective if the nurse knows and understands the significance of each stage of the learning process (Fig. 5-1). These steps are as follows:
Assessment of the initial level of knowledge and skills of the patient and/or his relatives;
Defining goals, planning content, methods and scope of training;
Implementation of the training plan;
Assessment of learning outcomes.
One day, my six-year-old daughter made another craft, which was supposed to be put on her head. I took it with me to preparatory school and, not at all embarrassed, she went to class wearing homemade bunny ears, and adjusted them so that they hung on her face as noticeably as possible. My not very confident attempts to make a “decent beautiful girl" met such obvious and assertive resistance that they had to give up their positions.
I was in my opinion about how bad my daughter looked, who went to preparatory school not wearing a bow at all, but with paper ears shamelessly covering half of her face. Imagine my surprise when I heard the sincere admiration of the teachers: “What a great fellow, our Olesya! He will always come up with something interesting! Did you make it yourself?”
So I came to the conclusion that our views on “beautiful” and “good” are not always correct. And, perhaps, the most beautiful and good thing that can be in the world is not the usual white bow, but the opportunity not to hide your creations, not to be ashamed of them: “And whoever misunderstands is “the fool himself.”
This is permission to express yourself in the form and image that you want. Self-expression is impossible without attention, however simple attention an absent need cannot be cured.
The right to express yourself should be non-judgmental! This is the case when the process is important, not the result. Only then will a result worthy of recognition emerge from a high-quality, thoughtful process. But not the other way around! However, society teaches us the opposite. In society, at best, it is customary to notice what is worthy of appreciation. From here with childhood a projection is formed: “I am noticed when I do something good.” This is where the excessive need for praise, which has no rational basis, originates. And the chain of strange reactions also includes haste (the desire to receive praise quickly). A person tries to finish faster in order to get results, praise and finally feel the importance of his actions. Naturally, in this version good performance, in fact, there is no need to talk about what is an important manifestation of the personality itself.
Thus, self-affirmation in generally accepted models of behavior is based on the expectation of always public (or external) positive evaluation. And criticism is perceived as a denial of the right to be yourself, to express yourself as you want, and so on. And it causes a negative response. How else will I win my right to exist?
As a child grows, those around him actively reinforce false perceptions. In the adult world, all the same mechanisms work! “If you have achieved success, your point of view has the right to life. We will listen to you, respect you, so to speak, with attention.” And if the hero does not become famous, it means that he is nobody and his name is nothing, and no one will listen to him. The rating system destroys individuality!
And in the true matter of self-expression, your authorship, unlike others, is important. And we measure everything with one ruler, losing behind the invented importance of a person, his right to be himself.
But a person can act and think as he sees fit. Anyone is worthy of attention (and respect) for one simple reason: he is a person, a member of our society, he exists and he has the right.
And our attention must be unconditional. This is where mutual respect for each other is expressed. We demand it all, but we don’t know its nature of this property, we can’t imagine how real it is. Thus, the hero respects his right to his opinion and accepts someone else’s right to a different opinion.
When a person realizes the moments described, he can also realize the following: every enemy and offender who stands on the righteous path and argues, like a hero, needs public self-expression. How more aggressive behavior opponent, especially since he needs to prove himself. How does he show his own personality? Through denial of the point of view and the right to individuality of others (just as the hero is doing so far). And if the participant observes himself, he may notice strange feeling- as if he were betraying himself.
There is another side to the coin. Alongside conflicts comes ingratiation—agreeing with your opponent just so that he doesn’t deny you. Consent due to fear of rejection has a multiple nature. And here the lack of opportunity for self-expression, as well as the right to my presence in this world, plays a prominent role. It's like you're begging good attitude. At times he is even ready to change his course, to adapt to the critic - and all just so that he does not express a negative point of view. And, strangely, by agreeing, you betray yourself again.
The prototype of one of the main characters of the books “People from the Closet” is a typical representative of a clan of a dependent society, a person who exists in reality, and has gone through the path of his own mistakes and awareness, at the beginning of the story he did not feel his right to life. He, in fact, turned to the book in order to learn to allow himself to be who he is. At the beginning of the story, he even set a goal: “To become successful” - he thought that this way he could gain humanity, participation in his life and, most importantly, acceptance of himself by loved ones and even strangers. Recognition, like acceptance, seemed to him the most important among everything! He couldn't live without it! He conquered as best he could - in childhood with good ostentatious behavior, ingratiation, satisfaction. In adult life - by agreement, where I disagree; listening where it is not interesting; presence where one does not want to be, etc. He is forced to constantly “earn” this place in the sun - the right to be, the right to live in warmth and acceptance. Accustomed to living like this, he releases his needles in advance, like a hedgehog. And he is in a world where everyone is stepping on each other - winning their place in the sun. Aggression is common here - everyone gets it in full and thinks that this is the norm. And everyone wants warmth - still shaky, uncertain, at least some, just so as not to disappear.
People have long learned: to get warmth, you have to ingratiate yourself.
To satisfy the natural need for the right to express oneself, one has to fight. Hence the inability to kindly ask to reduce the volume, the inability to give up a seat, an inadequate reaction to other people’s requests (“they deny me”).
The search for any attention - be it positive or negative - is also a manifestation of the need for self-expression. Individuality in its manifestation requires an audience. As an adult, I kind of “beg”: “Listen to what I said! Answer me! Pay attention to my status! Read my article?! Look at my drawing! Email me!”
Perception – painful, dissatisfied, gives “output” perverted interpretations (similar to the consequences of lack of personal space).
No answer - they didn’t notice me.
The answer is negative (they argue, criticize) - they deny me.
This way of thinking and behavior sucks you into a strong, seemingly insurmountable circle in which there is no way out. It's really difficult to get out. To do this, you will have to systematically switch the emphasis from focusing on external assessment to internal permission to be yourself. It is mostly a work of awareness and willpower.
The topic described is closely intertwined with the previously discussed need for one’s own emotional space. Personal emotional space makes it possible to be who you are and not have to prove anything to anyone (not make excuses or defend). And the fulfilled need for self-expression ceases to need attention. Staying within one’s own boundaries makes it possible not to argue with anyone or prove anything to anyone and thus leaves one in the desired state of not betraying oneself. But this needs to be learned.
This publication continues the series of articles written based on the “People in the Closet” book series. If the reader feels that the understanding described here is not enough for him, he can turn to the material in the books, presented in a deep form, in the language of the subconscious. Main character books gains independence from society through the consciousness of personal space in which everyone has the right to be who they are. And, of course, it gives this right to others. This way no one steps on each other’s toes. Everyone respects the rights of the other. The traveler, however, does not stop there. He also gets rid of the need for attention to himself and his works. He agrees to leave the results of self-expression within his own space (not to impose on society).
Respect Needs
Social needs
1. Give employees jobs that allow them to communicate.
2. Create a team spirit in the workplace.
3. Hold periodic meetings with your subordinates.
4. Do not try to destroy informal groups that have arisen if they do not cause real damage to the organization.
5. Create conditions for social activity of members of the organization outside its framework.
1. Offer more meaningful work to your subordinates.
2. Provide them with positive feedback with the results achieved.
3. Appreciate and reward the results achieved by subordinates.
4. Involve subordinates in formulating goals and making decisions.
5. Delegate additional rights and powers to subordinates.
6. Promote your subordinates up the career ladder.
7. Provide training and retraining that improves competency.
1. Provide subordinates with training and development opportunities that enable them to reach their full potential.
2. Give your subordinates complex and important work that requires their full commitment.
3. Encourage and develop creative abilities in subordinates.
The hierarchy of needs, according to Maslow, allows us to draw a very important conclusion about the motivating power of money. Conducted research on the use of money as a stimulating factor has led to the following conclusions:
1. Money can serve as a stimulating factor only for 10-30% of workers, but it will not have an impact on the remaining 90-70% of workers.
2. A manager* who wants to use money as an incentive to work must:
o select the appropriate people for the job;
o pay them fairly large bonuses (from 30% to 100% of the basic salary);
o create a “money” mood in the work group.
Money and only money, as research has shown, is not the decisive motivator for productive and high-quality work. The most powerful factor in motivating work processes is job satisfaction: joy from work, personal involvement in its results, confidence in competence, significance for the organization, the opportunity to express oneself in work, personal growth, freedom to choose actions, respect from management.
In cases where a person is not satisfied with his work, if it is a burden to him, he experiences anxiety even when his basic needs are satisfied. That is why it is so important to choose the right profession, find yourself in work and strive for self-expression in it. Given that a person's potential is growing and expanding, the need for self-expression can never be fully satisfied. Therefore, we can say with confidence: the process of motivating human behavior through needs is endless.
This leads to a very important practical conclusion: the manager must carefully study his subordinates and clearly understand what active needs drive them. Given the dynamic nature of human needs, it is very important for a manager to notice the change in these needs and accordingly change the methods of satisfying the needs.
2. McClelland's theory of needs. David McClelland's theory is a truncated version of the model Maslow's motivation. His motivation model places primary emphasis on higher-level needs. He believed that people have three needs: power, success and belonging.
Need for power expressed as the desire to influence other people.
Need for success satisfied in the process of bringing the work to successful completion.
Need for belonging is expressed in a person’s desire to take part in solving the most important problems in the organization.
A manager *, having information about the prevailing needs of his subordinates, must choose the motivation option that will most contribute to achieving the goals of both the employee and the organization. For example, if you want to motivate people with a need for success, you need to assign them tasks with a moderate degree of risk or possibility of failure, delegate them sufficient authority to develop initiative in solving the tasks, and regularly and specifically reward them according to the results achieved. .
McClelland's three-factor theory considers only three types of acquired needs that activate human activity: power, success, involvement.
There is a certain similarity between this theory and the theory of A. Maslow. The needs for power and success are characteristic of people who have achieved the satisfaction of the fourth level of the hierarchy of needs - the need for respect. The need for belonging is characteristic of people who have achieved the satisfaction of the third level of needs - social needs.
Unlike A. Maslow, McClelland believes that only the need for power is a motivational factor. Therefore, in practice, this theory is more applicable to people seeking to occupy a certain position in an organization.
3. Herzberg's two-factor theory. The model of motivation developed by Frederick Herzberg, also based on human needs, is called the two-factor theory. The first group includes hygiene factors. They are related to environment in which the work is performed, and include: company policy, working conditions, wages, interpersonal relationships, leadership style *, guarantees of job retention. According to Herzberg, if the management of an organization does not pay due attention to these factors, then a person becomes dissatisfied with work. However, the sufficiency of these factors in itself does not cause job satisfaction and cannot motivate a person to do anything. The second group includes motivation, connected by their very nature with the essence of the work. These are labor successes, recognition of merit, responsibility for the assigned work, professional and career growth.
The absence or inadequacy of these motivations does not lead to job dissatisfaction. However, their provision fully causes job satisfaction and motivates workers to increase labor efficiency. The practical conclusion from Herzberg's theory of motivation comes down to the following. In order to achieve motivation, the manager must ensure the presence of not only hygiene, but also motivating factors.
Frederick Herzberg All factors influencing human activity in a production situation were divided into motivating and “health” factors (hygienic factors).
Motivating factors contribute to an increase in the degree of job satisfaction and are considered as an independent group of needs, which can be generally called the need for growth: needs for achievement, recognition, work itself, etc.
Factors of "health" are factors of the environment in which work takes place. They can be seen as a need to eliminate/avoid difficulties. The absence of these factors causes a feeling of irritation and dissatisfaction. The presence of environmental factors ensures normal working conditions and, as a rule, does not contribute to the activation of human activity. For example, comfortable conditions labor, normal lighting, heating, etc., working hours, wages, relationships with management and colleagues.
· Salary, as a rule, is not a motivating factor.
· To eliminate the feeling of dissatisfaction, the manager needs to pay special attention to “health” factors. In the absence of feelings of dissatisfaction and irritation, motivating staff using “health” factors is useless.
· After the employee is provided with everything necessary to achieve his goals, the manager must concentrate all his efforts on motivational factors.
Brief Analysis and comparative assessment of different theories of needs. All three substantive theories of motivation have much in common with each other. For example, Herzberg’s hygiene factors correspond to physiological needs, needs for safety and confidence in the future, and his motivations are comparable to the needs of Maslow’s higher levels (see Table 3.2). However, these theories also have fundamental differences. Maslow believed that if an employee satisfies one of the primary needs thanks to a manager, then after that he will work better.
