Clinical Communication Ability Research Articles

Clinical competence, communication ability and adherence to choosing wisely recommendations for lipid reducing drug use in older adults

BackgroundAlthough lipid-lowering drugs are not recommended for primary prevention in patients 75+, prevalence of use is high and there is unexplained variation in prescribing between physicians. The objective of this study was to determine if physician communication ability and clinical competence are associated with prescribing lipid-lowering drugs for primary and secondary prevention.MethodsWe used a cohort of 4,501 international medical graduates, 161,214 U.S. Medicare patients with hyperlipidemia (primary prevention) and 49,780 patients with a history of cardiovascular disease (secondary prevention) not treated with lipid-lowering therapy who were seen by study physicians in ambulatory care. Clinical competence and communication ability were measured by the ECFMG clinical assessment examination. Physician citizenship, age, gender, specialty and patient characteristics were also measured. The outcome was an incident prescription of lipid-lowering drug, evaluated using multivariable GEE logistic regression models for primary and secondary prevention for patients 75+ and 65-74.ResultsPatients 75+ were less likely than those 65-74 to receive lipid-lowering drugs for primary (OR 0.62, 95% CI 0.59-0.66) and secondary (OR 0.70, 95% CI 0.63-0.78) prevention. For every 20% increase in clinical competence score, the odds of prescribing therapy for primary prevention to patients 75+ increased by 24% (95% CI 1.02-1.5). Communication ability had the opposite effect, reducing the odds of prescribing for primary prevention by 11% per 20% score increase (95% CI 0.8-0.99) for both age groups. Physicians who were citizens of countries with higher proportions of Hispanic (South/Central America) or Asian (Asia/Oceania) people were more likely to prescribe treatment for primary prevention, and internal medicine specialists were more likely to treat for secondary prevention than primary care physicians.ConclusionClinical competence, communication ability and physician citizenship are associated with lipid-lowering drug prescribing for primary prevention in patients aged 75+.

Application of the hybrid BOPPPS teaching model in clinical internships in gynecology

BackgroundThe traditional gynecological teaching model is not conducive to the cultivation of trainee doctors’ clinical skills, thinking patterns and doctor‒patient communication ability. This study aims to explore the effect of the application of the hybrid BOPPPS (bridge-in, objective, preassessment, participant learning, postassessment, summary) teaching model in clinical internships in gynecology.MethodsThis observational study was conducted among final-year undergraduate medical trainee doctors at Jiaxing Maternity and Child Health Care Hospital from September 2020 to June 2022. Members of the control group were introduced to the traditional teaching model, while members of the experimental group were introduced to the hybrid BOPPPS teaching model. Trainee doctors’ final examination scores and teaching satisfaction were compared.ResultsThe control group consisted of 114 students who entered the university to pursue undergraduate degrees in 2017, and the experimental group consisted of 121 students who entered the university to pursue undergraduate degrees in 2018. The final examination scores attained by trainee doctors in the experimental group were higher than those attained by trainee doctors in the control group (P < 0.05). The final theoretical exam scores attained by members of the control group were significantly higher than their preassessment scores (P < 0.01). The scores differed significantly between female and male subjects before the internship (p<0.05) but not after the internship (p>0.05). In total, 93.4% of trainee doctors in the experimental group thought that the hybrid BOPPPS teaching model helped them improve their case analysis ability, and the difference in this measure between the experimental and control groups was statistically significant (P < 0.05). A total of 89.3% of trainee doctors in the experimental group supported the promotion and application of the hybrid BOPPPS model in practice in other disciplines.ConclusionThe hybrid BOPPPS teaching model helps improve trainee doctors’ learning environment, stimulate their interest and initiative in learning, enhance their clinical practice ability and increase their satisfaction; therefore, this model is worth promoting and applying in practice in other disciplines.

Coping styles play intermediary roles between resilience and clinical communication ability among nursing students in traditional Chinese Medical university: A structural equation model analysis.

To prove the positive association between resilience and clinical communication ability among Chinese nursing students, and to determine whether coping styles play a mediating role in the relationship between them.Four hundred and seventy-one nursing students from a traditional Chinese Medical university were enrolled in this study. They completed some questionnaires, which included the Chinese Version of the Simplified Coping Style Questionnaire (SCSQ), Connor-Davidson Resilience Scale Chinese Version, and Clinical Communication Ability Scale. Structural equation modeling was utilized to analyses the relationships between coping styles, resilience, and clinical communication ability.Resilience was positively associated with clinical communication ability (P < .01). Coping styles which included positive coping and negative coping both significantly affected clinical communication ability (P < .01) and intermediated the relationship between resilience and clinical communication ability (P < .01).Resilience is positively related to clinical communication ability among Chinese nursing students, and coping styles intermediated the relationship between them, which may provide scientific evidence to aid in developing intervention strategies to improve interpersonal skills.

Application of "process management and evaluation" in resident standardization training plan in acupuncture-moxibustion department of hospital for postgraduates of non-acupuncture- moxibustion speciality

The teaching effect of "process management and evaluation" was assessed in resident standardization training plan in acupuncture-moxibustion department of hospital for postgraduates of non-acupuncture-moxibustion speciality. A total of 120 postgraduates of non-acupuncture-moxibustion speciality participating in resident standardization training were randomized into an observation group (60 cases) and a control group (60 cases, 1 case dropped off). In the control group, the conventional training mode was used. In the observation group, the "process management and evaluation" was adopted, in which, the syllabus was refined, various teaching modes were cooperated and the summary was conducted once a week. The training results were evaluated at the end of 1-month shift test and questionnaire was issued in all of the postgraduates of the two groups. In the observation group, the score for theory and the score of each of the items for technical ability, named differentiation and treatment, technical manipulation and physician-patient communication, as well as the total score were all higher than the control group successively (P<0.05, P<0.01). The results of the student questionnaire showed that in the items as "being liable to the memory of relevant knowledge" "connection of theory with practical ability" "stimulating students' interest and subjective initiative" "self-learning ability" "clinical question handling ability" and "communication ability with patients" as well as the total score in the observation group were all higher than the control group successively (P<0.01, P<0.05). The teaching effect of "process management and evaluation" is obviously better than the conventional teaching mode.

Application Research of CICARE Communication Mode in Communication between Nurses and Patients of Endocrinology Intern Nurses

Objective: To explore the application of CICARE communication mode in the communication between nurses and patients in the endocrinology nurses. Methods: A total of 40 internship nurses from the hospital endocrinology department from January 2018 to June 2018 were selected as the research objects. The survey nurses communicated with the patients in their daily work. They were divided into two groups, each with 20 cases. The observation group Based on the knowledge and trust model, the CICARE communication model was designed according to the characteristics of the hospital. The control group received traditional communication training and compared the training effects of the two groups. Result: After the training, the scores of communication ability between the two groups of nurses were significantly different. The scores of the observation group were higher than those of the control group (P<0.05). Before the training, there was no statistically significant difference in the scores of the nurses and patients in the two groups. (P>0.05), after the training, the score of the observation group was higher than that of the control group (P<0.05). The scores of satisfaction between the two groups and the family members were significantly different. The scores of the observation group were higher than those of the control group (P<0.05). Conclusion: The CICARE communication mode is applied to the communication training of nurses and patients in the endocrinology internship nurses, which can significantly improve the clinical communication ability of nurses and improve the satisfaction of patients and their families. It is worthy of promotion and application.

How to construct clinical laboratory of the hospital in post epidemic time

A novel coronavirus pneumonia outbreak in the world. The epidemic of the new coronavirus pneumonia has been preliminarily controlled successfully in China. At this time, how to construct the clinical laboratory in the hospital? This artical puts some forward thoughts, such as improve the construction of biological safety protection ability, detection ability, test platform construction, scientific research ability construction, personnel training and clinical communication ability, etc. These above advices could provide reference for the development direction of the clinical laboratory in post epidemic era.

Status quo and influencing factors of nurse-patient communication ability in undergraduate nursing students

Objective To explore the status quo of nurse-patient communication ability in undergraduate nursing students in the early stage of clinical practice and its influencing factors, and provide a basis for clinical nursing education managers to formulate a training plan for communication skills of undergraduate nursing students in the clinical practice stage. Methods From August to September 2019, totally 960 undergraduate nursing students engaging in clinical nursing practice for≤3 months were investigated. The survey content included demographic data, training content of nurse-patient communication ability, and clinical communication ability of nursing students. The status quo and influencing factors of communication ability of undergraduate nursing students in the early stage of clinical practice were analyzed. Results The nurse-patient communication ability score of 960 undergraduate nursing students in the early stage of clinical practice was (2.18±0.21) , with the highest score in the dimension of acute listening (2.42±0.51) and the lowest score in the dimension of verification feeling (1.88±0.51) . Univariate analysis showed that there were statistically significant differences in the nurse-patient communication ability in the early stage of clinical practice between undergraduate nursing students with different gender, with or without training for nurse-patient communication in the early stage of clinical practice in the hospital and with different training forms (P<0.05) . Pearson correlation analysis revealed that the nurse-patient communication ability score of undergraduate nursing students in the early stage of clinical practice was positively correlated with the number of nurse-patient communication training sessions in the hospital (r=0.456, P<0.01) . According to multiple linear regression analysis, the number of training sessions and training forms in the hospital were main influencing factors to the nurse-patient communication ability of undergraduate nursing students in the early stage of clinical practice (P<0.05) . Conclusions The level of nurse-patient communication ability in undergraduate nursing students in the early stage of clinical practice is low and needs to be further improved. Clinical nursing teaching managers should formulate effective training programs based on its influencing factors to strengthen training accordingly. Key words: Students, nursing; Undergraduate; Communication ability; Early stage of clinical practice; Influencing factor

Reform and Practice of Medical Fundamental Curriculum System Based on “Three-Early Education”: A Case Study on Youjiang Medical University for Nationalities Located in the Minority Areas of Southwest China

Objective: “Three-early Education” for undergraduate majored in medicine aims to providing them with the opportunities to participate in clinical practice, research, and social practice at the first and second year of their college life. It is the key demand of Accreditation Standards for Basic Medical Education in China—Clinical Medicine, and is of vital importance to medical students from medical college in minority areas to enhance their clinical thinking ability, scientific literacy, communication ability, self-motivated and lifelong learning ability, professional literacy, and to get qualified for serving the strategy of Great Healthy China. The majority of the clinical medicine students at Youjiang Medical University for Nationalities (YMUN), a school from the minority areas of southwest China, are from rural countryside, with minority students accounting for 70%. At enrollment, their basic knowledge was not solid enough, and their abilities in communication, autonomous learning, critical thinking and practical skills were also weak. Method: School of Fundamental Medical Sciences of YMUN constructs “three-early education” system through a series of training on updating teaching philosophy and improving teaching skills, revised undergraduate program including integrated courses and reformed teaching mode, and reinforced administration. Specifically, our final goal is to promote the student to be qualified for being a clinical doctor, through an establishment of comprehensive education system integrated with advanced teaching mode as well as efficient evaluation and motivation system, upholding the philosophy which inherit the communist tradition, focus on morality education, and build a solid foundation of basic medical theory, knowledge and skills. Result: In this way, the minority students who are at a disadvantage can catch up with their peers and be eligible for the clinical doctors. In this study, implications for course reform and practice in other medical colleges with similar background were provided, based on the case study on the improved medical basic curriculum system built upon “three-early education” at YMUN.

Effects of Simulation-Based Deliberate Practice on Nursing Students' Communication, Empathy, and Self-Efficacy.

Newly graduated nurses' communication ability often does not satisfy the needs of clinical sites. New training pedagogies are needed to help nursing students improve communication skills. This study aimed to evaluate the effects of simulation-based deliberate practice on cultivating nursing students' communication, empathy, and self-efficacy. The study was a randomized controlled trial. A total of 132 first-year nursing students participated in the study at a nursing school in China. The intervention was guided by simulation-based education and deliberate practice. The Clinical Communication Ability Scale, Jefferson Scale of Empathy-Health Professionals, and General Self-Efficacy Scale were used to measure the students' outcomes. After the intervention, students' scores of clinical communication ability, empathy, and self-efficacy in the experimental group all increased significantly, compared with those of the control group. The simulation-based deliberate practice program is a feasible teaching method targeting improvement in nursing students' communication, empathy, and self-efficacy. [J Nurs Educ. 2019;58(12):681-689.].

Problems and solutions in clinical practice of orthopedics for medical students

In view of problems such as students in clinical orthopedic practice lack of basic theoretical knowledge and practical ability, both teachers and students' lack of preparations for clinical practice and their insufficient attention etc., this paper attempts to strengthen the standardized management of department teaching. Some measures were adopted to stimulate the potential of students, such as teaching based on case combination, department discussion, strengthening education of humanities, improving examination methods and so on, so as to improve students' comprehensive ability and achieve teaching goals. The results showed that by changing the above teaching methods, students can improve their mastery of knowledge, proficiency in basic operation, clinical thinking ability, communication and coordination ability, subjective initiative and so on. At the same time, students' problem-solving ability, learning interests, self-confidence and the satisfaction with teaching effect have also been improved, which promoted the performance of students in clinical practice. Key words: Medical students; Orthopedics; Education; Clinical practice

Effects of Clinical Nurses' Communication Ability, Interpersonal Ability, and Self-Expression on Organizational Commitment

Effects of Clinical Nurses' Communication Ability, Interpersonal Ability, and Self-Expression on Organizational Commitment

Analysis of the influence of emotional intelligence training on clinical communication ability and job burnout of Cardiology nurses

Objective To explore the influence of emotional intelligence training on the clinical communication ability and job burnout of nurses in Cardiology, and to guide the administrative direction of nursing managers and provide effective management methods. Methods Using the convenient sampling method, a total of 89 nurses from the department of Cardiology of Wuxi Second People's Hospital from September to November 2018 were selected as the subjects. According to the random number table method, they were divided into the experimental group (44 nurses) and the control group (45 nurses) . The experimental group were given 8 emotional intelligence training sessions, and the control group received regular training. The Emotional Intelligence Scale (EIS) , the Maslach Burnout Inventory (MBI) , and the Clinical Communication Ability Scale were used to evaluate the difference before and after the training. Results After the training, the experimental group nurses' EIS total scores and scores in all dimensions were higher than those in the control group (P<0.05) ; the MBI scores of emotional exhaustion, and cynicism dimensions of experimental group were significantly lower in the control group, the scores of personal accomplishment were significantly higher in the control group, and the difference was statistically significant (P<0.05) ; the scores of Clinical Communication Ability Scale in the experimental group were higher than those in the control group, and the difference was statistically significant (P<0.05) . Conclusions Emotional intelligence training for clinical Cardiology nurses can effectively improve their emotional intelligence, clinical communication ability, and reduce their level of job burnout and it is worth promotion. Key words: Nurses; Emotional intelligence; Inservice training; Communication ability; Job burnout

Research progress on training of clinical communication ability among nursing interns

On account of the influence of theory education in schools, clinical communication skill of nursing interns cannot keep up with nursing practice and its clinical application is limited. At the current stage, how to improve the clinical communication ability of nursing interns has been one of the clinical teaching goals, and correlational researches also have been the focus of the clinical nursing practice teaching. This paper reviewed four aspects including the current situation, influencing factors, intervention and assessment tools of clinical communication skill of nursing interns, so as to provide a reference for improving the communication skill of nursing interns in clinical teaching. Key words: Review; Students, nursing; Interns; Communication ability

Application of three-step communication method based on SBAR standard model in emergency patients with non-traumatic abdominal pain

Objective To observe the effect of three-step communication based on SBAR standard model in emergency patients with non-traumatic abdominal pain. Methods Patients with acute non-traumatic abdominal pain admitted to the hospital before (January to May, 2017) and after (June to October, 2017) the three-step communication method based on the SBAR standard model were selected, with 49 cases in each group as research objects.Patients were divided into control group and experimental group before and after the implementation.The observation indexes of the two groups were compared before and after the implementation. Results After intervention, the incidence of communication-related safety events in the experimental group was significantly lower than that in the control group, and the clinical communication ability score and communication experience score of emergency nursing staff were significantly higher than those before implementation, and the differences were statistically significant(P<0.05). Conclusion The application of three-step communication method based on SBAR standard model in emergency patients with non-traumatic abdominal pain can significantly promote the communication ability of emergency nurses, improve their communication experience, and reduce the incidence of communication-related safety incidents. Key words: SBAR; Communication; Non-traumatic abdominal pain; Emergency

Practice Research on Strengthening Humanistic Quality Education of Nursing Students in &amp;quot;Six Hearts&amp;quot; Nursing Service

The discussion is based on enthusiastic reception, patient speaking, careful observation, sincere help, warm heart, loving visit (hereinafter referred to as six hearts) Objective: To explore the practical effect of six hearts nursing service process on improving nursing students' humanistic quality. Methods: Taking nursing undergraduates from a medical college in 2016 and 2017 as the research object, 82 nursing undergraduates in 2016 were set as the control group, clinical nursing teaching was carried out by traditional teaching methods, and 84 nursing undergraduates in 2017 were set as the observation group. The six - heart nursing service process education was added to the traditional teaching methods, and the humanistic quality scores of the two groups of nursing students were compared. Results: the scores of humanistic accomplishment in the observation group were significantly higher than those in the control group (all p & lt; 0.01). Conclusion: The six hearts nursing service flow runs through clinical nursing students' teaching, which is conducive to improving nursing students' clinical communication ability and humanistic quality, laying a good foundation for reserving excellent nursing professionals and ensuring nursing quality while improving the teaching level of nurses.

A multicenter survey of the competency status and influencing factors of nurses in ClassIII hospitals

Objective To investigate the status quo of core competency of registered nurses in Class Ⅲ hospitals and analyze the influencing factors. Methods The study was carried out in seven ClassⅢ hospitals in four provinces, including Xinjiang Uygur Autonomous Region, Gansu, Hebei and Hubei Province, involving 2 068 registered nurses. A cross-sectional survey was conducted using the nurses' Core Competency Scale (CIRN) and the Clinical Nurse Communication Ability Scale. Results The average CIRN score of the nurses from seven ClassⅢ hospitals was (159.24±29.837) , with the scoring rate of 68.63%. The average score of communication skills of nurse was (80.83±11.912) , with the scoring rate of 72.17%. The results of one-way ANOVA showed that nurses' age, basic education background, level of position, length of employment, self-directed learning and nurses with frequent training had influences on the scores of nurses' competency inventory (P<0.05) . The results of multiple linear regression analysis showed that nurses' core competence, education background and frequency of training had influences on the scores of nurses' competency inventory (P<0.05) . Conclusions The core competency of the nurses in ClassⅢ hospitals is at a medium level. Nurses' core competency is closely related to communication skills. Nursing managers should pay attention to the development of nurses' core competency. Key words: Nurses; Multicenter study; Core competency; Communication skills

Application of blending learning based on MOOC in obstetrics and gynecology nursing course

Objective To discuss the application form, method and effect of blending learning based on MOOC in Obstetrics and Gynecology Nursing Course, so as to improve learning quality and com-prehensive qualities of students. Methods Randomly selected a nursing undergraduate class as experi-mental group (n=190) and another as control group (n=189); blending learning and traditional teaching model were adopted, respectively. T test and chi-square test were used to compare scores of final exam in two groups, and Rating Scale of Self-directed Learning Competence for Nurses and Scale of Clinical Commu-nication Competence for Nursing Students were used to evaluate two groups before and after the course. Results The average score (76.30±7.08) and excellent rate (35.79%) in the experimental group were higher than those in the control group of (74.78±7.18) and 25.93%, with significance differences (P<0.05); Surveys showed that after the course, the autonomous learning ability and the clinical communication ability of students in the experimental group were better than before, and were better than those in the control group. Conclusion Blending learning can be applied to Obstetrics and Gynecology Nursing Course, which can effectively improve learning quality and enhance students' ability of independent study and clinical com-munication, with satisfactory teaching effects to both teachers and students. Key words: Blending learning; Obstetrics and gynecology nursing course; Teaching quality

新疆地区实习护生护理专业临床沟通能力现状及相关因素探讨

目的：了解新疆地区实习护生临床沟通能力的现状、影响因素，为提高实习护生临床沟通能力培养策略提供措施依据。方法：采取护生临床沟通能力测评量表、沟通认知问卷对新疆乌鲁木齐市三级甲等医院的131名实习护生进行问卷调查。结果：实习护生的护理专业临床沟通能力总得分为83.23分 ± 15.18分，处于中等水平，得分最高的是敏锐倾听，得分最低的是共同参与，其影响因素与学历及是否是独生子女有关(P 0.05)。结论：新疆地区实习护生临床沟通能力处于中等偏下水平，有待进一步提高，应注重临床带教教师对实习护生临床沟通能力的影响因素，开展有针对性的干预策略，在实践中促进其良好临床沟通能力的形成。 Objective: To understand the status quo of the internship clinical communication ability of nurs-ing students in Xinjiang, influence factors, in order to establish the training strategy and provide basic measures for improving practice nursing students’ clinical communication ability. Methods: Taking evaluation on clinical communication ability of nursing students scale, communication, and cognitive questionnaire to Xinjiang Urumqi, the three levels of first-class hospital, question-naire survey were conducted among 131 nursing students of internship. Results: Practice nursing students of nursing clinical communication are always divided into 83.23 ± 15.18, in the medium level; the highest score is keen to listening; the lowest mark is mutual participation; its influence factors include the degree and whether is the one-child (P 0.05). Conclusion: Xinjiang practice clinical communication ability of nursing students is in middle and below average level, and remains to be further improved; clinical teaching teachers should pay attention to practice the influence factors of clinical communication ability of nursing students to carry out targeted intervention strategy, and in practice, promote the formation of their good clinical communication ability.

Resilience moderates the relationship between emotional intelligence and clinical communication ability among Chinese practice nursing students: A structural equation model analysis

ObjectiveTo examine the positive association between emotional intelligence and clinical communication ability among practice nursing students, and to determine whether resilience plays a moderating role in the relationship between emotional intelligence and clinical communication ability among Chinese practice nursing students. MethodsThree hundred and seventy-seven practice nursing students from three hospitals participated in this study. They completed questionnaires including the Emotional Intelligence Inventory (EII), Connor–Davidson Resilience Scale (CD-RISC-10), and Clinical Communication Ability Scale (CCAS). Structural equation modeling was used to analyze the relationships among emotional intelligence, resilience, and clinical communication ability. ResultsEmotional intelligence was positively associated with clinical communication ability (P<0.01). Resilience significantly affected clinical communication ability (P<0.01) and moderated the relationship between emotional intelligence and clinical communication ability (P<0.01). ConclusionsEmotional intelligence is positively related to clinical communication ability among Chinese practice nursing students, and resilience moderates the relationship between emotional intelligence and clinical communication ability, which may provide scientific evidence to aid in developing intervention strategies to improve clinical communication ability.

Mediating effect of self-efficacy in relationship between emotional intelligence and clinical communication competency of nurses

ObjectiveThis study investigates the emotional intelligence (EI), self-efficacy, and clinical communication ability of clinical nurses to explore the correlation among these three variables, and verify the mediating effect of self-efficacy on relationship between EI and communication skills. MethodsA total of 865 nurses were recruited and investigated using Wong and Law's Emotional Intelligence Scale, General Self-Efficacy Scale, and nurse clinical communication scale. ResultsThe scores for EI and self-efficacy of nurses were 14.23 ± 2.61 and 25.36 ± 5.67, respectively, which were lower than the international norm (p < 0.01). The score for clinical communication ability of nurses was 4.14 ± 0.53. The clinical communication competency of nurses was positively correlated with EI and general self-efficacy. Furthermore, self-efficacy played an intermediary role between EI and clinical communication commitment. ConclusionNursing administrators can improve the clinical communication ability of nurses by enhancing their self-efficacy and EI.