Evidence based intervention relies on past data regarding the effectiveness of the procedure or measure that is being taken by the nurse in treatment of a patient. Health is understood differently by parents, depending on their background. There are patients who believe that their health and wellbeing is tied to how they are performing spiritually. There are others that are concerned with superstitions and the nurse has to be aware of these interpretations in administering treatment to such patients (Schlosser & Sigafoos, 2007). Having amiable and close relationship with a patient that the nurse is responsible for is a first step in ensuring that the treatment given is in line with the patient’s understanding of health. Approaching the treatment of the patient from a strictly scientific view is likely to rob the nurse of the goodwill and cooperation of the patient. Hence, the nurse needs to understand the interpretation of health by the student in order to tailor the approach of treatment that will be used.
In the application of a circle of caring model in treating a patient. It is important to include the patient’s social support system to ensure that they are more receptive to the nurse and the treatment given (Palardy & March, 2011). A good example is to ask the patient whether they have had such medical conditions and the type of treatment they received for that illness. Asking them how their families and close friends reacted to that sickness can give valuable information that will help in tailoring the treatment such that it appeals to the good side and sense of the patient. Therefore, the sentiments, social and cultural background of the of the patient are the tools that are include in the circle of caring model.
Palardy, L. & March, A. (2011). The Circle of Caring Model: Medication Adherence in Cardiac Transplant Patients. Nursing Science Quarterly, 24(2), 120-125.
Schlosser, R. & Sigafoos, J. (2007). Evidence-Based Communication Assessment and Intervention–Purpose and procedures. Evidence-Based Communication Assessment And Intervention, 1(1), 52-54.