Doctor of Nursing Practice (DNP) Projects
Access Control
Open Access
Degree Program
Doctor of Nursing Practice
Degree Track
Post Master's DNP Completion
Year Degree Awarded
2021
DOI
https://doi.org/10.7275/22434229
Month Degree Awarded
May
Keywords
SPR, Handover report, students, person-centered, pedagogy, health care
Advisor
Dr. Terrie Black
DNP Project Outside Member Name
Dr Anne Bruce
Abstract
Background: Nurse handover report inclusive of patient participation has been shown to promote a patient-centered approach to care resulting in increased satisfaction, safety and efficacy. However, a review of the literature suggests the pedagogy of handover report is mainly provided within the “hidden curriculum” of practice, rather than within formal nursing programs. As a result, what constitutes person-centeredness in a handover report is subject to individual interpretation and therefore, practiced inconsistently. Purpose: The project goal was for nurse practitioner students to connect theories of person-centered care (PCC) with practice, specifically by using a tripartite, second-person report (SPR) style. Methods: Students were provided instruction on the theory and practice of SPR, then asked to use this method of reporting during one semester of clinical practice. Participant surveys were conducted pre-and post-intervention, along with an end-term self-reflection regarding one’s ability to provide PCC. Results: Post-intervention quantitative analysis showed a decrease in listening and communication of treatments to the patient, regardless of report method used, while all other measures of person-centered ability improved from pre to post-intervention. This suggests that experience equates to proficiency, which negatively impact’s one’s ability to provide person-centered care. Qualitative reflections demonstrated overall support for SPR as a means to improve person-centeredness. However, time, due to SPR being perceived as less succinct, was a barrier. Participants felt SPR instruction and practice within an undergraduate program would improve student’s ability to perform SPR succinctly as an NP. Conclusion: SPR shows promise as a report style that translates theory into the practice of PCC. Formal curriculum, mentorship and practice opportunities may prove to provide a strong foundation for use. More evaluation is required to measure the barriers, benefits and best practice environment for this report style.
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