Practice Communication Skills Research Articles

Promoting Interprofessional Communication through Situation, Background, Assessment, and Recommendation (SBAR): An Educational Technique

Context The Board of Certification Standards of Professional Practice and the 2020 Curricular Content Standards indicate athletic trainers should establish working relationships with collaborating medical professionals and be able to communicate effectively. In addition, increased emphasis on interprofessional collaboration (IPC) in practice is apparent throughout health care professions and their educational programs. However, integrating both interprofessional communication and IPC within 1 learning opportunity can be difficult. Objective To share an educational approach aimed to enhance athletic training students' abilities and confidence in delivering patient information to physician assistant students via the situation, background, assessment, and recommendation (SBAR) technique. Background As part of the health care team, athletic trainers need to communicate with various providers while making clinically based decisions. Anecdotally, learners in their final year of health care education are not confident in their ability to make recommendations to other health care professionals. The SBAR communication strategy from the evidence-based framework TeamSTEPPS has become widely adopted in health care disciplines and may help to enhance confidence in communication. Description This learning activity enables athletic training students to use a patient case scenario to develop an SBAR for delivery via phone to a physician assistant studies student. This article describes the content, delivery methods, outcomes to date, and connection to the 2020 Curricular Content Standards. Clinical Advantage(s) This clinically relevant activity provides a low-stakes, real-life opportunity for students to practice communication skills, including the following: condensing the evaluation process, clinical decision-making skills, and the ability to make recommendations for a plan of care. Active participation in the communication process enhances reasoning skills needed for collaborative clinical decision making and the transfer of care, when applicable. Conclusion(s) Developing and implementing an interprofessional SBAR communication experience with 2 health care disciplines is an innovative strategy that bridges the gap between clinical education and actual patient care experiences while addressing curricular content needs.

Holistic Approach in Formation of Communicative Competence of Future Doctors

. It is well known that effective communication of family doctor with patient leads to the development of the trusting long term relations, which is the necessary part of the primary care specialist work. That’s why the development of the communicative skills is important during medical education. The objective: to improve the communication skills acquisition by medical students through the use of the holistic approach in teaching. Materials and methods. Еhe staff of the Department of Primary Healthсare and General Practice-Family Medicine developed and introduced into the educational process an optional discipline «Communication skills in medical practice» Results. Based on the analysis of the survey results of students at the end of the studying the selective subject of “Communicative Skills in Medical Practice” we identified the main andragogical methods and forms of teaching that would correspond to the holistic direction in education. According to our research, the work in small groups, Storytellling, role play is the most valid form of teaching for communication skills, which would be based on the individual needs, feelings and values of every student. A holistic approach of teaching motivates students to continue studying communication skills based on modern learning technologies. Thus, using a holistic educational concept, it is possible to improve the communicative competence of future doctors, to lay the foundations for understanding the need for continuous self-improvement and self-education throughout the professional medical activity. Conclusion. The holistic direction in teaching promotes partnership between a student and a teacher, the achievement of mutual understanding and trust, better commitment and motivation to learn. The use of feedback forms helps to recognize and understand the needs and feelings of each student, work effectively with diversity, motivates the teacher to continuous self-development and self-improvement. Modern teaching methods such as working in small groups, Storytellling and role-play according to students are more valid in mastering the communicative competence of the future doctor.

Development of personal competencies of a cardiologist

The article considers federal educational and professional standards for doctors’ training from a practical point of view. In contrast to algorithms, clinical guidelines and protocols for healthcare delivery, competence in the field of informing and communicating with a patient and legal representatives requires the humanitarian skills, that is, a fundamentally different methodological point of view. The ways to develop such skills in a general practitioner or a cardiologist during education are not clear. In many countries, research is being conducted on the need for doctors to master not just patient-centered skills, but specific communication skills for cardiology practice. Certain favorable results are evident, but such work is complicated by a completely different epistemological category of this kind of skills than the generally accepted biomedical one, which is usually called clinical.

Utilizing high-fidelity simulation to improve newly licensed pediatric intensive care unit nurses' experiences with end-of-life care.

New pediatric intensive care unit (PICU) nurses face distinct challenges in transitioning from the protected world of academia to postlicensure clinical practice; one of their greatest challenges is how to support children and their caregivers at the end-of-life (EOL). The purpose of this quality improvement project was to create, implement, and assess the efficacy of a high-fidelity EOL simulation, utilizing the "Debriefing with Good Judgment" debriefing model. Participants were nurses with 4 years or less of PICU experience from a 404-bed quaternary care, free-standing children's hospital in the northeastern United States. Data were collected with the Simulation Effectiveness Tool-Modified (SET-M) and the PICU EOL Simulation Evaluation Survey. Twenty-four nurses participated; the majority (54%) were 25-29 years of age. The SET-M results indicate that the EOL simulation was beneficial to their learning and increased nurse confidence in delivering EOL care. Responding to the EOL Simulation Survey, participants rated high levels of confidence with tasks such as utilizing unit and hospital-based supports, self-care, ability to listen and support families, and medicating their patients at the EOL. This high-fidelity EOL simulation is a robust teaching tool that serves to support the unmet needs of the PICU nurses who care for dying children. Nurse participants had a unique opportunity to practice procedural and communication skills without risk for patient or family harm. Findings from this project can serve to guide curriculum changes at the undergraduate level as well as provide direction for new nurse orientation classes.

Место коммуникативных навыков в клинической практике врача-анестезиолога

В статье рассмотрены проблемы общения анестезиолога с пациентом и его родственниками в ключе возрастающего давления и повышения требований общества к медицинским работникам. С учетом особых условий и специфики работы врача-анестезиолога отмечена важность совершенствования навыков коммуникативной компетентности, приведены ключевые рекомендации из «Полного руководства по навыкам общения в клинической практике», рассмотрены особенности общения в периоперационном периоде и во время пребывания пациента в отделении реанимации и интенсивной терапии (ОРИТ). Во время периоперационного общения важно не только оценить состояние здоровья пациента и его готовность к оперативному вмешательству, но и заручиться доверием пациента, создать ощущение неусыпного врачебного контроля, максимально снизить уровень тревоги, сформировать партнерские взаимоотношения. Условия ОРИТ специфичны, для анестезиолога сложность общения связана с тяжестью состояния пациентов, наличием у них разного уровня сознания, которое может быть угнетено вследствие основного заболевания или на фоне седативных препаратов. Для пациента пребывание в ОРИТ — источник нравственных страданий и страха, это затрудняет сотрудничество с медицинским персоналом. Отдельно рассмотрены вопросы психологии медицинского персонала, подчеркнута важность профессионального сострадания, проведения манипуляций в оптимально комфортных и безопасных условиях. Работа в условиях постоянного стресса требует от врача-анестезиолога высокого профессионализма, морально-нравственной стойкости, навыков коммуникативной компетентности. Качественное общение с пациентом и его родственниками — значимый компонент многогранной профессии врача-анестезиолога, который позволяет найти правильные грани взаимодействия с коллегами, пациентами и осознать свою роль в сохранении личного и общественного здоровья.

Implementation and evaluation of an undergraduate research curricular pathway at a public, research-intensive university

Bachelor of Science Global Environmental Science majors at the University of Hawaiʻi at Mānoa (a large, public research-intensive university) are required to complete a faculty-mentored, independent research experience, write a thesis, and orally present their research in a public symposium. To help students achieve these requirements, the Global Environmental Science Transformative Undergraduate Research Experience (GESTURE) presents an academic program’s curriculum pathway that features (1) research onboarding and skill-building oriented courses, (2) individualized research opportunities, and (3) an emphasis on developing communication skills. We used student oral presentation and thesis evaluation results (n = 49) collected from fall 2014 to spring 2018 and a focus group interview (n = 6) to investigate students’ learning achievement and their perceived program efficacy. The results revealed that the students in our study (1) demonstrated high levels of learning achievement related to research practice and research communication skills supported by multiple sources of evidence, and (2) considered the curriculum support structure to be imperative to their successful completion of a rigorous undergraduate research experience. We conclude with five program features that other undergraduate research programs can adapt to fit their needs: (1) research onboarding course with guidance to explore research and interact with faculty; (2) frequent and structured opportunities for students to practice and receive feedback on oral presentation and thesis writing; (3) a credit-bearing independent research course; (4) culminating experience through public presentation and theses review processes; and (5) holistic, wrap-around personal and academic support for students. Supplemental data for this article is available online at https://doi.org/10.1080/10899995.2021.1977029

Nurses’ views of fundamental relational skills used in clinical practice: a cross-sectional pilot study

Abstract Objective Effective communication skills are one of the core competencies of nursing curricula internationally. Nurses are generally regarded as proficient. Despite our complete trust in the profession, deficiencies and gaps exist. However, it is not clear to which extent nurses use key communication skills in practice, and whether or not confident in using these skills compounds environmental issues that occur. This study explored nurse's confidence and application of relational skills competencies in nursing practice. Methods A 13-item online survey was used to collect data. Results Being self-aware on key areas where there was more uncertainty. Nurses also lacked confidence in exploring the impact of their personal feelings and values on their interactions. Nurses were also less confident on responding appropriately to instances of unsafe or unprofessional practice and using information and communication systems and technology. Conclusions Given the potential impact of poor relational skills on quality client care, an increased emphasis on caring and compassion, and the ever-expanding use of communication technologies, there is a need to explore the need for reflective practice to enhance continuous professional development for nurses to enhance their relational skills.

Children’s Connectedness with Siblings and Friends from Early to Middle Childhood during Play

ABSTRACT The purpose of the present study was to investigate children’s connected communication during play with a sibling and friend from early to middle childhood. Participants included 65 4-year-old focal children at time 1 (T1) and 46 7-year-old focal children at time 2 (T2) who were videotaped at home in separate semi-structured free play sessions with an older or younger sibling and a same-aged friend at both time points. Data were coded for connectedness in communication (e.g., smooth and flowing or disjointed and fragmented) across relationship contexts and time. Research Findings: Focal children made more failed attempts at establishing connectedness and engaged in more self-talk with their siblings than with their friends, whereas they maintained connectedness more often with their friends. In terms of the partners’ balance of participation, at T1 focal children ended connected interactions more often than their siblings, and the siblings engaged in more self-talk and unclear statements. In contrast, the balance of participation did not differ between friends at T1 and T2, nor did siblings differ at T2, suggesting friend partners made equal contributions to the play interactions, whereas developmental differences were apparent for siblings. Practice or Policy: The findings contribute to our understanding of developmental and relationship differences of children’s connected communication during play from early to middle childhood. Parents and educators need to be aware that opportunities for connection and disconnection during sibling play are typical and provide experiences for children to practice communication skills.

Equine Facilitated Learning for Enhancing Leadership and Communication Skills

Equine facilitated learning (EFL) is an innovative experiential learning method in which horses are utilized for training, creating a unique environment to practice communication and leadership skills. Organizations are increasingly seeing the need to move away from traditional training approaches and scholars have started to discuss the potential of utilizing horses for practicing communication and leadership skills. Participants do not need to ride horses but rather conduct exercises on the ground, for instance getting a horse to follow a specific path. Unlike humans, horses are not influenced by socio-demographic or corporate hierarchies, and honestly reflect a person ability to lead with their behavior. Theorized benefits, based on evidence from the field of psychotherapy, include higher self-awareness, increased emotional intelligence, better communication effectiveness - nonverbal and emotional - and more authentic and efficient leadership. However, only few empirical studies have investigated these outcomes in the organizational context. This paper aims at contributing to the understanding of this experiential learning method by analyzing the effects of corporate training assisted by horses. For this purpose, a qualitative research design with semi-structured interviews is deployed to explore the impacts of EFL workshops on executives and managers from a variety of organizations who attended programs conducted in four different EFL centers. Findings indicate that participants (aged 28-58), interviewed 1 to 2 years after the EFL training, perceive positive effects at both individual and group level. We propose a comprehensive model of Equine Facilitated Learning which includes three major elements: the context (of interacting with horses in the nature, facilitated by coaches) which influences participants’ perceived understanding (specifically, self-awareness, awareness of others, awareness of how to lead) and behavior (non verbal communication, relationship and leadership). A remarkable parallel can be noticed between this emergent threefold model and Bandura’s Social Cognitive Theory (1986), suggesting that future empirical studies could find in Social Cognitive Theory an appropriate theoretical grounding.

Utilising virtual environments for radiation therapy teaching and learning

IntroductionModern radiation therapy undergraduate education comprises the illustration of theoretical, technical concepts in a classroom setting, coupled with the acquisition of practical handling and patient communication skills within the clinical environment. In recent years, there has been renewed interest in the application of virtual environments to education, despite ongoing inconclusive evidence on the use of virtual environments for enhancing student educational achievement. Aim and objectivesThe aim of our research is to evaluate a custom-built 3D virtual radiation oncology department created within Second Life®, an online virtual world, as an alternative to traditional physical classroom-based didactic instruction, in tandem with a Virtual Environment for Radiotherapy Training (VERT) system, for the peer support and training of junior radiation therapy students in their first and second year of undergraduate studies. To achieve this aim, we investigated learning achievement outcomes, knowledge retention over a 2-week time interval and learner self-perceived confidence post-instruction, using both quantitative and qualitative analysis. MethodsInstitutional ethics approval was granted for an exempted review. Participants were currently enrolled undergraduate Year 1 and Year 2 students at our institution. Student participants were randomised into two groups; the control group attended a face-to-face classroom session centred on the illustration of theoretical, technical concepts, while the intervention group attended a virtual classroom session online on Second Life®, where similar content was delivered. Both groups then attended a VERT practical session to acquire practical handling and communication skills in radiation therapy. Upon completion of the sessions, confidence surveys, knowledge-based written and practical assessments were administered to the student participants. ResultsWe found that the instructional session conducted within the custom-built 3D virtual radiation oncology department in Second Life® compared to the traditional didactic classroom setting increased undergraduate Year 1 radiation therapy students’ perceived confidence to a greater extent compared to Year 2 students, in performing radiation therapy treatment procedures. In addition, our findings revealed that overall learning achievement outcomes and knowledge retention scores between Second Life® and non- Second Life® student participants were closely similar and statistically insignificant. Thematic analysis of the confidence survey questionnaires revealed that the students in general desired more clinical hands-on practice. DiscussionSecond Life® is equally effective in disseminating theoretical, technical course content delivery to undergraduate radiation therapy students. The use of virtual environments appears to have increased the perceived confidence of the Year 1 undergraduate students to a greater extent compared to the Year 2 undergraduates, suggesting that the adoption of virtual environments early in the students’ educational journey can have a positive effect on students’ learning experience. Conclusions and RecommendationsThe development and use of our custom-built Second Life® radiation oncology department provides a novel way of delivering remote, virtual training instruction to undergraduate radiation therapy students over traditional, didactic classroom instructional delivery. We recommend, based on the results of this pilot study, that future research can involve a larger study sample of undergraduate RT students, to explore both the short-term and long-term impact of virtual environments on student learning outcomes across their enrolled years of study. This would in turn mean progressive attempts to revamp our existing curricula structure, to deliberately incorporate the use of virtual environments, especially during early undergraduate years, towards enhanced modern RT education.

A Review of the Evidence and Recommendations on Communication Skills and the Patient–Provider Relationship: A Rome Foundation Working Team Report

Over several decades, changes in health care have negatively impacted meaningful communication between the patient and provider and adversely affected their relationship. Under increasing time pressure, physicians rely more on technology than face-to-face time gathering data to make clinical decisions. As a result, they find it more challenging to understand the illness context and fully address patient needs. Patients experience dissatisfaction and a diminution of their role in the care process. For patients with disorders of gut-brain interaction, stigma leads to greater care dissatisfaction, as there is no apparent structural basis to legitimize the symptoms. Recent evidence suggests that practical communication skills can improve the patient-provider relationship (PPR) and clinical outcomes, but these data are limited. The Rome Foundation convened a multidisciplinary working team to review the scientific evidence with the following aims: a) to study the effect of communication skills on patient satisfaction and outcomes by performing an evidence-based review; b) to characterize the influence of sociocultural factors, health care system constraints, patient perspective, and telehealth on the PPR; c) to review the measurement and impact of communication skills training on these outcomes; and d) to make recommendations to improve communication skills training and the PPR. Evidence supports the fact that interventions targeting patient-provider interactions improve population health, patient and provider experience, and costs. Communication skills training leads to improved patient satisfaction and outcomes. The following are relevant factors to consider in establishing an effective PPR: addressing health care system constraints; incorporating sociocultural factors and the role of gender, age, and chronic illness; and considering the changing role of telehealth on the PPR. We concluded that effective communication skills can improve the PPR and health outcomes. This is an achievable goal through training and system change. More research is needed to confirm these findings.

Pengembangan Perangkat Pembelajaran Model Inkuiri Terstruktur untuk Meningkatkan Keterampilan Komunikasi dan Kreativitas Peserta Didik Kelas V Sekolah Dasar

[The Development of Structured Inquiry Model Learning Set to Improve the Communication Skills and Creativity of Grade V Elementary School Students]. The latest science learning must contain student-centered activities so they are able to practice communication skills and creativity. This study aims to produce valid, practical, and effective structured inquiry learning sets to improve students communication skills and creativity. This research is an R&D model development research with one group pretest-posttest design and one shot case study design and tested on 20 students of class V SDN Geluran 1. Data obtained through validation, observation, questionnaires, and creativity tests. Validation was carried out by three experts and the reliability was analyzed using Alpha Cronbach. Observations were carried out by two observers. Questionnaries filled out by each student. The results of the creativity test were analyzed using the mean and N-Gain. The results showed that the learning set was very valid with a mean score is 91,97. The observation score shows an increase in each aspect in each meeting. Students responses ranged from 92% to 100%. The average pretest result is 57 with 6 completed. The average posttest result is 85 with 20 completed. The N-Gain score shows 6 students in the high category and 14 students in the medium category. It can be concluded that the students communication skills and creativity can be improved by using structured inquiry learning model.

Telehealth Training for Surgeons to Empathetically Deliver Bad News Via Video-Mediated Communication.

The COVID-19 pandemic resulted in a sudden increase in the need to effectively use telehealth in all realms of health care communication, including the delivery of bad news. A single arm, unblinded, feasibility study was performed at a tertiary care center located in Central Virginia to explore the value and utility of providing a telehealth training program based on SPIKES to teach surgical residents and faculty best practice for disclosing difficult news via video-mediated communication (VMC). Surgical interns (categorical and preliminary), surgical residents, and surgical faculty from General, Neuro, Pediatric, Plastics, Oncology, Urology, and Vascular surgical specialties were recruited via email to voluntarily participate in a telehealth simulation-based workshop, with 33 surgical learners participating in the training and 28 completing evaluation surveys. Only six respondents (22%) indicated they had prior formal training on telehealth communication with patients or families, while 13 (46%) said they had prior experience giving bad news via telehealth. Comments about improving the training focused on providing more scenarios to practice and more time for feedback. Overall, 25 learners (86%) agreed the activity was a valuable learning experience and the majority (61%) of responses were positive for future use of telehealth for breaking bad news. Practicing communication skills with VMC was found to be valuable by surgical interns, residents, and faculty. Formal training should be provided for surgeons at every stage of training and practice to improve skill in the delivery of bad news to patients and their families.

IMPLEMENTATION OF COOPERATIVE LEARNING MODEL NHT TO TRAIN STUDENTS COMMUNICATION SKILL IN ACID BASE MATTER

The aim of this research is to description the implementation of cooperative learning model NHT, students activity and practice communication skills through material of acid base. The research design used is “One Shoot Case Study”. Research data obtained include (1) Implementation of cooperative learning model NHT to get a score at meetings 1, 2, and 3 of 3,86, 3,90, and 3,95 with very good category. (2) The percentage of students activities that are relevant is greater than the of activities that are irrelevant. (3) Communication skills of students who are trained obtain sufficient criteria on the quantity of questions with a percentage for three consecutive meetings of 25%; 44,44%; and 55,56% and the quantity of opinion students get a good assessment criteria of 41,67%; 61,11%; and 75%. On the quality of asking students get an excellent title for three consecutive meetings 8,33%; 11,11%; and 25% and the quality of opinion students of 5,56%; 25%; and 27,78%.

METHODOLOGICAL ASPECTS OF ORGANIZING COMMUNICATION BETWEEN TEACHER AND STUDENTS IN DISTANCE LEARNING

The article focuses on the methodological aspects of organizing communication between participants in the educational process in the context of using distance technologies. The main forms of organizing educational activities in distance learning are considered, depending on the level of technical equipment of the educational organization, the availability of personal devices, communication facilities and communication software. The modern services for organizing the interactive interaction of subjects of the educational process are described, their functionality and features in organizing communication are highlighted, the advantages and disadvantages are revealed. The article touches on the organization of the pedagogical process online from the point of view of the teacher's readiness to use modern digital technologies and depending of the level of development of students' communicative skills. The article presents a block diagram of an online lesson with the organization of group work, designed in accordance with the requirements of the Federal State Educational Standard of Basic General Education from the position of systematizing the actions of the teacher and students. At each stage of the online lesson (organizational, motivational-target, design, organizational-activity, evaluative, reflexive-semantic), the tasks of educational activities and methods for organizing communication are highlighted. The preparatory work of a teacher for conducting an online lesson in distance learning mode is disclosed in detail and the features of interaction are described that allow the teacher to recognize the psychological readiness of students for learning. Online etiquette is designed to help learners build productive relationships with classmates. The use of verbal and non-verbal communication methods in an online lesson expands the opportunities for students to interact with each other and with the teacher. The proposed methodological approaches to the use of digital means make it possible to activate the activities of students in the process of distance learning and to develop communication skills in practice.

Advancing interprofessional education in communication.

The objective of this training project is to develop and host Interprofessional Communication courses to improve interdisciplinary communication in oncology care. The initial national course was held in a virtual format and included pre- and post-course participant data. The curriculum was developed with support from the National Cancer Institute. A virtual two-day course was held to equip nurses, social workers, and chaplains with vital communication skills in oncology practice, so that they could return to their home institutions and teach communication skills to other healthcare professionals, with the intention of making improved communication a quality improvement goal. Fifty-two participants were selected through an application process to attend the virtual course in two-person interprofessional teams (e.g., nurse and chaplain, or social worker and nurse). The Interprofessional Communication Curriculum was based on the National Consensus Project for Quality Palliative Care's eight domains of quality palliative care. The six online modules developed by the investigators were presented in lectures, supplemented by discussion groups, role plays, and other methods of experiential learning. Pre- and post-course results identified areas of communication, which are a priority for improvement by oncology clinicians. Participant goals identified specific strategies to be implemented by participants in their settings. The need for communication training was clearly demonstrated across professions in this national training course. Participants were able to apply course content to their goals for quality improvement in cancer settings.

Communication skills in dietetic practice: a scoping review protocol.

This scoping review aims to examine and map the evidence regarding communication skills in dietetic practice and the education strategies used to develop them. Specifically, the review will address usage in practice, perceptions, and experiences, as well as the teaching and assessment of communication skills in student dietitians and dietitians. Communication skills are a key element of practice for dietitians. Dietetic practice is evolving, and there is a need to explore the breadth of literature on communication skills for contemporary practice and how these skills are taught. This scoping review will consider empirical research on dietitians' or nutritionists' communication skills. This will include skills used in dietitian-patient communication, in communication interactions in different employment contexts, and diverse forms of communication (verbal, written, technological). We will consider the views of student dietitians, dietitians, and patients, as well as evidence regarding how communication skills are taught and assessed in dietetics. Sources may include experimental, quasi-experimental, observational, and qualitative studies. The following electronic databases will be searched: MEDLINE, Embase, CINAHL, ERIC, and PsycINFO. There will be no date limits. Reference lists of eligible studies will be back-searched. Google Scholar will be used for forward citation tracking. Conference proceedings from the previous five years will be searched for eight conferences of the professional associations of dietetics and health care education. ProQuest Dissertations and Theses, and WorldCat Dissertations and Theses will be searched for unpublished literature. The findings will be summarized in tabular format and a narrative synthesis.

Scenario-based clinical simulation: Bridging the gap between intern-students’ anxiety and provision of holistic nursing care for preterm neonates

AimThis study aimed to determine the effect of Scenario-Based Clinical Simulation (SBCS) on nursing students’ anxiety and skills related to providing holistic nursing care for preterm neonates. BackgroundNursing students who are caring for preterm neonates experience high level of anxiety that might negatively influence their clinical performance. Clinical nurse educators face the challenge of preparing skilful and competent students within the constraints of limited orientation time in the Neonatal Intensive Care Unit (NICU). The application of SBCS provides students with opportunities to practice critical thinking, problem-solving and communication skills, pose questions and remediate their clinical deficiencies in non-threatening learning enviroment. DesignA quasi-experimental, two groups, pre-post test study was carried out in the NICU of Specialized Hospital at Smouha, Alexandria. MethodSixty students completed a baseline skills assessment, as students' clinical skills were scored on a 148-item checklist and participants rated their anxiety. All participants received a didactic lecture and demonstrated nursing procedures. Research team facilitated an interactive SBCS session for the intervention group focused on the holistic care of preterm neonates and the common health problems affecting them. Two weeks later, two independent raters re-assessed the students' skills on the admitted preterms, and participants completed the anxiety questionnaire again. ResultsIt is revealed that all participants in the intervention group (100%) had good skills after two weeks of SBCS compared to 20% of the control group (P < 0.001). Moreover, 43.3% of the nursing students in control group experienced severe anxiety compared to only 6.7% of those in the intervention group who attended the SBCS (P < 0.001). ConclusionThe application of SBCS in NICU provided an interactive learning experience, improved and sustained students' clinical skills. They reflected on their performance and remediated their skills in a conducive environment. So, they encountered less anxiety while providing holistic care for preterm neonates.

Shared Decision-Making With a Virtual Patient in Medical Education: Mixed Methods Evaluation Study.

BackgroundShared decision-making (SDM) is a process in which clinicians and patients work together to select tests, treatments, management, or support packages based on clinical evidence and the patient’s informed preferences. Similar to any skill, SDM requires practice to improve. Virtual patients (VPs) are simulations that allow one to practice a variety of clinical skills, including communication. VPs can be used to help professionals and students practice communication skills required to engage in SDM; however, this specific focus has not received much attention within the literature. A multiple-choice VP was developed to allow students the opportunity to practice SDM. To interact with the VP, users chose what they wanted to say to the VP by choosing from multiple predefined options, rather than typing in what they wanted to say.ObjectiveThis study aims to evaluate a VP workshop for medical students aimed at developing the communication skills required for SDM.MethodsPreintervention and postintervention questionnaires were administered, followed by semistructured interviews. The questionnaires provided cohort-level data on the participants’ views of the VP and helped to inform the interview guide; the interviews were used to explore some of the data from the questionnaire in more depth, including the participants’ experience of using the VP.ResultsThe interviews and questionnaires suggested that the VP was enjoyable and easy to use. When the participants were asked to rank their priorities in both pre- and post-VP consultations, there was a change in the rank position of respecting patient choices, with the median rank changing from second to first. Owing to the small sample size, this was not analyzed for statistical significance. The VP allowed the participants to explore a consultation in a way that they could not with simulated or real patients, which may be part of the reason that the VP was suggested as a useful intervention for bridging from the early, theory-focused years of the curriculum to the more patient-focused ones later.ConclusionsThe VP was well accepted by the participants. The multiple-choice system of interaction was reported to be both useful and restrictive. Future work should look at further developing the mode of interaction and explore whether the VP results in any changes in observed behavior or practice.

A Scalable and Effective Course Design for Teaching Competency-Based Euthanasia Communication Skills in Veterinary Curricula.

Veterinary staff must be able to navigate end-of-life care with sensitivity and skill to create the best possible outcome for the patient, client, and veterinary team collectively. Despite the clear importance of euthanasia communication and procedural skills in veterinary practice, recent graduates of veterinary programs identified gaps between skills deemed important in clinical practice and skills emphasized in the curriculum. Little time is allocated to euthanasia procedural or communication training across the board in US veterinary programs. Thus, it is of paramount importance to establish intentional and well-designed instruction and assessment of euthanasia communication skills for veterinary trainees. A course on veterinary euthanasia communication skills was designed to emphasize themes and topics essential for a competent veterinarian. Through course evaluations, students expressed the sentiments that this course improved their euthanasia communication skills, that euthanasia communication skills are essential for their careers, and that the course content should be integrated into the core curriculum. This article presents a scaffold for the instruction and assessment of veterinary euthanasia communication skills in alignment with a competency-based veterinary education (CBVE) framework and outlines specific learning interventions used in the course that are scalable and may be extracted and incorporated into existing courses.