A nurse on a mental health unit is caring for a client whose plan of care includes learning work-related skills. Which of the following members of the interprofessional team is appropriate for this client?

Choice A Reason:
Providing sympathy can be comforting, but it may not always be conducive to establishing a therapeutic relationship. Sympathy involves feeling pity for someone else's misfortune, which can sometimes create a power imbalance or imply that the nurse sees the client as unable to cope. In contrast, empathy, which is understanding and sharing the feelings of another, is more aligned with therapeutic communication principles.

Choice B Reason:
Focusing on the words of the clients is important, but it is only one aspect of communication. Therapeutic relationships are built on understanding the full context of communication, including non-verbal cues and emotional undertones. Active listening involves not just hearing words, but also interpreting the message being conveyed and responding appropriately.

Choice C Reason:
Controlling the pace of establishing nurse-client relationships might be necessary in certain situations, but it should not be the primary action. Each client is unique, and the development of a therapeutic relationship will vary depending on individual needs and circumstances. The nurse should be flexible and patient, allowing the relationship to develop naturally.

Choice D Reason:
Demonstrating genuineness when communicating is fundamental to building trust and rapport, which are essential components of a therapeutic relationship. Genuineness involves being open, honest, and sincere. When nurses are genuine, clients are more likely to feel respected and understood, leading to a stronger therapeutic alliance.

Choice A Reason:
Assessing the client's readiness for therapy is a crucial role of the nurse in CBT. It involves determining whether the client is willing and able to participate in therapy, understands the CBT process, and is motivated to engage in the cognitive and behavioral changes that CBT requires. This assessment helps ensure that the therapy is client-centered and tailored to the individual's specific needs and readiness level.

Choice B Reason:
While involving the client's family can be beneficial in therapy, implementing therapeutic techniques that involve only the client's family does not align with the primary goals of CBT. CBT focuses on the individual's patterns of thinking and behavior, and while family support can be part of the process, the nurse's role is not limited to family involvement alone.

Choice C Reason:
Educating the client to identify and challenge negative thoughts is a fundamental aspect of CBT. The nurse helps the client recognize their automatic negative thoughts, understand the impact these thoughts have on their emotions and behavior, and learn to challenge and reframe these thoughts in a more positive and realistic way.

Choice D Reason:
Evaluating to determine the effectiveness of the actions is part of the nurse's role in CBT. This involves monitoring the client's progress, assessing the outcomes of the interventions, and making necessary adjustments to the treatment plan. Evaluation is an ongoing process that ensures the therapy is effective and meets the client's needs.

Choice E Reason:
Collaborating with the client to set achievable goals is essential in CBT. The nurse works with the client to establish clear, measurable, and attainable goals that guide the therapy process. These goals provide direction and motivation, and they help the client focus on making specific changes that will improve their mental health.