The Relationship Competences Guiding Tool

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

Get a concise snapshot of the trial, including recruitment status, study phase, enrollment targets, and key timeline milestones.

Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

25 participants

Study Classification

INTERVENTIONAL

Study Start Date

2019-09-01

Study Completion Date

2022-02-01

Brief Summary

Review the sponsor-provided synopsis that highlights what the study is about and why it is being conducted.

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.

Related Clinical Trials

Explore similar clinical trials based on study characteristics and research focus.

Nursing Narratives, Reflective Practice and Professional Development (NarratUN)

NCT03791411

Narrative Medicine

COMPLETED

Communication Practices to Develop the Health Literacy Competencies in Nursing Students

NCT06490406

Health Literacy Competence Nursing Students

COMPLETED NA

Evaluation of a Communication Skills Training for Nurses

NCT05700929

Communication

ACTIVE_NOT_RECRUITING NA

Simulation Training in Undergraduate Nursing Education as a Means to Improve Awareness of Team Member Roles

NCT02289001

Communication

COMPLETED NA

Debriefing Styles and Clinical Judgment in Nursing Students

NCT07262424

Simulation Based Learning Nursing Education Debriefing Method

RECRUITING NA

Detailed Description

Dive into the extended narrative that explains the scientific background, objectives, and procedures in greater depth.

This study is the first to present a valid guide for interpreting the essential aspects (respect, intentional presence and knowing the person) of the nurse-person relationship using clinical narratives. This is therefore an innovative tool to facilitate the nurses' work in caring patients and families, ensuring the success of a person-centred care for the target population. Moreover, this study describes the rigorous process that has been carried out both for the content validation of the RCGT, as well as for its application by two researchers independently with different backgrounds and perspectives.

Conditions

See the medical conditions and disease areas that this research is targeting or investigating.

Nurse-Patient Relations Professional Role Narration

Study Design

Understand how the trial is structured, including allocation methods, masking strategies, primary purpose, and other design elements.

Allocation Method

NA

Intervention Model

SINGLE_GROUP

Primary Study Purpose

OTHER

Blinding Strategy

NONE

Researchers were avoided to have all data in order not to prejudge.

Study Groups

Review each arm or cohort in the study, along with the interventions and objectives associated with them.

Writing a clinical narrative

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

Group Type OTHER

Writing a clinical narrative

Intervention Type OTHER

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

Interventions

Learn about the drugs, procedures, or behavioral strategies being tested and how they are applied within this trial.

Writing a clinical narrative

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

Intervention Type OTHER

Eligibility Criteria

Check the participation requirements, including inclusion and exclusion rules, age limits, and whether healthy volunteers are accepted.

Inclusion Criteria

* 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).