FATHER SATURNINO URIOS UNIVERSITY
San Francisco St. Butuan City 8600, Region XIII Caraga, Philippines
Nursing Program
Name: Jimboy R. Dumas
Date: September 15, 2025
Group: 14
NURSE-PATIENT INTERACTION No. 1
PROCESS RECORDING
I. DESCRIPTION OF THE ENVIRONMENT
The interaction between the student nurse and the elderly client took place at the
Care for the Elderly Home for the Aged Inc. facility in Barangay Antongalon on September
15, 2025, from 9:00 am to 11:30 am. The day was bright with partly cloudy skies, and the
surroundings were calm and peaceful.
II. DESCRIPTION OF PATIENT’S PHYSICAL APPEARANCE AND CHARACTERISTICS
The patient is an elderly male, approximately in his late 60s to early 70s, seated on a
wheelchair due to limited mobility. He is blind, with eyes partially closed and showing no direct
eye contact, but his facial expressions remain calm and approachable. He has a medium build,
thinning gray hair, and prominent wrinkles consistent with aging. He wears neat and appropriate
clothing, indicating proper grooming and hygiene. Despite his disability, he responds warmly with
a gentle smile and expresses gratitude when engaged in conversation, showing a cooperative and
pleasant attitude toward the student nurse.
GOAL OF INTERACTION
1. To establish rapport and build trust with the elderly client by using therapeutic
communication techniques.
2. To provide emotional support and encourage social participation, helping reduce feelings
of loneliness and isolation.
I. INTERACTION
Interaction Therapeutic Interpretation Remark
communication used
Student Nurse: “Good -Giving recognition & The student nurse Rapport was
morning tay unsa ato acknowledging acknowledged the client by successfully
pangalan?” -Introducing self name and introduced himself to established; client
Client: “ako si Caesar sir” -Offering self build trust. This promoted responded warmly,
Student Nurse: dignity and respect while showing comfort and
“Goodmorning tay Caesar, reducing anxiety. trust.
ako diay si sir Jb student nurse
sa FSUU”
Client: “uy okay,
Goodmorning! (expresses
gratitude and warm smile)
Student Nurse: “kumusta ka -Giving recognition & The student nurse expressed The student nurse
tay Caesar, nagkaon naka? showing interest concern, reassured the client fostered trust and
Client: “oo, pero gutom ko - Providing about snacks, and encouraged cooperation, as
gamay (smile)” information/reassurance him to join activities. This shown by the client’s
Student Nurse: “sige lang tay - Encouraging reinforced inclusion and smiles and
Caesar kay after ani amo participation reduced feelings of worry. willingness to
program naa man me snack sa - Giving thanks/closing participate.
inyo” interaction
Client: “mao ba (smile)"
Student Nurse: “oo tay
maminaw lang ta ila
maam/sir(colleagues) tay ha”
Client: “oki (smile).”
Student Nurse: “sige tay, - Giving thanks The student nurse ended the Interaction was
thank you tay!” - Closing interaction interaction respectfully by closed on a positive
Client : “sige thank you pud politely expressing gratitude, which the note, leaving the
(smile)” client reciprocated. This shows client with a sense of
mutual respect. appreciation and
dignity.
II. ANALYSIS
During the interaction, the student nurse was able to apply therapeutic communication
effectively by initiating conversation, acknowledging the client by name, and providing
reassurance. The client responded with smiles, gratitude, and willingness to engage,
showing that rapport was successfully established. Despite his physical limitations
(blindness and use of wheelchair), the client remained open, cooperative, and
appreciative of the interaction. This reflects the importance of addressing not only
physical but also psychosocial needs of elderly clients.
III. EVALUATION
During the interaction, the student nurse was able to apply therapeutic communication
effectively by initiating conversation, acknowledging the client by name, and providing
reassurance. The client responded with smiles, gratitude, and willingness to engage, showing that
rapport was successfully established. Despite his physical limitations (blindness and use of
wheelchair), the client remained open, cooperative, and appreciative of the interaction. This
reflects the importance of addressing not only physical but also psychosocial needs of elderly
clients.
FATHER SATURNINO URIOS UNIVERSITY
San Francisco St. Butuan City 8600, Region XIII Caraga, Philippines
Nursing Program
Name: Jimboy R. Dumas
Date: September 16, 2025
Group: 14
NURSE-PATIENT INTERACTION No. 2
PROCESS RECORDING
I. DESCRIPTION OF THE ENVIRONMENT
The interaction between the student nurse and the elderly client took place at the
Care for the Elderly Home for the Aged Inc. facility in Barangay Antongalon on September
16, 2025, from 9:00 am to 11:30 am. The day was bright with partly cloudy skies, and the
surroundings were calm and peaceful.
II. DESCRIPTION OF PATIENT’S PHYSICAL APPEARANCE AND
CHARACTERISTICS
The patient is an elderly male, approximately in his late 60s to early 70s, seated on a
wheelchair due to limited mobility. He is blind, with eyes partially closed and showing no direct
eye contact, but his facial expressions remain calm and approachable. He has a medium build,
thinning gray hair, and prominent wrinkles consistent with aging. He wears neat and appropriate
clothing, indicating proper grooming and hygiene. Despite his disability, he responds warmly with
a gentle smile and expresses gratitude when engaged in conversation, showing a cooperative and
pleasant attitude toward the student nurse.
GOAL OF INTERACTION
2. To establish rapport and build trust with the elderly client by using therapeutic
communication techniques.
3. To provide emotional support and encourage social participation, helping reduce
feelings of loneliness and isolation.
INTERACTION
Interaction Therapeutic Interpretation Remark
communication
used
Student Nurse: “Maayong - Giving The client shows receptiveness and The interaction
buntag tay, nibalik napud me recognition, positivity through both words and effectively builds
Client: “uy! Maayong buntag offering presence, non-verbal cues (smile). While the rapport and
sad” and using open- response is short, it reflects establishes trust.
Student Nurse: “Kumusta ka ended questioning willingness to engage in However, the nurse
tay?” conversation and a generally good may further explore
Client: “okay ra (smile)” mood the client’s feelings or
condition beyond
“okay ra” to gain
deeper understanding
of physical and
emotional status.
Student Nurse: “tay karong - Giving The client shows appreciation The interaction
buntaga naa napud me bag-ong information, (“Salamat”) and positive non- promotes
padula sa inyo tay ha” showing verbal cue (smile). His enthusiastic engagement, builds
Client: “mao ba? Salamat acceptance, and response (“oo andam kaayo”) therapeutic rapport,
(smile)” seeking reflects motivation, readiness, and and fosters client
Student Nurse: “tay andam na cooperation. trust toward the nurse. empowerment. It also
ba ka nga mo cooperate enhances
samong mga dula karon? “ participation in
Client: “oo andam kaayo" planned activities,
which may contribute
to emotional and
social well-being.
Student Nurse: “tay caesar inig -Giving The client shows acceptance and The interaction
human og dula nato mangaon information, gratitude, indicating trust and strengthens rapport,
dayon tag snack ha” offering self, comfort with the nurse. The smile promotes anticipation
Client :“oo sige, salamat” expressing suggests satisfaction and a positive of a pleasant activity,
Studentg Nurse: “salamat pud gratitude. emotional state. and fosters a sense of
tay” belonging. Mutual
Client: (smile) exchange of thanks
highlights respect and
therapeutic
relationship.
1. ANALYSIS
The student nurse consistently applied therapeutic communication techniques such
as giving recognition, offering presence, providing information, using open-ended
questions, and showing acceptance. These techniques encouraged the client to engage
in conversation, express readiness to participate in activities, and show positive non-
verbal cues (smiling). The client’s responses—gratitude, agreement, and enthusiasm—
indicate receptiveness, trust, and motivation to participate in the planned activities. The
interactions also reflect the nurse’s effort to build rapport, promote cooperation, and
enhance the client’s psychosocial well-being.
2. EVALUATION
The therapeutic communication was effective as it established a warm and trusting
relationship between the nurse and the client. The client demonstrated active engagement,
willingness to participate, and a positive outlook during the interactions. Overall, the goals of
building rapport, fostering cooperation, and encouraging participation were achieved. However,
further exploration of the client’s deeper thoughts and feelings could strengthen the interaction
and provide more holistic care.
FATHER SATURNINO URIOS UNIVERSITY
San Francisco St. Butuan City 8600, Region XIII Caraga, Philippines
Nursing Program
Name: Jimboy R. Dumas
Date: September 17, 2025
Group: 14
NURSE-PATIENT INTERACTION No. 3
PROCESS RECORDING
DESCRIPTION OF THE ENVIRONMENT
The interaction between the student nurse and the elderly client took place at the
Care for the Elderly Home for the Aged Inc. facility in Barangay Antongalon on September
17, 2025, from 9:00 am to 11:30 am. The day was bright with partly cloudy skies, and the
surroundings were calm and peaceful.
DESCRIPTION OF PATIENT’S PHYSICAL APPEARANCE AND CHARACTERISTICS
The patient is an elderly male, approximately in his late 60s to early 70s, seated on a
wheelchair due to limited mobility. He is blind, with eyes partially closed and showing no direct
eye contact, but his facial expressions remain calm and approachable. He has a medium build,
thinning gray hair, and prominent wrinkles consistent with aging. He wears neat and appropriate
clothing, indicating proper grooming and hygiene. Despite his disability, he responds warmly with
a gentle smile and expresses gratitude when engaged in conversation, showing a cooperative and
pleasant attitude toward the student nurse.
GOAL OF INTERACTION
1. To establish rapport and build trust with the elderly client by using
therapeutic communication techniques.
3. To provide emotional support and encourage social participation, helping
reduce feelings of loneliness and isolation.
INTERACTION
Interaction Therapeutic Interpretation Remark
communication
used
Student Nurse: “Maayong - Giving recognition, The client’s response with a smile The interaction
buntag tatay caesar ania napud offering presence, indicates satisfaction, positivity, enhances trust,
me” and using open- and comfort in communicating. conveys care, and
Client: “Maayong buntag pud” ended question. The fact that he already ate reflects checks on the client’s
Student Nurse: “Kumusta tay, that his basic need (nutrition) is well-being. It
nagkaon naka?” attended to. strengthens rapport
Client: “oo nagkaon na (smile)” and shows
attentiveness to the
client’s daily routine
and health.
Student Nurse: “tay I inform - Giving The client shows acceptance, The interaction
lang tika na karong adlawa information, gratitude, and warmth through both highlights closure of
amoang last day sa inyo tay ” expressing words and non-verbal cues. His the therapeutic
Client: “mao ba? Salamat kaayo gratitude, offering responses reflect trust, appreciation, relationship. It
(smile)” self, and using and emotional connection built validates the bond
reassurance. throughout the nurse-client formed, reinforces
Student Nurse: “salamat pud
relationship. mutual respect, and
tay, magkaon ta permi ha aron
leaves the client with a
himsog ang lawas dili dali
positive and
gutomon “
meaningful
Client: “oo kaayo, salamat
experience.
kaayo sir kay ako imo napilian"
Student Nurse: “sus tay ako
magpasalamat sa imo kay gi
dawat ko nimo og gitabangan
ko nimo sa akong kurso”
Clien: “(smile) salamat.”
ANALYSIS
In this interaction, the student nurse openly communicated that it was their last day with the
client. This use of giving information and expressing gratitude signaled closure of the therapeutic
relationship. The nurse acknowledged the client’s importance by thanking him for his
cooperation and acceptance, while also reinforcing positive behavior such as “magkaon ta
permi.” The client’s consistent responses of gratitude and smiling demonstrated trust,
appreciation, and emotional connection. This shows that rapport was successfully built, and the
client valued the presence of the student nurse.
EVALUATION
The communication was effective in providing a meaningful closure to the nurse-client
relationship. Both the nurse and the client expressed mutual gratitude, highlighting respect and
appreciation for the time spent together. The client showed positivity and emotional comfort,
which indicates that the nurse was successful in fostering a supportive and trusting atmosphere.
The goal of ending the interaction with warmth and reassurance was achieved.
Evidence-Based Reading: Elderly Care
Topic: Evidence-Based Approaches in Promoting Health and Quality of Life among the Elderly
Summary of Evidence:
The global elderly population is rapidly increasing, and evidence shows that they are at higher risk of
chronic illnesses (hypertension, diabetes, dementia), functional decline, and psychosocial problems like
loneliness and depression. According to the World Health Organization (WHO, 2021), healthy aging is
not just the absence of disease, but maintaining functional ability and independence in daily living.
Evidence from gerontological studies emphasizes:
1. Fall prevention strategies (exercise, environmental safety, mobility aids) reduce injuries and
hospitalization among elderly patients (Sherrington et al., 2019).
2. Cognitive stimulation programs (memory games, social interaction) improve mental health and
delay progression of dementia.
3. Holistic nursing interventions that address physical, emotional, social, and spiritual needs
significantly improve the quality of life in elderly individuals.
4. Medication safety is critical because polypharmacy is common, and adverse drug reactions are
more frequent in this age group.
Clinical Implications for Nursing Practice:
1. Perform regular comprehensive geriatric assessments (physical, cognitive, psychosocial). •
Implement fall risk reduction interventions (clear environment, assistive devices, supervision).
2. Encourage participation in group activities to promote social interaction and mental well-being.
• Monitor medication adherence and side effects.
3. Provide family and caregiver education to ensure continuity of care.
Conclusion:
Evidence shows that elderly care should focus on safety, independence, psychosocial support, and
holistic nursing interventions. By applying evidence-based strategies, nurses can help the elderly
maintain dignity, improve quality of life, and prevent complications.
References:
• World Health Organization. (2021). Decade of Healthy Ageing: Baseline Report. Geneva.
• Sherrington, C., et al. (2019). Exercise for preventing falls in older people living in the community.
Cochrane Database of Systematic Reviews.
• American Geriatrics Society (2023). Guidelines for the management of geriatric syndromes.
SELF-DIRECTED LEARNING
WHAT IS CGA?
The Comprehensive Geriatric Assessment (CGA) is a multidimensional, interdisciplinary
diagnostic process designed to evaluate an elderly person’s medical conditions, functional
capacity, psychological status, and social circumstances. Unlike a routine medical assessment,
CGA looks beyond physical health and considers functional limitations, environmental safety,
and psychosocial factors that affect overall well-being. It aims to create a holistic problem list
and establish goal-oriented interventions. Research shows that CGA improves outcomes such as
functional status, quality of life, and likelihood of remaining at home rather than being
institutionalized. Ultimately, it provides a structured plan that integrates treatment,
rehabilitation, and long-term care tailored to the elderly patient’s needs.
Reference:
Welsh, T. J., Gordon, A. L., & Gladman, J. R. (2014). Comprehensive geriatric assessment—A
guide for the non-specialist. International Journal of Clinical Practice, 68(3), 290–293.
