PurposeThis assignment will help prepare the student for conversations with clients with a mental health condition.
Communication: Displaying capability in writing, reading, and oral communication; understanding of non-verbal language.
This is a “role play exercise,” in which one student is the student nurse, and the other will role play as a client. In this assignment, the nursing student will be demonstrating the therapeutic nurse-client relationship and analyzing the therapeutic and nontherapeutic techniques used. You will take turns in the roles.
This is not about always having therapeutic responses. It is about learning from practice and review. It is expected that you will think of other ways to respond or interact with the client that may be more therapeutic after the interaction is terminated. After the conversation is over, you will complete in IPR form.
The client roles are:Mr. Jones is a 69-year-old retired engineer. He was admitted to the in-patient psychiatric unit the previous day. His daughter had called the police when he locked himself in his bathroom and refused to come out. She thought he was suicidal. He was brought to the hospital by the police and was admitted on involuntary status. He has been reticent since admission but told his daughter he had no reason to live since his wife died.
Diagnosis: Major Depressive Disorder
Nursing Diagnosis: Risk for suicide.
Mrs. Alvarez is a 34-year-old female who has lived in this country for the past 10 yrs. She is a stay at home mom with three small children. Her husband works two jobs to support the family. Lately, she has been extremely anxious and fears that her children will become ill or injured. This seems to be an unrealistic concern, but she has been unable to sleep well and has lost 15 lbs. in the past month. She is a voluntary admission and states she knows she needs help.
Diagnosis: Generalized Anxiety Disorder
Nursing Diagnosis: Ineffective coping
You will select the role you wish as a client and take turns switching roles. After the conversation, you will document the interactions using the form provided and following the guidelines instructions for each column. Attached is the IPR form.
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As the nursing student interacting with Mr. Jones, it is important to establish a therapeutic relationship with him. This can be done by actively listening to him and showing empathy and concern for his feelings. It is also important to create a safe and nonjudgmental environment for Mr. Jones to express his thoughts and emotions.
During the conversation with Mr. Jones, it is important to assess his risk for suicide and identify any specific warning signs or risk factors. It is also important to ask Mr. Jones directly about his suicidal thoughts and feelings, as this can help to gauge the severity of his risk and determine the appropriate level of intervention.
In terms of therapeutic techniques, it can be helpful to use reflective listening, which involves repeating back to Mr. Jones what he has said in order to demonstrate understanding and validate his feelings. It can also be helpful to use open-ended questions to encourage Mr. Jones to explore his thoughts and feelings further.
On the other hand, it is important to avoid using nontherapeutic techniques such as minimizing or dismissing Mr. Jones’ feelings, or using confrontational or argumentative language. It is important to maintain a respectful and supportive approach in order to build trust and facilitate Mr. Jones’ healing process.
After the conversation is over, it is important to document the interactions using the IPR form, including any therapeutic and nontherapeutic techniques used, as well as any observations or concerns about Mr. Jones’ risk for suicide. This documentation will be important for the ongoing care and treatment of Mr. Jones, and for informing any future interactions with him.

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