Communication Training Course Research Articles

Interprofessional Communication of Combatant First-Aid Personnel: Emotional Co-construction in Training Framework

First-aid personnel who engage in initial dialogues with injured combatants on the front lines become participants in interprofessional communication and need training courses that address their requirements for effective communication and dialogic interaction in combat environments. The primary objective of this research is to integrate emotional co-construction strategies into the training curriculum for First Aid Services (FAS). The study explores various emotional language devices and communication strategies that impact the trauma resolution process. The practical aim of this research is to offer insights for the development of workplace communication courses for FAS, fostering dialogues that contribute to personal stabilization, resilience, resistance, and relief for the combatant.

The interaction of nurses with patients and family when expressing difficult news: A study using video recordings

Objectives: To evaluate and explore nurses’ communication skills when providing difficult news to patients and their family members. Methods: A cross-sectional study was performed. The study employed a combination of qualitative and quantitative observations to analyze 49 videos recorded nurses’ interaction with standardized patients in a communication training course from 2019 to 2021. A validated checklist named The Liverpool Communication Skills Assessment Scale was used to quantitatively evaluate the level of nurses’ communication skills, and qualitative comments provided by observers were explored to explain quantitative results found. Results: The “nonverbal behavior” component of nurses’ communication was at acceptable levels, however, other components including “introduction”, “respect and empathy”, “questioning” and “giving information” were at poor levels. Conclusion: Communication skills of “introduction”, “respect and empathy”, “questioning” and “giving information” of nurses in adverse situations need to be improved, and hospital’s leader board should have viable measures to raise nurses’ awareness about providing truth to the patients or family.

The Elders’ Voices Regarding Their Role as a Catalytic Agent for Local Tourism

Elderly populations play important roles in society as providers of historical accounts, wisdom, culture, traditions, and social customs. As elderly people generally remain physically, mentally, and intellectually healthy, encouraging them to preserve and share their local identity through English language communication is one strategy that can support Thailand’s Sustainable Development Goals (SDGs) for older people. This study investigates the elderly’s need to learn communicative English for tourism to maintain local cultural identities. The participants included 170 retired elders from one district in a province in northern Thailand. The instruments used for data collection were questionnaires and semi-structured interviews. The results indicated that 65.88 % of elders expressed a need for English language training for tourism communication. The elders’ overall needs for training content were also at a high level (x̅= 3.69). Finally, the elders’ needs for situations for practicing English communication skills were at a high level (x̅= 3.74). The results of this study suggest that it is vital to survey and prioritize the elders’ needs for English language communication training courses for local community sustainability. The results of the present study have been used as guidelines for training elders to strengthen their role as a catalytic agent for local tourism.

Metacognition and the complex process of developing identities via a second language: addressing the challenges healthcare professionals are facing in a multilingual context

This qualitative study takes into account that healthcare professionals are increasingly required to function in a multilingual environment where they often have to communicate with patients in a second or third language (Ushioda & Dörnyei 2009, Burford 2012). In this regard the identity of the healthcare worker can be compromised, as identity is interrelated with language (Joseph 2004, Gollin-Kies et al. 2015, Skjeggestad et al. 2017). Therefore, communication training courses in the healthcare context should accommodate professional identity formation processes, as a healthy identity would support stress and change management (Monrouxe 2009, Goldie 2012, Mavor et al. 2014). Data was collected during two separate courses: firstly at Stellenbosch University, South Africa, where medical students took part in a communication training course in Afrikaans and secondly when nurses in Antwerpen, Belgium took part in a similar communication training course in English. Both courses followed a blended learning approach and for each course an online community of practice via Facebook was utilised. Data was analysed according to the principles of grounded theory. Metacognitive markers that support the identity formation process were identified during the first course and refined for the second course. The result is a framework that supports both metacognitive awareness and the manifestation of metacognition that could facilitate the professional identity formation process alongside the process of language learning for healthcare purposes. Keywords: healthcare communication, blended learning, multilingualism, identity, medical communication training, language for specific purposes

The Impact of a Pediatric Continuity Care Intensivist Program on Patient and Parent Outcomes: An Unblinded Randomized Controlled Trial

Abstract Objectives We studied the impact of a standardized continuity care intensivists (CCIs) program on patient and family outcomes for long-stay patients in the pediatric intensive care unit (PICU), also assessing the intervention's acceptability and feasibility. Methods A patient-level, unblinded randomized-controlled trial in a PICU at a large children's hospital. Participants included: (1) patients with ≥ 7 days PICU admission and likely to stay another 7 days; (2) their parents; (3) PICU attendings participating as continuity attendings; and (4) PICU attendings providing usual care (UC). We examined a bundled intervention: (1) standardized continuity attending role, (2) communication training course for CCI, and (3) standardized timing of contact between CCI and patient/family. Results Primary outcome was patient PICU length of stay. Secondary outcomes included patient, parental, and clinician outcomes. We enrolled 115 parent-patient dyads (231 subjects), 58 patients were randomized into treatment arm and 56 into the UC arm. Thirteen attendings volunteered to serve as CCI, 10 as UC. No association was found between the intervention and patient PICU length of stay (p = 0.5), other clinical factors, or parental outcomes. The intervention met a threshold for feasibility of enrollment, retention, and implementation while the majority of providers agreed the intervention was acceptable with more efficient decision making. Thirty percent CCIs felt the role took too much time, and 20% felt time was not worth the benefits. Conclusion CCI intervention did not impact patient or family outcomes. PICU attendings believed that the implementation of the CCI program was feasible and acceptable with potential benefits for efficiency of decision making.

Türkiye'de İlk ve Acil Yardım Programı Öğrencilerine Verilen İletişim Becerileri Dersinin Etkinliğinin Değerlendirilmesi

Objective: It is especially important that communication between patients and paramedics is clear and effective as they are the first healthcare professionals to arrive at the scene of a crisis and provide emergency medical services. The aim of this study was to evaluate the efficacy of a communication skills training course for paramedic students. Material and Methods: The study used one-group pretestposttest research design to determine the effectiveness of a 14-week communication skills training course on second year paramedic students attending a Vocational School of Health Services. The students completed a socio-demographic information data sheet and the Communication Skills Inventory prior to and after the communication skills course. Results: Fifty-two paramedic students participated in the study. The age of the participants ranged from 18 to 25 years and they were predominantly female (75%). A paired-samples t-test was conducted to compare the scores prior to and after the communication skills training course. The results of the study showed that there was a significant increase in the participants' communication skills both on the total scores after the 14-week communication skills training course (p< 0.001) as well as on their cognition (p=0.023), emotion (p=0.028) and behaviour (p=0.002) subscale scores. The average of communication skills scores of participants before the training was X=159.88 (σ=11.46) and X ̅=165.31 (σ=11.45) after the training. Conclusion: The results suggest that the communication training course offered may be effective in increasing the paramedic students' communication skills.

Re-ACT: Remote Advanced Communication Training in a Time of Crisis

BackgroundWe used a quality improvement framework to transform two-day and in-person advanced communication training (ACT) course into a remote ACT (Re-ACT) format to help clinicians improve serious illness conversation (SIC) skills. MeasuresWe assessed the reach, impact, and costs of Re-ACT and compared these measures to in-person ACT courses. InterventionsAbout 45–60 minutes of synchronous, remote sessions consisting of a didactic introduction to SIC skills, tailored to the SARS-Cov-2 (COVID-19) crisis, and a live demonstration of SICs with patient-actors. OutcomesThe transition to Re-ACT sessions resulted in reaching a greater number of clinicians in less time, although depth of content and opportunities for skill practice decreased. Although both formats were well received, Re-ACT respondents felt less prepared than ACT respondents to use SIC skills. The costs of Re-ACT were significantly less than in-person ACT courses. Conclusions/Lessons LearnedWe provided effective and well-received SIC training during a time of crisis. Future work should further define the optimal mix of in-person and remote experiences to teach SIC skills.

Development of a comprehensive communication skills curriculum bases on intervention mapping in response to an urgent need for community health workers' education reform: A study protocol.

BACKGROUND:Communication skills are one of the most important competencies required for community health workers (CHWs); however, there is no systematic evidence-based communication training course for them. In this study, we aim to develop a comprehensive communication skills curriculum for CHWs based on the intervention mapping (IM) approach.MATERIALS AND METHODS:We used the IM approach to develop a systematic evidence-based communication skills curriculum for CHWs. First, we will determine the required competencies (by a literature search, a qualitative study, and a Delphi study), and then, we will develop a questionnaire for need assessment, and finally, we will implement the course and evaluate its efficacy by conducting a randomized controlled trial. This study was designed according to the steps of IM.CONCLUSION:This protocol reports an example of developing a training course using IM. This course could be applied for similar health workers across the world, as well as the CHWs.

When and how vicarious abusive supervision leads to bystanders’ supervisor-directed deviance

PurposeThe purpose of this paper is to examine bystanders’ supervisor-directed deviance to vicarious abusive supervision by supervisor-directed attribution. Furthermore, this study developed a moderated–mediation model to explore how LMX between bystander and his/her supervisor moderate the relationship between vicarious abusive supervision and the supervisor-directed attribution, which subsequently influences bystanders’ supervisor-directed deviance.Design/methodology/approachThe paper tested the model using a sample of 336 workers using a two-wave survey. A moderated–mediation analysis was conducted with bootstrapping procedure to test the first stage moderated–mediation model in this study.FindingsThe results showed that LMX (between bystander and his/her supervisor) weakens the indirect relationship between vicarious abusive supervision and supervisor-directed deviance by bystanders’ supervisor-directed attribution.Practical implicationsLeadership training programs should be conducted to caution supervisors in terms of the deleterious consequences of vicarious abusive supervision. Organizations also should plan perception and communication training courses for leaders; such training would reduce bystanders’ responsibility attribution to them by providing timely explanations and communication. Furthermore, organizations should monitor supervisors by managers’ performance appraisal and formulate rules to punish abusive managers.Originality/valueThese results clarify the nature and consequences of LMX (dyadic relationships of bystanders–supervisor) for bystanders’ attribution process, and explain underlying attributional perceptions and reactions to vicarious abusive supervision. This study provides a more nuanced understanding of when and how vicarious abusive supervision leads to bystanders’ supervisor-directed deviance.

Disaster communication

PurposeThe purpose of this paper is to understand the crisis communication strategies used by the Caribbean medical tourism industry in the 2017 hurricane season, and also evaluate the quality of the disaster communication messages delivered via digital mediums.Design/methodology/approachThis study includes a comprehensive, qualitative content analysis of 149 risk and crisis messages from 51 healthcare organizations distributed through digital media. The medical tourism providers (MTPs) include hospitals, medical tourism facilitators, practitioners/private physicians, specialty clinics, and dental and cosmetic providers.FindingsNearly half of the MTPs included in the data set delivered no post-disaster information to external audiences. The most prominent post-disaster message strategy utilized was conveying operational messages. Furthermore, an unexpected finding was the sheer magnitude of unrelated health-oriented and promotional destination marketing content disseminated before, during and after these events.Research limitations/implicationsThis analysis excludes internal organizational channels of communication which may have been used to communicate risk and crisis messages during these events (i.e. employee e-mails, announcements made through intercom systems, etc.). Our analysis does not include content disseminated through medical tourism forums (i.e. Realself.com, Health Traveler’s Forum, FlyerTalk Forum).Practical implicationsSmall-scale MTPs can improve on any weaknesses through proactive planning and preparation by creating organizational goals to complete basic crisis communication training courses and in doing so support the applied professional development of disaster and crisis responders in the Caribbean region. Second, MTPs exposed to similar risks of natural disasters may use these findings for comparative analysis purposes to support their own organizational planning. Finally, this study supports the continued utility of the National Center for Food Protection & Defense guidelines for analyzing and evaluating organizational performance.Originality/valueCurrently much of the academic scholarship of applied disaster communication narrowly focuses on the response strategies of one organization, or analyzes one social media platform at a time (i.e. Twitter). A strength of this analysis is the inclusion of an organizational sector (i.e. Caribbean medical tourism providers) and the range of platforms from which the content was captured (e.g. websites, org. blogs and social media networks).

Communication Training: Needs Among Oncology Nurses Across the Cancer Continuum.

Oncology nurses are responsible for communication-aimed prognosis, patient education about cancer care and treatment, survivorship, and care coordination. Communication difficulties and uncomfortable communication topics put nurses at risk for compassion fatigue. Supporting nurse communication skills requires institutional policies and structures to foster patient-centered communication. This study reports on communication training needs for oncology nurses to inform future development of communication curricula and institutional training. A national survey of oncology nurse teams (N = 355) attending one of four communication training courses was used. Surveys were used to evaluate institutions' current patient-centered communication practices and to ascertain institutional communication training needs. Nurses' role in communicating prognosis remains unclear, and training is needed for discussing survivorship. Curriculum development should be congruent with institutionally defined roles for nurse communication.

Training workers for intercultural communication in tourism

ABSTRACTThis article provides an ethnographic discourse analysis of an intercultural communication training course for tourism workers in Nepal, and investigates the communicative practices Nepali tour guides are socialized into as part of the development of their professional competence. Their work competence and skills include learning some tactics of self-presentation to create a certain kind of persona so that the guides can enhance positive affect in tourists, often in a language and communication style that is thought to be appreciated by tourists. The course largely reproduces market-oriented communicative practices in order to effectively commodify tourism as an object of material exchange.

The Relationship between Hotel Employees’ Backgrounds and Intercultural Communicative Competence Level: A Case Study of Hotel Front Office Personnel in Bangkok

This study examined the relationship between the educational and work experience backgrounds of frontline hotel workers in Bangkok and their level of intercultural communicative competence (ICC). The intercultural competence framework from Barrett et al. (2013), which included an exploration of the ICC domains — attitudes, knowledge and understanding, skills and actions — all essential areas for interculturally competent speakers, was adopted as a guideline in the study. Added to the ICC domains, Byram’s (1997) framework is an objective-based ICC approach to be operationalized as a guideline for the design of the ICC self-perception questionnaire. The participants for this study included 219 hotel front office employees randomly selected from three- and four-star hotels in Bangkok. The results of the study revealed that there was no relationship between participants’ backgrounds and their intercultural competency level. The outcomes may provide useful guidelines for hotel human resources management to inform the future content of intercultural communication training courses. Also, the findings can be valuable for educational institutions to help enhance the ICC development of their graduates. Finally, the outcomes are an informational base for future research.

Enseigner l’analyse du discours en langue étrangère. En quoi consiste le cours de spécialisation en linguistique destiné aux étudiants du 2nd cycle ?

The paper addresses the two following questions: 1) how should a discourse perspective on specialized communication training course be introduced ? 2) should student’s identity attending a course in specialized communication be taken into account, or, conversely, left out ? Special attention is paid to methodological problems of teaching linguistics. Two MA postgraduate programmes run at Romance Philology are taken as examples La manipulation et ses aspects linguistiques (Linguistic aspects of interpersonal manipulation) and L’image linguistique du monde. Les stereotypes racistes dans la langue et la culture (Racist stereotypes in language and culture).

Dental communication training courses in dental hygiene schools in Korea

Dental communication training courses in dental hygiene schools in Korea

Results from a Train-the-Trainer Communication Program for Oncology Nurses.

26 Background: Oncology nurses working across the cancer continuum need communication tools in order to navigate between oncology and palliative care for the benefit of patients and their families. An evidence-based communication training course funded by the National Cancer Institute and identified by the acronym COMFORT was provided to 187 oncology nurses across the nation. Launched in 2015, it is the first train-the-trainer communication training course for nurses and addresses communication across the cancer continuum. Methods: The curriculum, emphasizing team communication, teaches nurses how to provide life-altering news, assess patient/family health literacy needs, practice mindful communication, acknowledge family caregivers, and address communication openings and goals. The curriculum covers the continuum of cancer care (diagnosis, treatment, survivorship, recurrence, end of life). Two courses were held and participants were contacted at six months for follow-up evaluation. Results: Course participants reported teaching an additional 2,460 healthcare providers, primarily nurses (1,961) and physicians (264). On average, each participant trained 21 nurses and two physicians. The training manual, which was provided during the course, was used by 81% of course participants and was rated as effective (7.71 out of 10). The most commonly taught curriculum modules were Communication (25.5%), Mindful Communication (22.3%), Team Communication (18.5%), and Family Caregivers (11.4%). Course participants reported that their institution were most effective with communication during treatment (7.21 out of 10) and least effective communication occurred during bereavement (5.02), at time of death (5.97), through survivorship (5.63), and with patients facing end of life (6.09). Conclusions: The train-the-trainer model for communication training appears to be a viable and promising strategy for broadly teaching communication across the cancer continuum. Train-the-trainer is less costly than traditional on-site training methods and allows instruction to be tailored to address the institution’s least effective communication practices across the cancer continuum.

Learning Doctor-Patient Communication - Evaluating the effectiveness of the communication training course at Leipzig University from the students' point of view.

Objective: At the University of Leipzig, the requirements of the Licensing Regulations for Doctors (Approbationsordnung für Ärzte) for the practical training of communication skills are actively implemented by a two-semester communication course. During this course, student tutors impart the basics of interpersonal as well as selected aspects of doctor-patient communication using interactive training methods. This article reports on the effect the training has on the self-assessed communication skills of the medicine students.Methods: The students’ self-perceived communication skills were assessed, both at the beginning and after the completion of the first and second course semesters using questionnaires related to the course’s learning goals. Pre-post comparisons were then carried out. 142 students (of 163 students in total) participated in the survey at the start of the course, of which 117 completed the T2-questionnaire at the end of the first course semester. Only the 84 students who also completed the questionnaires in the second course semester were included in the statistical analysis. These responses were analysed using both descriptive and inferential statistics.Results: The comparison of the self-assessments between the four measurement points showed that statistically significant learning progress for all assessed communication skills had taken place from the point of view of the students. The largest changes between measurements, and therefore the greatest learning progress, could be seen in knowledge related skills.Conclusion: From the students’ point of view the communication training contributes significantly to the acquisition of communication skills. The results suggest that this “hands-on” course concept is suited to successfully enhance the students’ communication skills. The course concept should therefore be retained for both the course in its current form as well as for any extension of the course into the clinical part of medical school. However, further assessments on the exam results and long-term effects should take place.

Exploring Nurse Communication About Spirituality.

Although spiritual care is considered one of the pillars of palliative care, many health-care providers never receive formal training on how to communicate about spirituality with patients and families. The aim of this study was to explore the spiritual care experiences of oncology nurses in order to learn more about patient needs and nurse responses. A survey was circulated at a communication training course for oncology nurses in June 2015. Nurses recalled a care experience that included the initiation of a spiritual care topic and their response to the patient/family. Data were analyzed using thematic analysis. Nurses reported that communication about spirituality was primarily initiated by patients, rather than family members, and spiritual topics commonly emerged during the end of life or when patients experienced spiritual distress. Nurses' experiences highlighted the positive impact spiritual conversations had on the quality of patient care and its benefit to families. Spiritual communication was described as an important nursing role at the end of patients' lives, and nonverbal communication, listening, and discussing patients' emotions were emphasized as important and effective nurse communication skills during spiritual care conversations. Approximately one-third of nurses in the sample reported sharing their own personal spiritual or religious backgrounds with patients, and they reported that these sharing experiences strengthened their own faith. It is evident that patients want to discuss spiritual topics during care. Study findings illustrate the need to develop a spiritual communication curriculum and provide spiritual care communication training to clinicians.

Researching in doctor-patient communication courses for internship of medical students

Currently medical students are short in ability of doctor-patient communication and lack of professional training in doctor-patient communication. It is essential to explore ways and means of teaching clinical doctor-patient communication for medical students. Clinical doctor-patient communication training courses were carried out with internships by way of explaining the establishment of a good doctor-doctor-patient communication relationship, preparation and investigation analysis of doctor-patient communication information, doctor-patient communication skills, evaluation and adjustment of doctor-doctor-patient communication, doctor-doctor-patient communication in the legal and regulatory issues. Medical students were trained in the good doctor-doctor-patient communication relationship building, information collection, information giving, respect and understanding, ending doctor-patient communication skills. And after the training medical students' doctor-patient communication ability obtained a certain improvement, which means this curriculum of clinical doctor-patient communication training courses is worthy of further promotion. Key words: Doctor-patient communication training; Set elicit give understand end framework; Standardized patient

Communication training course with simulation

Communication training course with simulation