The {MGM}code was often used for verbal elements referring to the time and pace required to complete the task:
n2. {MGM}So, we're half way there.
n28. {MGM}Anyway I don't know how to end this thing but I do know
that we came up with at least two nursing diagnoses.
n38. {MGM}We should because we are running out of time.
n27. {MGM}Let's go step by step.
n9. {MGM}It may be a good idea to quickly list the diagnosis we
came up with as a conclusion to this task.
{MGM} was also used to code content that helped organize the
discussion in terms of the components of the task as stated at the
end of the case study (see Appendix @Ref Sometimes {MGM} was used to code items that dyad members used
to direct their partners to other parts of their contributions or to
suggest that they review their work to that point:
{FRM} was used to code verbal elements representing discussion
of the nursing diagnosis and nursing care plan problem in terms of
specific requirements or in terms of nursing process in general:
Sometimes there was recognition of the problem space, but the
reality of limited data in a case study and the projection of possible
outcomes led to:
The {ARG} code was applied to statements of opinion that were
supported with further information or clarification in order to
develop a position. These items dealt with the actual content of the
case study or the proposed actions:
Some {ARG} were in direct repsonse to the opinions and arguments
being developed by one's partner in the dyad discussions. Together,
they represented active debate and interaction:
n14 and n16:
n11 and n12:
By far the most commonly applied code for cognitive activity was
{OPN}. Unsupported opinions, as demonstrated in the previous two
examples,were the most frequently appearing form of cognitive
activity. It is important to note also, that a cluster of opinions does
not make an argument:
Agreeing was also very common:
Occasionally, participants "expressed puzzlement":
{CLR} was applied to verbal elements that rephrased, elucidated,
or detailed, previous statements, opinions, information, or
arguments:
The code {INF} was applied to more direct restatements of the
content previously covered than those coded with {CLR}. It was also
used for contributions of new information or summaries:
The {QST} code (when not combined with the {FCL} code) was
applied to verbal elements that requested further information,
explanation, or confirmation:
{FCL} was applied to elements of the verbal interaction that
demonstrated efforts to elevate the interpersonal rapport and
comfort between the discussants. {FCL}, as a code for cooperation,
was applied in combination with codes for cognitive activity where
appropriate. It is important to note that {FCL} was used more for
affective aspects of interpersonal communication than for the
facilitative effects of managing ({MGM}) the cognitive aspects of the
interaction:
There were very few debilitative {DBL} elements in the transcripts
as a whole. Most came from one individual.
Verbal elements not specific to the task were coded {PRS}:
There were only seven items that received the uncodeable {UNC}
code because they either did not meet the criteria of the other codes
or could not be placed due to the context in which they were
expressed. The example given here shows the last line of one note
being incomplete, and then reference to it in the subsequent note:
n4. {MGM}Well we've come up with 2 diagnoses, ...
n6. {MGM}Are we not supposed to only come up with two diagnoses?
n7. {MGM}Ok, next step is the care plan.
n12. {MGM}Now we have to do a nursing care plan on the most
important diagnosis.
n9. {MGM}See my next note for real work!
n3. {MGM}Lets take a minute and reread the case study.
n6. {MGM}Lets review what we have so far.
- - - {FRM} - - -
n2. {FRM}I think we should complete the care plan in detail with
dates and goals.
n16. {FRM}Did we ever clarify what the interventions were for
anxiety?
n26. {FRM}The order of the goals seem to be okay.
n7. {FRM}We need to have a nursing intervention.
n30. {FRM}Nah, let's just pretend this guy met all his goals.
- - - {ARG} - - -
n17. {ARG}Have the patient write down what he wants to do in his
immediate future and long term. Research has shown that having
patients write down their problems on paper, helps in problem-
solving procedures.
n31. {ARG}This male seems to be clearly depressed. What seems to
be causing this depression or anxiety are his parents. Their
high expectations are causing a major dilemma in his life because
he cannot fulfill them.
n19. {ARG}I would think the anxiety r/t family would be ahead of
the respiratory problems because we can't do anything about
his panic attacks until we have decreased his anxiety.
- - - {RSP} - - -
n14. {OPN}I feel that this patient's main diagnosis would be
anxiety related to situational crises.
n16. {ARG}{RSP}I don't know that the primary diagnosis may
instead be lack of self esteem although his medical diagnosis
is anxiety.
n11: {OPN}How about related to perceived failure? Or, {FCL}I
can't think of a better word for perceived incompetence.
n12: {ARG}{RSP}I like the perceived failure. It indicates how
he feels and can result from his parents high expectations.
- - - {OPN} - - -
n22: {OPN}Patient seems to be experiencing severe anxiety related
to his low self-worth. {OPN}Although his eating and sleeping
habits have deteriorated, I believe his depression
should be addressed first. {OPN}If we can get him to talk
more about the circumstances surrounding his attacks, I
believe we will have a better chance at ameliorating his
deteriorating eating and sleeping habits. {OPN}Patient
should be teamed up with a psychiatrist and possibly a
therapy group.
n26. {OPN}I agree that his depression is a major priority and
should be looked after first.
n24. {OPN}I agree with you on having a lot of things going
on at once.
n27. {OPN}I like the poor self-esteem part.
n13. {OPN}I am quite perplexed at coming to a decision regarding
the diagnosis of priority.
- - - {CLR} - - -
n22. {CLR}As previously stated, try to get him involved in some
kind of activity so he can feel a sense of accomplishment.
n36. {CLR}By doing this, we are involving him in his
plan of care.
n36. {CLR}The rationale for this is that by doing so, we are
allowing the young man to participate in his own care.
n6. {CLR}What I mean (I think) is that the e.p.o. would be client
will pick out items from the menu showing his understanding
of a balanced diet.
- - - {INF} - - -
n24. {INF}Remember you mentioned Maslow's hierarchy of needs.
n28. {INF}He states he has few friends.
n33. {INF}The literature suggests a multitude of combative
techniques that will reduce one's sense of helplessness.
n27. {INF}To sum up the nursing actions, they are that he
is able to communicate comfortably and know the major problem
he is having.
- - - {QST} - - -
n38. {QST}What do you think about the patient's greatest concern?
n12. {QST}What are you not sure about?
n3. {QST}Do you have any other thoughts about a nursing
diagnosis?
n5. {QST}Which word would you use and/or, or or?
n36. {QST}Do you agree that the following should be our two
nursing diagnoses: DEPRESSION RELATED TO INABILITY TO MEET
PARENTAL EXPECTATIONS amb PANIC ATTACKS; and POTENTIAL FOR
WEIGHT LOSS r/t DETERIORATION IN EATING PATTERNS.
- - - {FCL} - - -
n9. {FCL}Be good to yourself and I'll talk to you later.
{FCL}Hugs and kisses, your screen pal.
n24. {FCL}Is this guy unlucky or is this just a bad day? (just a
little humour to get started...back to work)
n7. {FCL}Good. {OPN}I think that is the first step.
n15. {FCL}I haven't had psych. yet so perhaps you have an idea
for a dx.
n7. {FCL}Sorry you lost me.
n15. {FCL}(That makes me think of bowel control.)
n4. {FCL}Well I think I shall bid you farewell. {FCL}It has
been truly delightful "talking" with you. {FCL}Good luck with
your session! {FCL}Bye.
- - - {DBL} - - -
n9. {PRS}Now as you can tell I'm absolutely lousy at nursing
diagnosis so {DBL}why don't you take care of the formalities
and I'll give you some meat to play with.
n8. {DBL}What a drag.
n8. {DBL}Good-bye. {DBL}This is where the nursing student takes
an axe and kills entire family, but his "pals" all say he was
such a nice guy.
- - - {PRS} - - -
n6. {PRS}I didn't do that on the test and lost marks.
n9. {PRS}Speaking of verbose, have you ever seen the movie
Jumping Jack Flash. Whoopie Goldberg plays a computer terminal
operator who suddenly receives messages from a British spy
trying to get out of Russia. {PRS}It really was quite exciting
and I kept hoping the same kind of experience was gong to
happen to me on this project.
n17. {PRS}I always believe that two heads are better than one
when trying to devise a nursing care plan for an individual.
- - - {UNC} - - -
n33. {UNC}Related to the previous diagnosis I would like to add.,
n33. {UNC}Ignore last line of previous note.
