The Ideal Course of Patient Education and the Psychosocial Responses of Nurses

The Ideal Course of Patient Education and the Psychosocial Responses of Nurses

Topic 2 DQ 1

The Ideal Course of Patient Education

Our society has a multitude of different cultures, religions, and races. To deliver tailored, patient-centered care, a nurse needs a culturally varied and religiously diverse knowledge base. The nurse must grasp not only the patients’ cultural and religious views but also the rationales for such beliefs since these might influence their care plan (Arritt, 2022). Patient education and specific attention to the client’s spiritual and religious needs can result in the client being free of spiritual or religious anguish and having a sense of spiritual connectivity, purpose, hope, and serenity.

During a patient evaluation, the nurse is required to exhibit knowledge and abilities regarding religious and spiritual impacts on health. The ideal course of patient education will incorporate recognizing the emotional distress of the client and client needs that are connected to religious convictions (for example, spiritual distress, conflict between treatment regimen and beliefs, etc.) and educating and reassuring the patient (Oman, 2018).

The nurse must also examine psychological, spiritual, and occupational issues impacting care, develop treatments to satisfy the client’s emotional and spiritual requirements, and evaluate if the client’s religious needs are satisfied.

While providing patient education, health educators must grasp psychosocial aspects and mays self-perception. Because Mary, as a nun, may be hesitant to examine her physically if assurances of privacy and confidentiality are not offered, the health care practitioner should reassure her regarding the confidentiality of her health information (Arritt, 2022).

As with all other examinations and planning, the registered nurse must design a plan of care for the client that is particular to the individual client’s unique requirements, typically in partnership with psychologists, psychiatrists, and clergy members. When religious and spiritual needs are examined, they are incorporated into the client’s care plan (Oman, 2018). Additionally, individuals should be helped in attending formal religious services if they so wish.


Arritt, T. (2022). Caring for Patients of different religions. Nursing Made Incredibly Easy!12(6), 38–45.

Oman, D. (Ed.). (2018). Why religion and spirituality matter for public health. Springer International Publishing.

Topic 2 DQ 2

The Psychosocial Responses of Nurses

To properly offer care to people of different cultural and religious backgrounds, nurses must be mindful of their preconceptions and beliefs. Inability to empathize with the patient’s point of view can result from a lack of information or comprehension of cultural differences, as well as a reluctance to accept patients’ different views, values, or attitudes (Attard et al., 2019).

Psychosocial reactions may include astonishment, irritation, anger, tiredness, and guilt if the health care practitioner is unable to comprehend or meet the patient’s requirements (Güner et al., 2018). Health care providers cannot be effective unless they are honest and kind to themselves, which is why it is critical.

Because Mary will be undergoing operations, there is a possibility that she may be N.P.O., and the patient must obtain authorization from the healthcare physician before receiving communion. If feasible, the patient should have a crucifix or rosary beads with them throughout surgery or medical treatment (Attard et al., 2019).

Most Catholics believe that if patients comprehend that they risk death during a medical procedure, they may ask for holy communion and blessings to be conducted by a Catholic priest. During this time, the nurse must not show any form of psychosocial factors like anger or irritation.

Nurses’ priorities may differ from those of patients, especially when other cultures and values are involved. While these objectives may make sense to the nurse, they may not do so to Mary. Cultural competency is vital in providing high-quality, patient-centered care.

Consequently, when working with Sister Mary, the nurse must make reservations that do not violate the patients’ social views. It is critical that nurses reserve their thoughts to acquire and comprehend Mary’s religious and cultural values (Güner et al., 2018). The nurse must adjust the treatment procedure to Mary’s requirements, which necessitates critical thinking.


Attard, D. J., Ross, D. L., & Weeks, K. W. (2019). Developing a spiritual care competency framework for pre-registration nurses and midwives. Nurse Education in Practice40(102604), 102604.

Güner, P., Hiçdurmaz, D., Kocaman Yıldırım, N., & İnci, F. (2018). Psychosocial care from the perspective of nurses working in oncology: A qualitative study. European Journal of Oncology Nursing: The Official Journal of European Oncology Nursing Society34, 68–75.