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Interpersonal Process Recording Instructions and Template

The purpose of the Interpersonal Process Recording (IPR) is to demonstrate a student’s progress in understanding and refining therapeutic communication skills essential to the nurse-client relationship. Analysis of selected interactions with a client promotes the student’s ability to apply communication theory and understand the dynamics of the interpersonal relationship. 

 

The IPR assists the student to identify how one’s own thoughts and feelings impact the process of communication as well as identifying personal strengths and areas needing improvement through analysis of the interaction.

The five-column format attached below should be used to complete the IPR. The information that should be included in the IPR includes:

 

1) Include a brief summary of the setting where the interaction took place, any pertinent events immediately preceding the interaction, the subject of discussion, and the student’s feelings about going into the interaction (i.e. were you nervous?);

 

2) In the column labeled “nurse”, record verbatim the verbal and nonverbal responses given during the interaction chronologically as the conversation unfolds. The nurse’s nonverbal communication must be as described accurately as possible;

 

3) In the column labeled “client”, record the client’s verbal and nonverbal responses during the interaction; nonverbal responses may include tone of voice, facial expression, posture, position, hand gestures or other client activity (i.e. how does the communication appear to be received by the ‘client’?); the recording should be descriptive enough to provide an accurate “picture” of what actually was observed but still be concise;

 

4) In the column labeled “Nurses thoughts and Feelings”, the student (nurse) describes: your feelings at the time and how these may have influenced your response; impact of your personal beliefs and values on the communication process;

 

5) In the column labeled “Analysis”, students will provide an analysis of the effectiveness of the interaction. This should include: the technique used by the nurse (i.e. student) and identification if it was therapeutic or not; include the rationale for why you used the technique that you used and evaluate its effectiveness based on the client response and how effective it was in moving the interaction toward the desired goal. Include relevant theoretical perspectives that you believe may have influenced the client response or that you may have used to support your approach; reflection on the meaning of the exchange, noting especially changes in topic by either the client or the nurse and the nurse’s response to feelings expressed by the client, either verbally or nonverbally; influence, if any, that the stage of the relationship may have had on the interaction

 

6) In the column labeled “Alternative Responses”; list other techniques that you might have used; label the technique and provide a brief rationale stating why you believe it might have been more effective in moving toward the stated goal for the interaction; keep in mind that the purpose of the IPR is to develop more effective communication skills; therefore, identifying alternative responses is one of the more important components of the IPR; even if you believe that your approach was “therapeutic”, you should consider alternative approaches. The communication skills explored will include those covered within this course and within TRI;

 

7) A summary evaluating the overall effectiveness of the interaction in terms of the stated purpose and the nurse’s effectiveness in promoting a therapeutic interaction; identify goals for any future interactions; note any factors that influenced the interaction and state your strengths and areas to improve. For areas to improve, list specific strategies that you plan to use.

 

 

The most significant parts of the IPR are the columns for “Analysis” and “Alternative Responses”. Thus, even if the interaction was less effective than desired, the grading of the interaction is based primarily on the quality of the analysis. Thus, it is not helpful to modify your actual comments – try to record the interaction without embellishing it or modifying it to “correct” problems.

 

Process Recording

Name: _____________________                                       Date: ___________________

The process recording consists of verbatim documentation (7-10 minutes) of an actual 30 minutes of conversation with another person.  The process recording must include identification of all techniques of communication used by the author, as well as an analysis of the effectiveness of the communication process. ***The recording is to be submitted as part of the assignment. 

NURSE TECHNIQUES (VERBAL/NONVERBAL)

CLIENT VERBAL

(NONVERBAL)

NURSE’S THOUGHTS AND FEELINGS CONCERNING THE INTERACTION ANALYSIS OF THE INTERACTION ALTERNATIVE RESPONSES

 

 

 

       

 

 

 

       

 

 

 

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SOLER: 

S – Sit squarely facing the client.  This gives the message that the nurse is there to listen and is interested in what the client has to say.

O – Observe an open posture.  Posture is considered “open” when arms and legs remain uncrossed.  This suggests that the nurse is “open” to what the client has to say.  With a “closed” position, the nurse can convey a somewhat defensive stance, possibly invoking a similar response in the client.

L – Lean forward toward the client.  This conveys to the client that you are involved in the interaction, interested in what is being said, and making a sincere effort to be attentive.

 

 

 

E – Establish eye contact.  Eye contact, intermittently directed, is another behavior that conveys the nurse’s involvement and willingness to listen to what the client has to say.  The absence of eye contact or the constant shifting of eye contact elsewhere in the environment gives the message that the nurse is not really interested in what is being said.

 NOTE:  Ensure that eye contact conveys warmth and is accompanied by smiling and intermittent nodding of the head, and does not come across as staring or glaring, which can create intense discomfort in the client. 

R – Relax.  Whether sitting or standing during the interaction, the nurse should communicate a sense of being relaxed and comfortable with the client. Restlessness and fidgetiness communicate a lack of interest and may convey a feeling of discomfort that is likely to be transferred to the client.

SCIENCE
HEALTH SCIENCE
NURSING
HEALTHCARE 9210