Clinical Communication Competence Research Articles

간호대학생의 비판적 사고성향과 임상실습스트레스의 관계에서 의사소통능력의 매개효과

Objectives This study aimed to identify the mediating effect of communication competence in the relationship between critical thinking disposition and clinical practice stress in nursing students. Methods The participants were 181 nursing students with clinical practice experience. Data were collected from July, 7 to July, 30, 2023 using self-reported online survey. Data were analyzed using descriptive statistics, t-test, Pearson’s correlation coefficient, and multiple regression following the Baron and Kenny method and Sobel test for mediation. Results There are significant relationships between clinical practice stress and critical thinking disposition (r=-.33, p<.001), clinical practice stress and communication competence(r=-.36, p<.001), and between critical thinking disposition and communication competence(r=.67, p<.001). Communication competence(β=-.24, p=.031) had a complete medicating effect in the relationship between critical thinking disposition and clinical practice stress(Z=-2.47, p=.014). Conclusions In order to reduce clinical practice stress among nursing students, It is required to develop tailored nursing education programs focusing on enhancing communication competence and improving critical thinking disposition.

Improving Chinese nursing undergraduates’ nurse-patient clinical communication competence in English: A study based on a target situation needs analysis

BackgroundThe internationalization of higher education has stimulated an ever-increasing demand for English for Medical Purposes (EMP) courses for nursing undergraduates in China. EMP courses are designed to provide learner-centered language instruction to satisfy students’ English communication needs in the future workplace. To date, far too little attention has been paid to developing a well-rounded and theory-guided nurse–patient communication teaching model based on target needs analysis in nurse–patient communication. ObjectiveTo develop an EMP teaching framework to improve Chinese nursing undergraduates’ nurse–patient communicative competence in clinical settings based on target situation needs analysis. MethodsA survey of nurses' target situation needs analysis in clinical nurse–patient communication was conducted among nurses in five teaching hospitals in China. A teaching model was developed based on the survey analysis to improve nursing undergraduates’ nurse–patient communicative competence. ResultsA total of 411 nurses participated in this study. There were no significant differences in the overall satisfaction in target-situation communication and self-assessment in three-aspect communicative competence in clinical communication among nurses with different sociodemographic characteristics. Nurses with better self-assessment in the three-aspect communicative competence are more likely to satisfy their needs of nurse–patient clinical communication in target situation. Nurses self-reported the tasks and language skills commonly involved in nurse–patient clinical communication. A four-step teaching model was developed to respond to the findings of the target situation needs analysis. ConclusionThis study provides important insights into the essential role of employing and integrating a language communicative competence framework and a target-situation analysis framework in formulating a needs-driven and tailor-made EMP teaching model. Based on the previous framework, the teaching model is adapted and characterized by systematic and interconnected teaching steps, core target-situation topics, and a complete set of task forms, providing EMP instructors with operable scaffolds to help nursing students observe, analyze, practice, and assess nurse–patient communication. The study will be of significance for EMP researchers and instructors simulated to conduct further research and practice in English communication in the wider medical field.

Time management disposition and relevant factors among new nurses in Chinese tertiary hospitals: A cross-sectional study.

IntroductionNew nurses struggled with time management, which was a prominent theme in safety care for patients. However, the transition training of time management for new nurses was complicated and ignored by clinical managers. The purpose of this study was to understand the level of new nurses’ TMD from a nationwide perspective and detect the influencing factors of the TMD.Materials and methodsA cross-sectional study design with a stratified sampling method was sampled in China. Six hundred and seventy new nurses within the first year of employment were recruited. New nurses’ time management disposition, job stressors, self-efficacy, clinical communication competence, and safety behavior were measured by corresponding scales.ResultsNew nurses showed the best sense of time’s value, followed by the sense of time efficacy and time monitoring view for time management disposition. The related factors of time management disposition were communication skills, safety behavior, job stressors, and being without a preceptor. New nurses’ time management disposition was at a moderate level and they performed worse in time allocation. The highest education, with or without a preceptor, the experience of part-time jobs, and class cadre were significantly influencing the time management disposition of new nurses.ConclusionNursing managers should pay attention to new nurses’ time management disposition. Reducing the job stressors, improving communication ability, and safe behavior were important measures to improve the time management disposition.

The Impact of Perinatal Loss Nursing Simulation among Undergraduate Students.

Providing careful and proper care for women experiencing perinatal loss is essential. Nurses and nursing students must be sufficiently prepared to provide adequate care. Caring for women who experienced a perinatal loss requires special education and instruction, but little is provided to nursing students. This study aimed to investigate the impact of simulation education directed toward caring for women with perinatal loss. A single-group pretest posttest study design was adopted. A convenience sample of 77 undergraduate students participated in the study. The nursing students’ nursing anxiety, confidence for clinical decision-making, communication competence, and simulative effectiveness were measured before and after the simulation. In addition, we asked students open-ended questions. No significant differences were noted in variables. However, the rank order of simulation effectiveness and result of open-ended questions had some noteworthy implications. Although there was no significant effect in results, simulation education about the perinatal loss was helpful for nursing students. Nursing students reflected on perinatal loss situation and learned that they should provide empathetical therapeutic communication based on needs of women with perinatal loss. To assure its effectiveness and to include optimal program content, a need exists to measure student reflection before and after the simulation. To fully guide and support women and their families with perinatal loss, providing standardized care is needed and in order to do that, standard for educational program regarding perinatal loss needs to be developed and delivered to nursing students as well as nurses.

Correlation between self-awareness, communication ability and caring ability of undergraduate nursing students/A cross-sectional study

BackgroundCaring ability is the core ability of nursing. Here we explored the factors affecting the caring ability of undergraduate nursing students. Self-awareness and communication ability are potential variables to improve caring ability. ObjectiveTo explore the relationship between self-awareness, communication ability and caring ability of domestic undergraduate nursing students and to explore whether communication ability has an intermediary effect between self-awareness and caring ability. DesignA descriptive cross-sectional study using an online questionnaire. Setting and participantsUndergraduate nursing students (n = 1411) who attended Dalian Medical University, Liaoning, China. Participants were recruited through convenience and snowball sampling methods using online platforms. MethodsThe questionnaire used the Self-Consciousness Scale, Clinical Communication Competence Evaluation Scale and Caring Ability Inventory. The data were processed and analyzed by SPSS 24.0 and Amos 23.0. Descriptive statistics, Pearson correlation analysis and structural equation modeling were performed for data analysis. ResultsThere was a significant positive correlation between undergraduate nursing students' caring ability and their self-awareness and communication ability (p < 0.001). Communication ability played a partial mediating role between self-awareness and caring ability (p < 0.001), and the mediating effect was 34.2 %. ConclusionsThe self-awareness of undergraduate nursing students directly affects their caring ability and can also indirectly affect their caring ability through their communication ability. Educators can guide and cultivate student self-awareness and communication ability and promote self-regulation, so as to improve students' caring ability and improve clinical development.

A survey on clinical communication competence of psychiatric nurses in Guangdong Province

A survey on clinical communication competence of psychiatric nurses in Guangdong Province

Effects of SBAR model in nursing clinical teaching of Obstetrics and Gynecology Department

Objective To explore the effects of situation, background, assessment and recommendation (SBAR) model on communication skills and clinical practice abilities in nursing clinical teaching of Obstetrics and Gynecology Department so as to provide a basis for perfecting clinical nursing practice. Methods By convenience sampling, this study selected 31 intern nursing students in Obstetrics and Gynecology Department of Xuanwu Hospital, Capital Medical University from June 2017 to December 2017 in control group and 30 intern nursing students from June to December 2018 in observation group. Control group carried out the one-to-one teaching based on nursing intern outline of Obstetrics and Gynecology Department, especially paid attention to theoretical and skill training for intern nursing students. On the basis of that, observation group implemented clinical teaching with the SBAR model. The effects of teaching models of two groups in clinical teaching were evaluated with the score of clinical communication competence scale, inpatient satisfaction with nursing students and clinical practice performance. Results The clinical communication competence, inpatient satisfaction with nursing students and examination scores of nursing students in observation group after-department were higher than those in control group with statistical differences (P<0.05) . Conclusions SBAR model teaching is conducive to cultivating nursing students' clinical communication competence, improving their abilities to analyzing and solving problems in clinical practice. Key words: Obstetrics and gynecology department, hospital; Students, nursing; Internship; SBAR model; Clinical teaching; Communication skills

Exploring perceptions on medical app use in clinical communication among Austrian physicians: Results of a validation study.

Physicians increasingly use medical applications to facilitate clinical information management. The respective effect on clinical communication and quality of healthcare provision has not been studied in the Austrian context so far. Thus, the current cross-sectional online study analyzed prevalent medical applications use and views on clinical communication competence in everyday medical practice among Austrian physicians (n = 151) and validated the survey tool. More than half of the participants used medical applications in daily clinical practice. The top three benefits of medical applications use were higher quality of healthcare, location-independent health service access, and higher efficiency in healthcare resource allocation. Moreover, study participants felt that communication competence acquired during medical studies inadequately prepared them for daily clinical practices. Medical applications use certainly affects the therapeutic alliance between patients and physician. This study supports the importance of initiating an open, constructive discussion among healthcare stakeholders and developing according to evidence-based guidelines.

Effectiveness of empathy clinical education for children's nursing students: A quasi-experimental study

BackgroundEmpathy is a central competence for nursing students in delivering compassionate care. Empathy training might improve the communication skills in children's nursing students. ObjectivesTo evaluate the effectiveness of the Knowledge, Simulation, and Sharing training programme on empathy skills among children's nursing students. DesignA controlled pre-post intervention study with a quasi-experimental design. SettingTertiary children's hospital in China. ParticipantsChildren's nursing students (n = 250) in clinical internship. MethodsA Knowledge, Simulation, and Sharing (KSS) module related to empathy learning was developed and tested during a 10-month period in 2017. Nursing students were divided into an experimental group (n = 125) and control group (n = 125). Both groups received the standard internship programme. The experimental group received the KSS training. Outcome measures were: Jefferson Scale of Empathy-Health Professions Student, Clinical Communication Competence Scale and Professional Identity Scale. ResultsAt the end of the internship the experimental groups had significantly higher empathy scores than the control group (114.57 versus 110.36; p = .016). The communication skills improved significantly in the experimental group after the training; experimental group mean 90.22 versus control group mean 87.41 (p = .042). The professional identity scores were significantly higher in the experimental group at the end of the internship compared to the control group (mean 116.43 versus 107.68; p < .001). Subgroup analysis revealed only significant differences on professional identity outcomes between experimental and control groups on diploma level (mean 115.78 versus 107.72; p < .001); and bachelor's level (mean 120.05 versus 108.00; p < .016). ConclusionThe KSS training can enhance empathy and communication skills and the professional identity in children's nursing students. Further long-term effectiveness of the training needs to be tested, ideally with reported outcomes measures of children and parents.

Application of six-step standard communication process in nursing communication with elderly lung cancer patients

Objective To explore the application effect of six-step standard communication process in nursing communication with elderly patients with lung cancer. Methods A six-step standard communication process training was conducted for 38 nurses in the Thoracic Surgery Department of the First Affiliated Hospital of Zhengzhou University from January to June 2017 selected by purposive sampling. Nurses' Clinical Communication Competence Scale (NCCCS) was used to evaluate the changes of nurses' communication ability with patients before and after training. A total of 38 elderly patients with newly diagnosed lung cancer in Thoracic Surgery Department from January to December 2016 were enrolled as the control group, and during their in-hospital period of time, the nurses had not received the training and their communication was in the conventional way; a total of 35 elderly patients with newly diagnosed lung cancer in Thoracic Surgery Department from July 2017 to June 2018 were enrolled as the observation group, and during their in-hospital period of time, the nurses had already completed the training and their communication mode was based on the six-step standard communication process. The two groups were compared in terms of their scores in Profile of Mood States-Short Form (POMS) 24 hours after getting newly diagnosed (before intervention) , 24 hours before operation (after intervention) , and their nursing satisfaction degree upon discharge. Results After training, nurses' communication ability in difficult situations, emotional perception ability, emotional support ability, basic language communication ability and basic non-verbal communication ability were significantly improved with statistical differences (P 0.05) ; after intervention, the observation group had lower scores in dimensions of depression-dejection , tension-anxiety , anger-hostility , confusion-bewilderment , and fatigue-inertia than the control group with statistical differences (P<0.05) . The observation group had higher nursing satisfaction degree upon discharge than the control group with statistical differences (P<0.05) . Conclusions For elderly patients with lung cancer in Thoracic Surgery Department, the application of six-step standard communication process can effectively improve the nursing communication efficacy, improve patient's bad mood and improve nursing satisfaction. Key words: Lung neoplasms; Aged; Six-step standard communication process; Communication ability; Patient satisfaction

Effects of Team-Based Learning on the Core Competencies of Nursing Students: A Quasi-Experimental Study.

An important goal of nursing education is helping students achieve core competencies efficiently. One proposed way of improving nursing education is team-based learning (TBL). The aim of this study was to assess the comparative effectiveness of TBL and lecture-style classes in terms of teaching core competencies in nursing education, which include clinical competence skills, problem-solving ability, communication competencies, critical thinking ability, and self-leadership. This quasi-experimental study enrolled 183 students as participants, with 95 and 88 in the experimental and control groups, respectively. These two groups attended 6 hours (2 hours weekly for 3 weeks) of TBL and lecture-style classes, respectively. Differences in core competencies between the two groups were compared before and after the intervention. The experimental group achieved significantly higher scores for clinical competence skills, communication competence, critical thinking ability, and self-leadership at posttest than at pretest, whereas the control group achieved significantly higher scores for clinical competence skills and critical thinking ability at posttest than at pretest. After the intervention, the experimental group had significantly better clinical competence skills, communication competence, and self-leadership than the control group. TBL is an effective approach method to teaching core competencies in nursing education.

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

Development and evaluation of the “BRISK Scale,” a brief observational measure of risk communication competence

ObjectiveTo develop and evaluate a brief observational measure of clinical risk communication competence. MethodsA 4-item checklist-type measure, the BRISK (Brief Risk Information Skill) Scale, was developed by selecting and refining items from a more comprehensive measure of clinical risk communication competence. Six volunteer raters received brief training on the measure and then used the BRISK Scale to evaluate 52 video-recorded encounters between 2nd-year medical students and standardized patients conducted as part of an Observed Structured Clinical Examination (OSCE) involving a risk communication task. Internal consistency reliability, inter-rater reliability, and criterion validity were assessed. ResultsRaters reported no difficulties using the BRISK Scale; scores across all raters and subjects ranged from 0 to 16 with a mean score of 6.49 (SD=3.17). The BRISK Scale showed good internal consistency reliability (α=0.64), and inter-rater reliability at the scale level (Intraclass Correlation Coefficient (ICC)=0.79 for consistency, and 0.75 for absolute agreement) and individual-item level (ICC range: 0.62–.91). Novice raters’ BRISK Scale scores were highly correlated (r=0.84, p<0.01) with expert raters’ scores on the Risk Communication Content measure, a more comprehensive measure of risk communication competence. ConclusionsThe BRISK Scale is a promising new brief observational measure of clinical risk communication competence.

Effect of a scenario -based simulation communication education based on Calgary -Cambridge Guide on communication competence of undergraduate nursing students

Objective To explore the effect of the clinical scenario-based simulation communication education based on Calgary -Cambridge Guide for undergraduate nursing students. Methods Totally 87 undergraduate nursing students were enrolled and divided into the experimental group (n=44) and the control group (n=43). The experimental group received clinical scenario-based simulation communication education based on Calgary -Cambridge Guide for communication. The control group received traditional class-based education for communication. The clinical communication skills questionnaire and Communication Observing Questionnaire were administered before and after the training. The testing results of both groups were compared. Results After participating in the education project, six dimensions of clinical communication competence and the total score were significantly improved after training compared with those before training in the experimental group. After training, the experimental group was better than the control group in establishment of harmonious relationship, confirming patients' problems, efficient information transfer, validation experience and communication competence,t values were 2.64, 2.32, 2.19, 2.20 and 4.36,P< 0.05. In testing of integrated cases, scores of six aspects such as case design, information collection, explaining behavior, relationship development, conflict coordination and service behavior in the experimental group were significantly higher than those of the control group,t values were 2.15, 2.10, 3.26, 2.84, 2.14 and 2.61,P<0.05. Conclusions The clinical scenario -based simulation education based on the Calgary-Cambridge Guide can improve communication competence of nursing students. Key words: Teaching; Students, nursing; Communication; Scenario-based simulation

The relationship among critical thinking competence and clinical communication competence in higher vocational nursing students

Objective To examine the relationships between critical thinking competence and clinical communi-cation competence in higher vocational nursing students.Methods The Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV)and the clinical communication competence scale of nursing students were adopted to investigate 1135 higher vocational nursing students from grade 2009 to 2011 in Zhangzhou Health Vocational College.Results The total score of critical thinking disposition was (278.54±25.98) points,the total score of the clinical communication competence disposition was(86.07±10.06)points in higher vocational nursing students.Correlation analysis showed that the higher vocational nursing students'critical thinking competence had significant positive relationship with the clinical communication competence.Conclusions The critical thinking competence affects the clinical communication competence of higher vocational nursing students,the result suggests that we can set about to build the positive critical thinking competence of higher vocational nursing students for their good clinical communication competence. Key words: Critical thinking; Communication competence; Students; Nursing education

Application of Peplau interpersonal relationship theory in communication skills training of nurses

Objective To evaluate the influence of Peplau interpersonal theory on improvement of nurses communication skills.Methods Totally 50 nurses from a certain level-three hospital in Ningbo were selected as research object using self-control method.These nurses received 8-time Peplau interpersonal theory training.The clinical communication competence was compared before and after the training.Results The clinical communication ability of nurses after training was obviously higher than that before the training.The difference had statistical significance.Conclusions Peplau interpersonal theory training can effectively improve the clinical communication ability of nurses. Key words: Peplau theory of interpersonal relationship; Nurses; Communication skills

Preliminary design of the clinical communication competence scale of the nursing students

Objective To develop a simple, reliable, effect clinical communication competence scale that fits requirements of nursing student. Methods Based on means of developing of measure tool, and proceed test of 175 nursing of PUMC, scale become finally having 28 items, including all six dimension in clinical communication competence scale. Results The CVR of this scale is 0. 84,the construction validity analysis show that six factor explain item total square differ as 53.77%. The total Cronbach's α coefficient is 0. 83,the Cronbach' sα coefficient of per dimension is from 0.67 to 0. 80,Corrected by formula of Spearman-Brown, split-half reliability of whole scale is 0. 70, split-half reliability of per factor is 0. 56 ～ 0. 81; The test-retest reliability is 0. 84, The test-retest reliability of per factor is 0. 61 ～ 0. 85. Conclusions The process and results of establishment of the clinical communication competence scale of nursing students meets psychometrics request. Key words: Nursing student; Clinical communication competence; Evaluation scale; Design

Theoretical construct of the clinical communication competence scale of the nursing students

Objective By actual demonstration and study,to construct a theory for a scale to measure clinical communication competence of nursing student,and provide theory basis for developing a simple,reliable,effect clinical communication competence scale that fits the requirements of nursing student.Methods Based on the psychological assessment tools methodology,through the literature analysis and expert consultation method,the election items are revised to 58,then proceed the test of 175 nursing students of PUMC. Results The factor analysis showed that the characteristic value of more than 1 can explain six factors of total variance 53.77%. mainly represents the overall structure of the scale. The 6 factors can be respectively explained as: factor 1 explained the variance of 11.00%,factor 2 was the variance of 10.95%,factor 3 was the variance of 8.59%,factor 4 was the variance of 8.43%,factor 5 was the variance of 8.31%,and factor 6 was the variance of 6.49%. Conclusions Clinical communication ability was a six-dimension system,which includes establishing harmonic relationship,perceptively listening,confirming patient' s problem,jointly participating,conveying effective information and validating the feeling. Key words: Student; Clinical communication competence; Evaluation; Theoretical construct