A dramaturgical analysis of a paediatric team handover

Abstract

Introduction: The paediatric team handover process is a crucial workplace practice and comprises the transfer of patient information from one shift to another involving medical professionals and students. A qualitative study was performed to analyse the feasibility, functionality, benefits and limitations of the dramaturgical approach when applied to examining a handover session. Methods: Data relating to one handover were collected and analysed from video and audio recordings, notes created by two independent observers and a de-identified copy of the handover sheet. Results: The dramaturgical constructs and subsequent findings allowed us to make informed inferences about the dynamics of the handover procedure. The directors/lead actors consisted of a consultant and a registrar. One consultant was transitory and the remaining 12 attendees were either major support, support or bit actors. The students (bit actors/audience) were included when a learning point was emphasised. The script was informal and improvised as the discussion emphasised certain facets of patient care or accentuated learning points. The staging involved the seating arrangement, a whiteboard, computer screen and ongoing data presentation. The performance suggested a handover of two halves: one emphasising learning and the other allocation of patient care responsibility. Conclusion: We concluded that the real-life drama occurring within a handover was feasibly analysed, with its functionality demonstrated, using the dramaturgical investigative system. The multifaceted recordings enabled researchers to review the ‘authentic’ handover system without censorship. These findings have implications for educational and organisational research.