Communication Education Research Articles

Obstacles and sustainability of enhanced recovery after surgery in pediatric laparoscopic pyeloplasty

ObjectivesPrevious studies on Enhanced Recovery After Surgery (ERAS) in pediatric Laparoscopic Pyeloplasty (LP) lacked clear control cases and discussed the obstacles in the implementation process. This article details the obstacles and lessons learned during the implementation of ERAS in patients with ureteropelvic junction obstruction (UPJO).MethodsAn ERAS protocol was implemented in the UPJO population undergoing LP, which included preoperative, intraoperative, and postoperative management. The clinical data of ERAS program Before Implementation (BI) and After Implementation (AI) were collected and analyzed retrospectively.ResultsA total of 107 patients (BI 46, AI 61) were enrolled. Compared with the BI group, the AI group had an earlier normal diet (19.83 h vs. 9.53 h, p < 0.001), ambulation (39.10 h vs. 12.70 h, p < 0.001), resumption of defecation (89.88 h vs. 27.90 h, p < 0.001), less need for additional analgesia (19.5% vs. 1.6%, p = 0.002) and shorter postoperative hospital stay (POS) (6.00 d vs. 1.91 d, p < 0.001) without increasing complications and readmission rates. Patients in the AI group had a median protocol score of 17 (IQR 16–18), and the compliance rate of the ERAS protocol was negatively correlated with the length of POS (R2 = 0.69, p < 0.001).ConclusionsThe application of ERAS in pediatric LP is feasible and sustainable, with the potential for even greater impact as compliance improves. Common barriers were uncertain start time of surgery, lack of knowledge of ERAS among pathway participants, and support from anesthesiologists. Pre-determining the start time of surgery, strengthening preoperative education and positive communication among team members can help to promote the full implementation of ERAS program.

“You know, it feels like you can trust them”: mixed methods implementation research to inform the scale up of a health disparities-responsive COVID-19 school testing program

BackgroundHealth disparities lead to negative COVID-19 outcomes for Hispanic/Latino communities. Rapid antigen testing was an important mitigation tool for protecting schools and their communities as in-person learning resumed. Within the context of a 3-middle-school non-inferiority trial we assessed acceptability and appropriateness of at-home and school-based COVID-19 antigen testing and implementation barriers and facilitators to facilitate district-wide scale up.MethodsGuided by the Consolidated Framework for Implementation Research (CFIR) and acceptability and appropriateness implementation outcomes, we collected post-implementation qualitative (n = 30) and quantitative (n = 454) data in English and Spanish from trial participants, in-depth feedback sessions among program implementers (n = 19) and coded 137 project meeting minutes. Verbatim transcripts were thematically analyzed. We used multivariate linear models to evaluate program acceptability and appropriateness by COVID-19 testing modality and mixed qualitative and quantitative findings for interpretation.ResultsQuestionnaire respondents closely matched school demographics (> 80% Hispanic/Latino and 8% Filipino/Asian Pacific Islander). While both testing modalities were rated as highly acceptable and appropriate, at-home testing was consistently favorable. Qualitative findings provided actionable areas for at-home testing program refinement, guiding district-wide scale up including: maintaining a learning climate to accommodate modifications as guidelines changed, needs of the school community, and implementation challenges; ensuring an engaged school leadership and sufficient human resources; improving educational communication about COVID-19 and technology ease of use; and increased time for pre-implementation planning and engagement.ConclusionsResults underscore the value of the CFIR to inform program implementation, particularly programs to reduce disparities during a public health emergency. Results support optimal testing implementation strategies centering the needs and perspectives of Hispanic/Latinos.

Development of a Scale to Measure Planned Behavior in Inclusive Science Communication: Validity Evidence in Undergraduate STEM Students.

Science communication has historically been inequitable, with certain voices and perspectives holding the power and dominant ways of knowing being promoted over others. Recently, there has been a push toward inclusive science communication, which values diverse perspectives and ways of knowing in collaborative conversations to solve complex socioscientific issues. However, there is a lack of both trainings in inclusive science communication for undergraduate science, technology, engineering, and mathematics (STEM) students as well as established ways to evaluate the efficacy of these trainings. To address this need, we designed a new multifactorial survey based on the Theory of Planned Behavior to assess students' attitudes/norms, self-efficacy, behavioral intents, and behaviors in inclusive science communication, which we termed the Planned Behaviors in Inclusive Science Communication (PB-ISC) Scale. We utilized expert review, exploratory factor analysis, confirmatory factor analysis, cognitive interviews, and quantitative measures to gather evidence of validity supporting the proposed use of the final 4-factor, 26-item survey. This survey can be used as a tool by science communication educators and researchers to assess students' planned behavior in inclusive science communication in response to trainings or experiences in science communication or related topics like socioscientific issues, civic engagement, and citizen science.

Interactive Videos as Effective Tools for Media Literacy Education in Communication and Media Courses

The vast amount of audiovisual and multimedia content that is currently delivered via multiple ways and platforms makes media literacy imperative to enhance citizens’ ability to assess the credibility and trustworthiness of media sources. By recognizing bias and misinformation and understanding the impact the media can have on individuals and society, media literate citizens are better equipped to analyze the information they receive, thus presenting critical thinking. This paper, through research conducted among university students that attended the course of “Creative studio and audiovisual productions” at the Department of Communication and Digital Media, University of Western Macedonia, Greece, aims to present the effective use of interactive video production to media literacy. Prior to the beginning of the semester, the students were asked to state, among other things, their knowledge of media literacy, their digital literacy levels, and their skills level on various forms of video productions. At the end of the semester, they were asked to assess the knowledge and skills acquired through the process of creating an interactive video production on media literacy. The results revealed that through this project that brought them enjoyment, they gained knowledge, and they highly valued the role of interactive videos as communication tools.

Conceptual Framework for Teaching Business Writing via Social Media

This article presents a conceptual framework for enhancing business writing skills through social media integration in business communication education. By embedding platforms like LinkedIn and Twitter, the framework promotes essential competencies such as clarity, audience awareness, and professional tone. Five core principles—constructivist learning, digital literacy, ethical writing practices, real-time feedback, and collaborative writing—underpin this framework, emphasizing experiential learning that bridges informal and formal communication styles. This approach offers educators a structured method for developing students’ adaptability and writing proficiency, aligning pedagogical practices with the evolving needs of modern business communication.

Pesticide risk perception as an attitudinal mediator: Exploratory research with farm managers and consumers

Pesticide use poses significant risks to human health and the environment. However, the public perception of pesticides is characterized by a number of factors, including risk perception. This study aimed to investigate the role of risk perception in two models: a) as a mediator between personal norms and pro-environmental attitudes of farm managers and b) as a mediator of trust in the purchase intention of consumers. For farmers, the Norm Activation Model was used. A mediation model explored the relationship between personal norms, risk perception, and pro-environmental attitudes. Among consumers a trust model, based on trust in food toolkit, was used. The risk perception and knowledge were examined as mediators between trust in the food system and purchase intentions. Data were collected in-person through questionnaires from 37 farm managers and 202 consumers in Brazil. Results indicate that risk perception is a critical factor influencing both farmers’ and consumers’ decisions. While farm managers’ pro-environmental attitudes were partially mediated by risk perception, consumers’ purchase intentions were primarily driven by a combination of risk perception, knowledge, and trust. These findings underscore the need for targeted interventions, including public education, regulatory enhancements, and transparent communication, to mitigate pesticide-related risks.

Immersive interfaces for clinical applications: current status and future perspective

Digital immersive technologies have become increasingly prominent in clinical research and practice, including medical communication and technical education, serious games for health, psychotherapy, and interfaces for neurorehabilitation. The worldwide enthusiasm for digital health and digital therapeutics has prompted the development and testing of numerous applications and interaction methods. Nevertheless, the lack of consistency in the approaches and the peculiarity of the constructed environments contribute to an increasing disparity between the eagerness for new immersive designs and the long-term clinical adoption of these technologies. Several challenges emerge in aligning the different priorities of virtual environment designers and clinicians. This article seeks to examine the utilization and mechanics of medical immersive interfaces based on extended reality and highlight specific design challenges. The transfer of skills from virtual to clinical environments is often confounded by perceptual and attractiveness factors. We argue that a multidisciplinary approach to development and testing, along with a comprehensive acknowledgement of the shared mechanisms that underlie immersive training, are essential for the sustainable integration of extended reality into clinical settings. The present review discusses the application of a multilevel sensory framework to extended reality design, with the aim of developing brain-centered immersive interfaces tailored for therapeutic and educational purposes. Such a framework must include broader design questions, such as the integration of digital technologies into psychosocial care models, clinical validation, and related ethical concerns. We propose that efforts to bridge the virtual gap should include mixed methodologies and neurodesign approaches, integrating user behavioral and physiological feedback into iterative design phases.

A nexus analysis of future ICT professionals’ views on sustainable digital technology development

Purpose There are increasing expectations for educators to include sustainability as part of higher education Information and Communication Technology (ICT) curricula, but we still lack concrete ways how to integrate it into teaching. To be able to create meaningful learning experiences we need to understand how our students approach sustainability and what they base their thinking on.Design/methodology/approach We asked our students to consider technology development linked with the European Green Deal targets in their essays and utilized nexus analysis to focus on discourses in place, interaction order and the historical body revealed in the essays.Findings Learning about sustainability could be approached in the ICT courses in a structured way as a question of four intersecting elements: individuals, societal systems, current and emerging technologies, and relevancy of the topic, all of these linked with the agency of ICT professionals.Originality/value This study contributes toward sustainable ICT research and design of effective ICT education (1) by providing an understanding of how future ICT professionals approach sustainability and digital technology development, (2) by proposing a way to raise students’ consciousness of their own role as future professionals in developing more sustainable digital solutions and (3) generally helping students to see the big picture of sustainability through setting the scene with the wider targets.

Development of a Satir Model-Based Communication Program in Home Economic Education for Middle School Students

This study sought to address the challenges adolescents face in interpersonal relationships and communication, emphasizing the importance of communication education for their development. Its principal aim was to develop a communication program for middle school home economics education (HEE) based on Satir theory through a process comprising a literature review, program development, and expert evaluation. The program was designed using Satir's iceberg model, highlighting the reciprocal relationship between communication and self-esteem. Its purpose is to enhance self-esteem and communication through self-awareness. The program consists of 8 sessions, 22 activity sheets, 6 video clips, 2 books, 1 music source, 3 online teaching tools, and teacher reading materials. It was finalized after being validated by 9 HEE education experts. The significance of the program lies in the fact it introduces a communication curriculum that can be integrated into middle school education, a critical period for stabilizing communication habits and forming identity. Furthermore, it demonstrates the potential for HEE to offer interconnected lessons that emphasize both self-esteem and communication, addressing previously overlooked aspects by incorporating key elements of Satir theory. Future research should focus on implementing this program in classrooms to evaluate its effectiveness. Additionally, to enhance its practical application, it is essential to improve HEE teachers' understanding of Satir theory through targeted training or professional development.

Giving Values a “Voice” in Business Communication Education

I recommend that teachers of professional communication (e.g., business communication) incorporate into their courses the Giving Voice to Values (GVV) curriculum developed by Mary Gentile. Adding GVV materials to a course in professional communication would add an ethical emphasis to the course or supplement an existing one. GVV materials also provide communication teachers with excellent opportunities to introduce (or expand) attention to rhetorical decision making. Furthermore, GVV materials provide an opportunity for cross-disciplinary cooperation among teachers of business communication and other business disciplines.

A comparative study of narrative strategies for overseas communication in international Chinese language education: based on Confucius Institute and Goethe-Institut

A comparative study of narrative strategies for overseas communication in international Chinese language education: based on Confucius Institute and Goethe-Institut

DEVELOPMENT OF PERSONNEL POTENTIAL OF HIGHER EDUCATION INSTITUTIONS OF THE REPUBLIC OF BELARUS

The article examines the trend towards a decrease in the proportion of employees from among the teaching staff with academic degrees and titles in higher education institutions of the Republic of Belarus. The problems associated with providing the structural units of universities (institutes) with qualified specialists and managers with academic degrees and (or) titles have been identified. International experience in applying the habilitation procedure to ensure the effective operation of the higher education structure has been studied. To solve the identified problems, it is proposed to introduce academic titles from highly rated institutions of higher education in Belarus. Criteria have been developed for awarding the academic titles “Associate Professor of the Higher Educational Institution” and “Professor of the Higher Educational Institution”. The awarding of academic titles to higher education institutions will contribute to the expansion of educational communications, scientific cooperation in defending dissertations for academic degrees, and improving the quality of teaching staff of educational institutions. The introduction of academic titles from higher education institutions will make it possible to attract talented young scientists from other countries and increase the authority of Belarusian science at the international level.

Complexity and objectivity in teaching interprofessional healthcare communication

ObjectiveThis article, based on a plenary presentation from ICCH 2024, examines the challenge of balancing objectivity and complexity, and the risk of violent simplification, when it comes to teaching and assessing interprofessional healthcare communication. DiscussionInterpersonal communication, that is, conversation, makes all aspects of human social life possible. Conversation is complex and is managed by participants in emergent and dynamic ways. To facilitate the practical needs of teaching and assessment, we simplify conversation into produced objectivities that reflect disciplinary and dominant cultural norms and values at the time of their creation. These objectivities do not necessarily adequately reflect the way in which conversations unfold in dynamic, participant-managed ways as they often list specific contextualized behaviors rather than the context-free system of conversation. Despite this, they often become standardized and used in ways that can lead to harm for students, patients and carers, and educators. This violent simplification is made possible through educational and healthcare systems that reinforce disciplinary silos and underinvest in communication education. ConclusionsEngaging with the complexity of conversation within our educational practices is necessary to reduce the risk of harm. This involves explicit consideration of how objective tools are created and used in communication education, increased investment from education and healthcare sectors, and integrating knowledge about how conversation works from research of communication-in-practice.

A literature review on the effects of failure in the English subject in national grade 12 examinations on Cambodian students

English plays a pivotal role in high-stakes examinations at both national and international contexts. This review article aims to discuss the effects of failure in the English subject in the national grade 12 examinations on Cambodian students. Drawing on secondary sources such as journal articles, conference papers, theses and dissertations, official documents or research reports, books, book chapters, and newspaper articles, the article highlights a number of effects of students’ failure in national high school exams in general contexts, such as (a) increased school dropouts, (b) limited higher education enrolment, (c) limited job opportunities, and (d) compromised psychological well-being. The article also identifies several effects of failure in the English subject in national grade 12 examinations on Cambodian students. These include effects on (a) educational opportunities, (b) job opportunities, (c) communication ability, and (d) psychological well-being. The article provides some recommendations to help students who fail the English subject in the national exam deal with the consequences after exam failure. The recommendations focus on the roles of various stakeholders in general education in Cambodia, such as the Ministry of Education, Youth, and Sport (MoEYS), teachers, parents, students, and other relevant stakeholders. The article concludes with some suggestions for future research.

Systematic review of culturally responsive teaching and implications for technical communication education

Systematic review of culturally responsive teaching and implications for technical communication education

Communicating Democracy: Opportunities for Election Knowledge Communication and Voter Education in Technical Communication

ABSTRACT This article considers opportunities for election knowledge communication and voter education in technical communication pedagogies. Drawing on three projects – the “Advocacy White Paper,” “Technical Instructions & Infographic Design,” and “Non-Profit Social Media Content Strategy” projects – the article considers how technical communication instructors can design pedagogies that engage civic exigencies related to democracy. The article argues that technical communicators should make election knowledge communication and voter education priorities in their pedagogies, practices, and discipline.

The Prevalence and Pattern of Risky Sexual Behaviour among Secondary School Adolescents in Yenagoa Local Government Area, Nigeria

Aim: To determine the prevalence, pattern and socio-demographic factors associated with risky sexual behaviour (RSB) among adolescents in secondary schools in Yenagoa LGA, Bayelsa state. Study Design: A cross-sectional analytical study. Place and duration: Yenagoa Local Government Area in Bayelsa state. The study was conducted in March/April 2021. Methodology: The study utilized self-administered questionnaires among 750 secondary school adolescents selected via multistage sampling. The proportion of adolescents with RSB and the socio-demographic determinants of RSB were analysed using Chi-square test and binary logistic regression with significance level set at p-value=0.05. Results: Of the 739 responses analysed, the prevalence of RSB was 156 (21.1%) and the mean age at sexual debut was 13.42±2.62 years. All sexually exposed adolescents had an early sexual debut, 23.7% had multiple sexual partners, and 98.1% reported inconsistent use of condoms. Transactional sex and sexual intercourse after alcohol/illicit drug use occurred in 56.4% and 15.4% of them, respectively. The predictors of RSB were attending a public school (AOR:2.046, 95%CI:1.243 to 3.368), peer pressure (AOR:10.451, 95%CI:6.460 to 16.909), difficulty in communicating with mother (AOR:2.050, 95%CI:1.203 to 3.493) and low maternal education (primary:AOR:2.834, 95%CI:1.300 to 6.181; and secondary: AOR:2.067, 95%CI:1.139 to 3.753). However, age below 18years (10-13years: AOR:0.194, 95%CI:0.051 to 0.741 and 14-17years: AOR:0.259, 95% CI:0.081 to 0.832) was protective of RSB. Conclusion: RSB is high among adolescents attending secondary schools in Yenagoa. Sex education, peer-based programmes and parent-adolescent communications should be encouraged to reduce the prevalence of RSB among adolescents.

A case study on COVID-19 infected patient’s experience - challenging journey at Colombo East Base Hospital- Mulleriyawa

This study investigates the patient experience within the COVID-19 treatment centre at Colombo East Base Hospital, Mulleriyawa, amidst the global pandemic. A cross-sectional descriptive study was conducted over one month, involving 30 participants recruited through convenience sampling. Participants completed self-administered questionnaires assessing various aspects of care, including staff interaction, cleanliness, health education, counselling, and attention to health-related matters. Results indicate high levels of satisfaction among participants across multiple care domains, with the majority expressing satisfaction with staff interaction, cleanliness, health education, counselling, and attention to health-related matters. These findings underscore the healthcare delivery system's effectiveness in meeting patients' diverse needs and expectations during the pandemic. The study highlights the importance of patient-centred care in promoting positive patient experiences and outcomes, particularly in the context of public health emergencies. Recommendations include sustaining and enhancing best practices in healthcare delivery, prioritizing infection prevention and control measures, and promoting effective communication and patient education. By prioritizing patient-centred care and continuous quality improvement initiatives, healthcare providers can ensure the safety, satisfaction, and well-being of patients amidst crises such as the COVID-19 pandemic.

Formulation in Palliative Care: Elevating Our Potential for Therapeutic Communication.

A fundamental principle of clinical reasoning is that assessment precedes plan; clinicians are taught to base interventions on the presumed etiology of a presentation. A notable exception is in the domain of communication education, where training is focused heavily on tools and interventions, with minimal focus on the assessment that informs which tools or strategies to select with a given patient. The concept of formulation (foundational in psychotherapy education) provides a framework with which to address this gap, enhancing a clinician's ability to be more therapeutically effective with the communication tools at their disposal. Our formulation serves as the compass that guides our decisions around communication, allowing us to conceptualize communication as a therapeutic intervention and align our approach to communication with the broader philosophy of clinical reasoning. This manuscript explores the concept of formulation, the direct relevance and applicability to palliative care, sample cases to underscore the impact of this framework, and high-yield tips for use of formulation in general palliative care practice. Palliative care clinicians and IDTs can readily apply formulation in synergy with the communication tools they already possess, elevating their ability to address patients' psychological needs.

Educational Mobile Apps Enhancing Communication Skills in Children With Autism in Arab Countries

This exploratory literature review investigates the landscape of educational mobile applications designed for children with autism spectrum disorder (ASD) in Arab countries, with a specific focus on their efficacy in improving communication skills. After a comprehensive search of academic databases and digital libraries, nine studies were reviewed. These studies discussed seven Arabic-language applications designed for ASD children. Consistent with previous research findings, these applications were found to be effective in enhancing communication skills among ASD individuals. By shedding light on the few existing Arabic-language educational mobile applications for ASD children in Arab countries, this comprehensive review contributes significantly to the discourse surrounding ASD interventions. Additionally, it highlights the immediate need for linguistically and culturally sensitive educational applications, designed for a specific population of Arab children with ASD.