Communication Competence Scale Research Articles

The Relationships among communication competence, professional autonomy and clinical reasoning competence in oncology nurses.

To investigate the relationships among communication competence, professional autonomy and clinical reasoning and to identify the factors that influence clinical reasoning competence in oncology nurses. Cross-sectional descriptive design. Participants included 147 oncology nurses with more than a year of clinical experience in cancer wards. The Global Interpersonal Communication Competence Scale, Schutzenhofer Professional Autonomy Scale and Nurses Clinical Reasoning Scale (NCRS) were used to collect data. Data were analysed using descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation analysis and hierarchical multiple regression analysis. Communication competence (r = 0.59) and professional autonomy (r = 0.46) showed significant positive relationships with clinical reasoning competence. Clinical experience, communication competence, age and professional autonomy were statistically significant predictors and explained 48.6% of clinical reasoning competence. The clinical reasoning competence of oncology nurses increases proportionally with their communication competence and professional autonomy. Therefore, oncology nurses must reinforce their communication competence and professional autonomy to enhance their clinical reasoning competence. The reinforcement of communication competence and professional autonomy is necessary for oncology nurses to enhance their clinical reasoning competence. In order to improve nurses' communication competence, practical-focused communication education programmes must be designed and deployed systematically and periodically. In addition, to increase nurses' professional autonomy, it is necessary to expand their clinical experiences through the regular rotation of working units and to make institutional efforts to retain experienced nurses. We have adhered to STROBE checklist. Participants in the study were recruited online. They were informed of the study's purpose, method and usability and the survey could only be conducted if they consented to participate voluntarily.

Physical Education by Improving Students’ Interpersonal Communication Skills

Background. Interpersonal communication skills have a significant influence that must be emphasized on the implementation of learning at school. Consequently, ongoing evaluation of students is essential to achieve optimal interpersonal communication skills. Objectives. This study aimed to examine the impact of implementing physical education on interpersonal communication skills in Senior High School (SMA) and Vocational School (SMK) students. Both types of schools have distinctive characteristics. Senior High School focuses more on continuing education, while Vocational School places greater emphasis on education that prioritizes the readiness of its graduates to work. Materials and methods. Quantitative descriptive approach is employed in this study, with high school and vocational school students as the research sample. The Interpersonal Communication Competence Scale (ICCS) is the research tool used in this study. Results. Based on the research findings, it is clear that there are differences in the results of interpersonal communication skills between high school and vocational school students compared to the outcomes of implementing physical education at school. This is evidenced by the results of the independent sample t-test (two-sided p-value) < 0.001. Furthermore, it can also be observed that based on gender (male and female), it is obtained 0.002. Both results have a significance level of <0.05. Conclusions. The findings indicate that vocational school students’ interpersonal communication skills have been found to be improved than high school students.

Self-Perceived Communication Competence of Adults Who Stutter Following Communication-Centered Treatment.

The purpose of this study was to assess self-perceived communication competence of adults who stutter following participation in a non-ableist treatment for which one of the core components focuses on communication - with no direct or indirect goals designed to reduce or modify stuttered speech. Thirty-three adults who stutter completed the Self-Perceived Communication Competence scale (McCroskey & McCroskey, 1988) pre- and posttreatment. Findings indicate significant gains in self-perceived communication competence posttreatment. Pre- to posttreatment changes in stuttering did not predict posttreatment gains in self-perceived communication competence. The present study demonstrates that improvement in communication can be achieved independent of improvement in fluency, lending further support to the notion that stuttering and communication competence are distinct constructs.

Comparing Correlates of Quality of Life in Borderline and Average Intellectual Functioning

Background: Borderline intellectual functioning (BIF) is associated with deficits in cognitive functions and effective communication or interpersonal skills, impacting socio-occupational functioning in adulthood. Aims: The current study compared individuals with BIF and average intellectual functioning (AIF) on executive functioning, emotion dysregulation, and interpersonal communication competence in relation to the quality of life. Settings and Design: The data were collected via a face-to-face interview conducted in the tertiary care hospital in an urban locality. A cross-sectional and comparative matched-group research design using purposive sampling was used. Materials and Methods: An estimated sample size of 80 was split into BIF and AIF groups. The participants were recruited as per the defined criteria. The measures used were Raven’s Standard Progressive Matrices, General Health Questionnaire, Mini-International Neuropsychiatric Interview, Stroop Test (ST), Difficulties in Emotion Regulation Scale (DERS), Interpersonal Communication Competence Scale (ICCS), and World Health Organization Quality of Life- Brief (Qol). Statistical Analysis: The differences, between BIF and AIF groups as well as males and females within each group, on measures, namely, ST, DERS, ICCS, and QoL were compared using the independent t-test. Further, the relationship among the measures was examined using Pearson correlation and regression analysis. Results: Independent t-test analysis revealed significant differences between groups on execution functioning (t = 11.83, P = 0.000), all domains of emotional dysregulation (P < 0.000), and many domains of interpersonal communication, and quality of life (P < 0.000). Significant correlations were found between domains of DERS and ICCS, DERS and QOL; ICCS and QOL. Conclusions: Emotional dysregulation predicted physical and psychological health and the environment, while interpersonal communication predicted social relations.

글쓰기 비교과 프로그램이 대학생의 소통역량에 미치는 영향

Objectives The purpose of this study was to analyze the impact of a writing extracurricular program on university students' communication competency. This study examined differences in the communication competency scale items and the program satisfaction items by background variables to utilize the findings as foundational data for program improvement. Methods Ninety university students who participated in the writing extracurricular program from October 2022 to December 2022 were targeted for analyzing changes in the communication competency before and after par-ticipation in the program. The program satisfaction by background variables such as majors or genders was surveyed. Data analysis was conducted using IBM SPSS 21.0, employing paired-sample t-tests, repeated meas-ures ANOVA, independent-sample t-tests, and one-way ANOVA. Results Although no significant differences were observed in the communication competency changes by items and background variables, significant differences were found by years and departments. Additionally, the program satisfaction did not show significant differences across background variables such as genders, years, and departments. Conclusions The writing extracurricular program positively influenced the university students' communication competency and provided uniform benefits to all students. This suggests the importance of curriculum and extra-curricular program development for enhancing students' communication competency in university education. Further research on the long-term effects of the program, its suitability for various learning styles, and its applic-ability in different educational contexts is recommended.

The Development and Validation of an Intercultural Communicative Competence Scale for Students

Intercultural Communicative Competence (ICC) plays a significant role in learning a foreign language. Therefore, it is important to measure the ICC level of language learners before taking actions to improve the educational process. The present study aimed at developing an ICC Scale to measure the perceived ICC level of Academic English students studying in the Foreign Language Division of an international university. The participants of the study consisted of 325 first year students in their second semester in the 2021 to 2022 academic year enrolled in 48 English-medium instructed (EMI) departments. In order to produce a reliable and valid ICC Scale, statistical data were analyzed through software programs. Further, the Exploratory Factor Analysis generated an 18-item Intercultural Communicative Competence (ICC) Scale with four factors, namely knowledge, awareness, attitude, and skills. Additionally, the Confirmatory Factor Analysis results confirmed and validated the four factors. Consequently, the ICC Scale was found to be highly reliable in measuring the perceived ICC level of students and had a high internal consistency. The newly designed ICC Scale proves to be a useful instrument for measuring the perceived ICC level of language learners.

The Predictive Ability of Communicative Competence of Peer Acceptance among the Twelfth-grade Students in the State of Kuwait

This study aimed to identify the level of communicative competence and peer acceptance, and the relationship between the communicative competence and peer acceptance, and whether there were differences in the relationship between the variables attributed to sex between the twelfth-grade students amounted to (25215) students for the academic year 2020/2021. The sample of the study consisted of (608) males and female's students. They were selected through the convenience sampling method. The correlational descriptive methodology was applied in this study. Two tools were also used commensurate with the study and its objectives. Tools were the communicative competence and peer acceptance scale. Results showed that the level of communicative competence was high with a mean of (3.83), and the level of peer acceptance was also high with a mean of (4.18), Results also showed that there was a statistically significance positive relationship at the significance level (0.05) between communicative competence and peer acceptance, where the value of correlation coefficient was (0.61). The results also showed that the communicative competence has explained (37%) of the variation in peer acceptance as predicted by peer acceptance, and there were statistically significant differences at the level of (0.05) in the relationship between the communicative competence and peer acceptance in favor of males.

Development of a Self-Reported Communication Competence Questionnaire for Patients with Schizophrenia

Purpose: To develop a self-reported communication competency scale for patients with schizophrenia. Methods: Twenty-nine preliminary items were selected from 42 candidate items derived from literature review and qualitative interviews using content validity analysis of expert opinions to evaluate 637 patients’ schizophrenia communication competence. Data from 383 individuals were analyzed. Confirmatory factor analysis was conducted using data of 280 individuals. The final dataset included data from 254 participants. Data were subjected to exploratory and confirmatory factor analyses using SPSS and AMOS 24.0.Results: After evaluating the model fit index for the last 24 items, the following results were obtained: x2=633.95 (p<.001), x2/df (degree of freedom)=2.26, SRMR=0.04, RMSEA=0.06, TLI=0.93, CFI=0.94, NFI=0.96. Therefore, this tool’s suitability was evaluated as acceptable. The final scale comprised 24 items and 3 subscales that could measure basic, interpersonal, and communicative expression of patients with schizophrenia. Conclusion: A self-reported communication competency scale was developed for patients with schizophrenia. It is expected to help measure the effectiveness of intervention programs to improve communication among patients with schizophrenia.

Communication competence of future early childhood teachers - a report on a study in Poland

ObjectivesCommunication competence of future early childhood teachers - a report on a study in polandMaterial and methodsThe research was based on a quantitative paradigm. To determine the level of communication competence we used the Self-assessment of Communication Competence Scale (SPCC), stress was examined with the Perceived Stress Scale (PSS), and dispositional optimism was tested with the Life Orientation Test (LOT-R).ResultsThe analyses showed that prospective early childhood teachers obtained average scores in communication competence. At the same time, they reported high levels of stress and low levels of dispositional optimism. In addition, stress levels correlated negatively with all dimensions of communication competence, meaning that the higher the stress level, the lower the level of communication competence in all the measured dimensions. In contrast, dispositional optimism correlated positively with all dimensions of communication competence, indicating that all dimensions of communication competence increased as dispositional optimism increased.ConclusionsBased on the analyses, we suggest enriching education programs for early childhood teachers with issues related to communication competence, coping with public speaking, and preventive activities related to stress management.

Transactional Analysis Counseling to Improve Intercultural Communication of Tourism Vocational Students

Schools had never implemented special techniques in the implementation of Guidance and Counseling to develop students' intercultural communication at school. These problems cause failure in the communication process which can result in worsening social relations between students. The aim of this research is to analyze the differences in intercultural communication between Tourism Vocational School students before and after the transactional analysis counseling intervention. The research design used is a pretest posttest group design. The sampling technique in this research is purposive sampling, namely sampling based on the researcher's judgment. This research uses two types of instruments, namely: (1) transactional analysis counseling module treatment materials, and (2) data collection instruments in the form of an intercultural communication competency scale. The data collected in this research is then analyzed using the non-parametric Wilcoxon statistical test. To answer the hypothesis in this research, it can be seen from the results of the pretest and posttest hypothesis test table which shows a significance figure of 0.028 which means less than 0.05 so that Ho is rejected, so the hypothesis is accepted, namely that there is a difference in intercultural communication between Tourism Vocational School students before the transactional analysis counseling intervention and after intervention in the experimental group.

The Impact of Acculturation and Interpersonal Communication on the Adaptation of East African University Students in Malaysia

The objective of the study was to explore how acculturation and interpersonal communication impacts the adaptation of East African students in Malaysia. Research samples were selected strictly based on the original formation of East Africa (Kenya, Uganda and Tanzania), university students in Malaysia. Just like other international students these students face challenges to adapt in a new culture while striving to achieve their academic goals. To test the study’s hypotheses, a statistical package for service solution (SPSS) 20.0 was used to analyse data collected from 240 respondents. This study's theoretical framework was derived from Gu's (2008) Acculturation Scale for Asian International Students (ASAIS) and Rubin and Martin’s (1994) Interpersonal Communication Competence Scale (ICCS). These two studies were used independently to examine and identify any effects that acculturation may have on interpersonal communication. According to Pearson's correlation test, acculturation and interpersonal communication are all significantly negatively correlated. However, the results of the study indicated a significant difference in the length of stay and interpersonal communication for the adaptation of East African university students in Malaysia for the Independent t-test. In other words, the longer an international student stays in a country to pursue his or her goal, the better their interpersonal communication skills get. The results of this study show that both acculturation and interpersonal communication impacts the adaptation of these international students at different levels. This study looks forward to stimulating future studies of other international students’ acculturation processes from communication perception. Communication researchers can play a vital role in promoting understanding between and among ethnic communities and the host societies. Keywords: East African, acculturation, adaptation, interpersonal communication, Malaysia.

University Professors’ Communicative Competence and Its Relationship With Interpersonal Communication and Voice Symptoms

To analyze the association between communicative competence self-assessment and interpersonal communication self-perception and voice symptoms in university professors. Cross-sectional, analytical, observational study in 322 professors, who answered sociodemographic and occupational questions and three self-perception protocols: Self-Assessment of Communication Competence (SACCom), Interpersonal Communication Competence Scale (ICCS), and Voice Symptom Scale (VoiSS). The dependent variable was SACCom's yes/no answers. Univariate and multivariate descriptive and inferential data analyses were performed through logistic regression. Most professors were females (55.3%), worked 40hours (96.6%), and self-reported voice symptoms (72.7%). The largest portion had been in the career for 11-22years (38.2%). The final multivariate model demonstrated that better self-assessed communicative competence among professors (SACCom) is related to an absence of voice complaints (odds ratio (OR)=2.17; 95% confidence interval (CI) 1.29-3.65) and better self-perceived interpersonal communication (ICCS) (OR=1.05; 95% CI 1.02-1.08). The older the professor (OR=1.03; 95% CI 1.01-1.06), the better their communicative competence (SACCom). Study professors' self-assessed communicative competence is predominantly high. Those with a better communicative competence self-assessment are older and vocally healthy and self-perceive greater interpersonal communication skills.

Unraveling the Intercultural Sensitivity of Foreign Teachers: A Cross-Sectional Examination in Secondary Education across Public and Private Schools, Thailand

This research aims to explore cultural distinctions and investigate the adaptability of foreign teachers in both public and private secondary schools. A mixed methods approach was employed, utilizing semi-structured interviews and questionnaires as study instruments. The study instruments included the Self-Perceived Communication Competence Scale (SPCC), Intercultural Sensitivity Scale (ISS), and Tromso Social Intelligence Scale (TSIS). Data analysis relied on descriptive statistics. The findings revealed that foreign teachers in both public and private secondary schools demonstrated the highest levels in three key factors: Friends, Interaction Attention, and Social Information Processing. These factors corresponded to self-perceived communication competence, self-reported intercultural sensitivity, and social intelligence, respectively.

A study on intercultural adaptation of international students in universities from the perspective of cultural understanding

This paper aims to sum up some experiences in international student enrollment and management, so as to provide some experience reference and intelligent support for the international student work in universities. From the perspective of pedigree, this paper tries to answer and analyze the following three questions: the current situation of learning adaptation of Chinese students in Thailand, the dynamic influence process of different educational factors on learning adaptation of Chinese students in Thailand, and the improvement strategies of learning adaptation of Chinese students in Thailand. In this study, Krirk was tested by the cross cultural sensitivity scale designed by the American cross-cultural communication scholars Starosta and Chen Guoming, the cross-cultural awareness scale designed by K. Ushner, and the cross-cultural communication competence scale questionnaire designed by Spitzberg and William. A questionnaire survey was conducted among 58 universities by students. The results show that (1) there are significant differences in digital variables such as grade and language classification in cross-cultural awareness among Chinese students in Thailand; (2) There are significant differences in cross-cultural sensitivity of Chinese students studying in Thailand and on demo variables of language placement; (3) There are significant differences in demographic variables such as gender and grade in intercultural communication competence of Chinese students studying in Thailand; (4) There is a significant positive correlation between intercultural awareness and intercultural communication ability of Chinese students studying in Thailand, and intercultural awareness has a positive predictive effect on intercultural communication ability; (5) There is a significant positive correlation between cross-cultural sensitivity and cross-cultural communication competence of Chinese students studying in Thailand, and cross-cultural sensitivity has a positive predictive effect on cross-cultural communication competence.

A comparative study of intercultural sensitivity among postgraduates majoring in International Chinese Education in China context

Based on a survey sample of 435 China postgraduates majoring in International Chinese Education with different undergraduate English learning experience, the research attempted to find out how five elements proposed by Chen & Starosta (2000), interacted or influenced with each other. Those five elements incorporated in Intercultural Communication Competence Scale (ICCS), developed by Chen & Starosta (2000), are interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment and interaction attentiveness. The survey results from the multiple regression charts demonstrated that the elements composed of intercultural sensitivity actually interacted or influenced interactants’ actual intercultural communication process.

Communication competence, self-efficacy, and spiritual intelligence: evidence from nurses

IntroductionCommunication skills and acceptable levels of spiritual intelligence (SI) are the prerequisites of the nursing profession, which can significantly impact the individual and organizational performance of nurses. This study aimed to investigate the competency and self-efficacy of communication and its relationship with the SI of nurses.MethodsThis cross-sectional study was conducted in 2021 and included 312 nurses working in a COVID-19 hospital in the south of Iran. The data collection instruments were the Standard Communication Competence Scale, Communication Self-Efficacy, and SI Questionnaires. Data were analyzed with SPSS software version 23 using descriptive and inferential statistics, and t-test, ANOVA, Pearson’s correlation coefficient, and multiple linear regression were performed at 5% significance level.ResultsThe mean scores of nurses’ communication competence, communication self-efficacy, and SI were 89.11 ± 7.32 out of 180, 64.45 ± 5.61 out of 120, and 147.13 ± 11.26 out of 210, respectively. A direct and significant correlation was observed between competence (r = 0.527, p<0.001) and communication self-efficacy (r = 0.556, p<0.001) with spiritual intelligence. The dimensions of spiritual intelligence, including the ability to deal with and interact with problems, self-awareness, love and affection, general thinking and doctrinal dimension, and dealing with moral issues, were identified as predictors of nurses’ communicative competence and self-efficacy (p<0.05). There was a positive and significant correlation between nurses’ competence and self-efficacy with their age (p<0.05). The nurses’ mean communication competence and self-efficacy score were different regarding their level of education and the number of shifts (p<0.05). The mean scores of self-efficacy revealed a statistically significant difference between the participants’ gender and the number of patients under observation (p<0.05). Moreover, the nurses’ SI significantly correlated with age, and the mean scores of this intelligence had statistically significant differences regarding gender (p<0.05).ConclusionThe nurses’ communication competence and self-efficacy were at a moderate level. Considering the correlation and predictive role of SI and its dimensions, it is recommended to promote problem-solving skills, improve self-awareness, and pay attention to moral standards to nurture communication competence and self-efficacy among nurses.

Knowledge, attitude, and practice of sexual healthcare and its influencing factors among oncology nurses: a multicenter study.

The provision of sexual healthcare plays an integral role in the field of oncology nursing. However, limitations in the knowledge, attitude, and practice perspectives of oncology nurses require detailed study. In this study the authors sought to describe the knowledge, attitude, and practice of oncology nurses regarding sexual healthcare from a nationwide perspective and to explore the factors that influence them. This was a cross-sectional descriptive study using stratified random sampling of certified oncology nurses from 55 hospitals in 6 provinces in Central South China. In total, 2530 nurses participated and completed the Knowledge, Attitude and Practice questionnaire of Sexual Health Care (KAP of SHC), the Nurses Clinic Communication Competency Scale, the Nurses Professional Values Scale, and the General Self-efficacy Scale. Multivariate linear regression was used to explore influencing factors. The primary variable was the knowledge, attitude, and practice of sexual healthcare provision. Secondary variables included professional value, clinical communication competency, self-efficacy, and demographic factors. The median KAP of SHC score was 139 (possible range 72 to 288). Attitude of SHC scored highest, followed by knowledge and practice scores. Professional values were positively associated with knowledge (odds ratio [OR] = 0.057; 95% CI: 0.023-0.091; P < .01) and attitude (OR = 0.319; 95% CI: 0.268-0.370, P < .01) of SHC. Clinical communication competency was only positively related to the attitude of SHC (OR = 3.960; 95% CI: 2.701-5.218, P < .01). Self-efficacy was positively related to KAP and the knowledge (OR = 0.616; 95% CI: 0.506-0.725, P < .01), attitude (OR = 0.187; 95% CI: 0.052-0.322, P < .01), and practice (OR = 0.840; 95% CI: 0.735-0.944, P < .01) of SHC. Knowledge assistance, attitude training, and practice coaching resources must be on the agenda to optimize professional practice for oncology nurses. This study provides data based on the Knowledge, Attitude, Belief and Practice (KABP) model in a nationwide sample of oncology nurses. In addition, the relationship between self-efficacy and KAP of SHC has been explored for the first time. The limitations are that this study may have some bias and did not take into account mediating relationships. Oncology nurses exhibit moderate levels of KAP of SHC. It is noteworthy that self-efficacy and position are the only 2 factors that influenced all aspects of KAP of SHC.

The Validity and Reliability of Nursing Assessment Communication-Competence Scale for Clinical Nurses

Purpose: The aim of this study was to evaluate the validity and reliability of the short-version for clinical nurses on a communication competence scale developed to measure the communication competence of clinical nurses.Methods: Data were collected from 396 clinical nurses who work at general hospitals in Korea. The original version of the Communication Ability Scale was shorted and content, construct, item-convergent/discriminant, convergent validity and also internal consistency and test-retest reliability were evaluated. Data were analyzed using exploratory and confirmatory factor analyses, Pearsons's correlation coefficient and Cronbach’s ⍺.Results: As a result of item analysis and exploratory factor analysis, 5 subscales and a total of 20 items were derived. The confirmatory factor analysis showed adequate model fit indices (Normed &lt;i&gt;x&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt;=1.88, RMR=.04, RMSEA=.07, GFI=.87, CFI=.90, TLI=.87, IFI=.89). The items convergence and discrimination validity were verified using the Average Variance Extracted (.50~.56), composite reliability (.76~.86) and &lt;i&gt;Φ&lt;/i&gt;±2SE (.42~.99). Convergent validity was demonstrated using Korean Version of Self-Efficacy Questionnaire (r=.59, &lt;i&gt;p&lt;/i&gt;&lt;.001). Internal consistency reliability and test-retest reliability were found to be acceptable, as indicated by a Cronbach’s ⍺ of .65~.79 and an intra-class correlation coefficient of .82~.90. The validity and reliability of the scale were verified.Conclusion: The NACCS is a valid and reliable instrument for measuring communication competence for clinical nurses in Korea.

Common Mental Disorders and Self-Perceived Interpersonal Communication and Vocal Symptoms in University Professors

To determine the prevalence of common mental disorders in university professors and to analyze the same with sociodemographic and occupational data, self-perceived interpersonal communication, and vocal symptoms. A Cross-sectional analytical observational quantitative study with 322 university professors. Four assessment instruments: the Sociodemographic and Work Information Questionnaire, the Self-Report Questionnaire, the Brazilian Dysphonia Screening Tool, the Interpersonal Communication Competence Scale, and the Voice Symptom Scale. The study performed descriptive and association analyses. The measure of association was the prevalence ratio, estimated with Poisson regression with robust invariance, considering common mental disorders as a dependent variable. The prevalence of common mental disorders in university professors was 27.6%. There was a significant association between such disorders and self-perceived vocal complaints, the suspicion of dysphonia, and self-perceived difficulties in regards to being heard with a mask (sometimes/always). The higher the score in the self-disclosure domain of the Interpersonal Communication Competence Scale the higher the prevalence of common mental disorders in university professors. The prevalence of common mental disorders in university professors is high and influences their self-perception of vocal symptoms and interpersonal relationships. Hence, it reinforces the need for measures to maintain university professors' vocal and mental health.

Evaluation of the Relationship Between Internet Addiction and Communication Competence Levels of Nurses

The purpose is to determine the evaluation of the relationship between internet addiction and the communication competence levels of nurses. This descriptive study was conducted with 347 nurses in a Training and Research Hospital in Turkey. Data were collected with the Communication Competence Scale and the Internet Addiction Scale. In the evaluation of the data, the IBM SPSS statistics 22.0 program was used for statistical analysis in the study. At the same time, they were evaluating the study data in addition to descriptive statistical methods. Pearson correlation analysis was used to evaluate the correlation between variables. Internet addiction and communication competence are, respectively, found to be 45.22±14.16 and 98.64±18.98. A negative and weak significant relationship (r=-.270; p?.05) was found between internet addiction and communication competence levels. The study determined that as the level of internet addiction among nurses increased, their communication competence decreased. Therefore, awareness of the effect of internet addiction on occupational functions is essential.