The Relationship Competences Guiding Tool

NCT05528523 | Completed DMC

• 1 other identifier: 2020.002
• Study Type: interventional
• Target: 25
• Locations: 1 country
• Sites: 1

Brief Summary

Aim: The aims of this study are: (1) to present the development, content validation and implementation study of the Relationship Competences Guiding Tool (RCGT); (2) to show some examples of how each of the items of the guide may be reflected on clinical narratives written by nurses, and justify its corresponding scores after the evaluation; (3) to present how the language and content of the narratives are interpreted with this guide and to describe an exemplar; (4) to present barriers and facilitators of its application. Background: From a person-centred care approach, the fostering of authentic relationships with patients is key for therapeutic benefits. Therefore, it is essential to help nurses to establish meaningful relationships with patients and help them to achieve these abilities. In this line, clinical narratives can be used as a way to promote reflective practice and professional competences development between nurses. A guide to evaluate the knowledge, skills, attitudes and values necessary for developing authentic encounters with patients reflected by nurses on clinical narratives was developed and implemented. Design: Design and evaluation of the RCGT, and evaluation of its implementation Methods: This study was conducted in three major steps. Step one entailed the conceptualization. Step two included the generation of items and content validation. Then, in step three, the tool was used to independently evaluate 25 narratives by two researchers, in order to identify and exemplify the attributes of the nurse patient relationship defined on the guide and identify barriers and facilitators. One of the narratives was linguistically analysed in the light of the guide, in order to provide a comprehensive view of the interpretative strategies deployed by evaluators. Results: The RCGT helped to identify nursing professional competences reflected in clinical narratives. The tool guided in the process of assigning scores to the corresponding items. The use of the tool helped to identify some barriers and facilitators before and during the narrative evaluation process. Conclusions: A clear, relevant, conceptually and linguistically adequate guide for assessing clinical narratives was obtained. The RCGT can be applied to accurately interpret how nurses reflect professional competences in a clinical narrative as a preliminary step to design a measurement tool.

Conditions

Nurse-Patient Relations; Professional Role; Narration

Keywords

Patient centred care; Clinical narrative; Guide

Outcome Measures

Primary Outcomes (1)

• Professional competence 1: respect

  The knowledge, skills, attitudes and values necessary for developing respect towards the patient. The Relationship Competences Guiding Tool was used to evaluate this competence.

  One month

Other Outcomes (2)

• Professional competence 2: intentional presence

  One month

• Professional competence 3: knowing the person

  One month

Study Arms (1)

Writing a clinical narrative

OTHER

The participants had to write a clinical narrative regarding a significant encounter with a patient.

Other: Writing a clinical narrative

Interventions

Writing a clinical narrative OTHER

The participants had to write a clinical narrative regarding a significant encounter with a patient.

Writing a clinical narrative

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• nurses who agreed to participate and signed informed consent.
• nurses from different hospitals and clinical departments/services, such as general hospital wards, intensive care units, outpatient services, and other departments (i.e., perioperative, elder care, and haemodialysis, emergency, etc).

You may not qualify if:

• other health professionals different from nurses.

Sponsors & Collaborators

• Clinica Universidad de Navarra, Universidad de Navarra: lead

Study Sites (1)

Clinica Universidad de Navarra

Pamplona, Navarre, 31008, Spain

Location

Related Publications (2)

• Choperena A, Oroviogoicoechea C, Zaragoza Salcedo A, Olza Moreno I, Jones D. Nursing narratives and reflective practice: A theoretical review. J Adv Nurs. 2019 Aug;75(8):1637-1647. doi: 10.1111/jan.13955. Epub 2019 Feb 27.

  PMID: 30666703 BACKGROUND

• Choperena A, Pardavila-Belio MI, Errasti-Ibarrondo B, Oroviogoicoechea C, Zaragoza-Salcedo A, Goni-Viguria R, Martin-Perez S, Llacer T, La Rosa-Salas V. Implementation and evaluation of a training programme to promote the development of professional competences in nursing: A pilot study. Nurse Educ Today. 2020 Apr;87:104360. doi: 10.1016/j.nedt.2020.104360. Epub 2020 Jan 29.

  PMID: 32135456 BACKGROUND

MeSH Terms

Conditions

Narration

Condition Hierarchy (Ancestors)

Communication; Behavior

Study Officials

• Ana Choperena, PhD

  University of Navarra

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Masking Details: Researchers were avoided to have all data in order not to prejudge.
• Purpose: OTHER
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal investigator

Study Record Dates

• First Submitted: August 24, 2022
• First Posted: September 6, 2022
• Study Start: September 1, 2019
• Primary Completion: February 1, 2020
• Study Completion: February 1, 2022
• Last Updated: September 6, 2022

Record last verified: 2022-08

Data Sharing

• IPD Sharing: Will not share

Locations

ES (1)