INTERPERSONAL PROCESS RECORDING (IPR) GUIDELINES
An IPR is a word-for-word documentation of a conversation, including all verbal and nonverbal messages in the analysis of the communication. IPRs provide nurses with the opportunity to gain self-understanding about the communication process by becoming aware of their communication patterns, including strengths and weaknesses; exploring the reasons for a response and the possible effects it might have on the communication process; and considering alternative responses to improve communication in the future.
1. IDENTIFY A REQUEST FOR UNDERSTANDING/INVOLVEMENT. Select a conversation that includes a message suggesting that a person has a need to be heard or understood. It is important that the portion of the situation you record is one in which the person is actively attempting to discuss ideas, beliefs or feelings about a problem or situation. Your goal is to understand the person and to communicate that he/she has been understood.
2. DESCRIBE THE SITUATION. Briefly describe the situation and the person with whom you are talking. Use initials or a pseudonym to identify the person because of confidentiality, you may also change any incidental information which is not relevant to the communication process. For example, a 17-year-old girl who feels sad at the death of her dog may be described as a 16-year-old girl whose cat died.
3. DOCUMENT WORD-FOR-WORD. Document the conversation word-for-word like the script of a play under the “Interaction” column of the IPR form. A sample is provided. It is beneficial to write the IPR shortly after the interaction so that you can record exact words, using quotation marks, as much as possible.
4. RECORD NONVERBALS. In parentheses indicate all the nonverbal cues you noted, i.e., tone of voice, mannerisms such as finger tapping, distracters, etc.
5. TECHNIQUES. After recording your interaction, use the column labeled “Techniques” to identify each of your responses.
6. ANALYSIS. Critique each of your responses, identifying each response as either being therapeutic or a communication barrier. Also, analyze the effect of your response. If you have used a communication barrier, write a proposed response that would have been therapeutic.
SELF-EVALUATION. Evaluate your communication overall in paragraph form at the end. Read the IPR thoroughly and write down your thoughts concerning the interaction. Analyze it from different points of view where possible. Ask questions such as: “With what parts was I satisfied and with what parts was I dissatisfied? Why? Is there a different approach? Does this show a repetitive pattern of responding on my part? Include a discussion of your overall use of communication responses and therapeutic listening.
LENGTH. Your IPR needs to include a minimum of eight responses made by you. It may include more. Include that portion of the conversation in which the person is attempting to discuss ideas, beliefs, or feelings about a problem, and where your goal was to convey understanding and acceptance of the person.
Your IPR must include at least one barrier. If no barrier occurred in the actual conversation, you must create one, label and analyze it, and provide an alternative response.
Remember, it is not necessary that you always respond in a therapeutic manner. It is important that you begin to recognize your communication patterns and become conscious of your responses. As you begin to recognize when and why you use communication barriers you will be able to deliberately modify your responses. Conscious analysis and interpretation helps us respond to feelings people are trying to express and not merely to the words they may be using.
Requirement for IPR # 1 is satisfactory completion: a minimum of 8 points; grade will not be added to course grade. This IPR must be done using one of the following scenarios
Requirement for IPR # 2 is satisfactory completion and the grade will be added to your course grade. This IPR will be done on a patient in clinical, but will be handed in to your 102 lab instructor. N101 clinical instructors will not be involved in grading any IPRS. The score of IPR #2 will be added to your N102 course grade.
IPRs will be scored using the rubric on the following page.
IPR # 1 Instructions
1. Find a partner.
Choose a scenario from the list below.
3. Each partner needs to select a different scenario.
4. Role play the scenario, be creative, have fun!
5. You must have a minimum of eight (8) responses by the student role-playing as the
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You are a school nurse who is having a conversation with a parent of a 5th grade child who is upset that his/her child was hurt while playing on the playground.
You are a nurse at a clinic talking to a tired and upset parent of a one-year-old who has recurring ear infections. The baby wakes up crying frequently during the night.
You are a nurse discussing nursing home placement with the adult child of an 85-year-old parent.
You are a nurse caring for a patient that is to receive an IM injection and is frightened.