Doctor of Nursing Practice (DNP) Projects

Access Control

Open Access

Embargo Period

4-11-2021

Degree Program

Doctor of Nursing Practice

Degree Track

Post Master's DNP Completion

Year Degree Awarded

2021

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.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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