Abstract
PurposeThe aim of this study was to develop a valid educational intervention to improve knowledge and confidence using communication strategies when interacting with a person with aphasia.DesignA quantitative, nonrandomized pretest/posttest research study was performed.MethodsPre- and postcourse assessments were completed with learning participants. This educational intervention was developed using the underlying theoretical concepts of the integrated behavioral model.ResultsForty-nine new employees from the nursing department participated in this study, with 61% reporting less than 1 year of experience. Pre- to posttraining assessments on the Test of Knowledge of Aphasia improved from 3.7 to 5.8 (p ≤ .0001) for direct knowledge, from 5.5 to 8.2 (p ≤ .0001) for confidence self-efficacy, and from 5.3 to 7.6 (p ≤ .0001) for knowledge self-efficacy.ConclusionResults indicated this theory-driven educational training was effective in training employees from the nursing department working in an inpatient rehabilitation environment.Clinical RelevancyImproving communication effectiveness is critical for overall quality of care and patient safety.
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