A nurse uses Maslow's hierarchy of needs to plan care for a patient diagnosed with mental illness. Which problem will receive priority?

Choice A reason: Focusing on the nurse’s experiences shifts attention from the patient, undermining therapeutic communication. This violates psychiatric nursing principles, which prioritize patient-centered dialogue to build trust and explore feelings, making this a non-therapeutic technique that disrupts effective mental health care.

Choice B reason: Making value judgments imposes the nurse’s beliefs on the patient, creating a judgmental environment. This hinders open communication, fosters defensiveness, and undermines trust, contrary to therapeutic communication goals in mental health nursing, making this a correct choice for non-therapeutic behavior.

Choice C reason: Giving advice assumes the nurse knows best, disempowering the patient and limiting self-exploration. Therapeutic communication encourages patients to find their own solutions, making advice-giving non-therapeutic, as it disrupts autonomy and trust, correctly identifying this as a non-therapeutic technique.

Choice D reason: Active listening, involving empathy and nonverbal cues, is a cornerstone of therapeutic communication. It fosters trust and validates patient feelings, essential in mental health care. This technique enhances therapeutic relationships, making it incorrect as a non-therapeutic communication example.

Choice A reason: Peplau’s interpersonal relations theory emphasizes the nurse-patient relationship as a therapeutic tool. Reflecting on interactions helps nurses understand dynamics, build trust, and adjust approaches, fostering therapeutic growth, making this the correct choice aligned with her theory.

Choice B reason: Administering medications is a clinical task, not a core component of Peplau’s theory, which focuses on interpersonal dynamics. While important, it does not directly enhance the therapeutic relationship, making this choice incorrect for the theory’s focus.

Choice C reason: Documenting behaviors is standard practice but not central to Peplau’s theory, which prioritizes relational dynamics over administrative tasks. Documentation supports care but does not foster interpersonal growth, making this choice incorrect for the theory.

Choice D reason: Teaching coping skills is therapeutic but secondary to Peplau’s focus on the nurse-patient relationship itself. Reflection on interactions directly supports the theory’s emphasis on understanding relational dynamics, making this choice less relevant than self-reflection.