Date of Conferral

10-29-2024

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Melissa Rouse

Abstract

The practice problem identified was the limited use of therapeutic communication among staff at the project site facility, which was attributed to low knowledge. The purpose of the project was to improve nurses’ knowledge of and intent to use therapeutic communication when interacting with patients with mental health disorders. The question that guided the project was: Does staff education about therapeutic communication improve nurses’ knowledge of and intent to use it when interacting with patients? A sample of 20 healthcare staff, which included advanced practice registered nurses and registered nurses who practiced in a mental health facility completed the education program and pre- and post-test surveys. The participants’ average knowledge score increased from 62.5 before to 68.8 after the education program, resulting in a 6.3% increase. The increase in staff knowledge of therapeutic communication was statistically significant at a 0.05 significance level (mean difference of -5.31, t19 = -3.10, p = .006). The results are important because they indicate that the educational program effectively increased healthcare providers’ knowledge of therapeutic communication and underscored the necessity of providing training to improve healthcare professionals’ knowledge and competencies in care delivery. Increased therapeutic expertise among healthcare staff leads to positive social change for them and their patients. For example, decreased patient aggression after using therapeutic communication reduces healthcare providers’ feelings of anger, guilt, anxiety, and burnout, which enhances their overall well-being and productivity. Effective therapeutic communication with psychiatric patients enhances their access to care and inclusion in delivering quality health care.

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