Communication Skills Research Articles

Standardized Patient Communication and Low-Value Spinal Imaging

Acute back pain is a common reason for primary care visits and often results in low-value spinal imaging. To evaluate the effect of a standardized patient-delivered intervention on rates of low-value spinal imaging among primary care patients with acute low back pain. In this randomized clinical trial, physicians or advanced practice clinicians were recruited from March 22 to August 5, 2021, from 10 adult primary care or urgent care clinics in Sacramento, California. The intervention period was from May 1, 2021, to March 30, 2022, with follow-up from October 28, 2021, to June 30, 2023. Analyses were performed from April 1 to June 25, 2024. Clinicians were randomized 1:1 to intervention or control. Intervention clinicians received 3 simulated office visits, each with a standardized patient instructor (SPI) portraying a patient with acute uncomplicated back pain. At each visit, SPIs provided clinician feedback guided by a 3-step model: (1) set the stage for deferred imaging by building trust, (2) convey empathy, and (3) communicate optimism while advocating watchful waiting without imaging. Control clinicians received no intervention. The primary outcome was lumbar spinal imaging completion within 90 days of acute low back pain visits, with study clinicians assessed up to 18 months of follow-up. Secondary outcomes were cervical spine imaging completion after acute neck pain visits, any imaging completion after an adult visit, patient experience ratings of clinicians (scale range, 0-100), and use of targeted communication skills during an audio-recorded standardized patient evaluation visit at median follow-up of 16.8 months (range, 14.1-18.0 months). The analysis included 53 clinicians; mean (SD) age was 46.7 (1.0) years, and 35 (66.0%) reported female gender. A total of 25 were in the intervention group and 28 in the control group. After adjustment for prerandomization rates, patients with acute low back pain who saw intervention and control clinicians during follow-up had similar rates of lumbar imaging (194 of 1234 clinic visits [15.7%] vs 226 of 1306 clinic visits [17.3%]; adjusted ratio of postintervention vs preintervention odds ratios [AORR], 1.00; 95% CI, 0.72-1.40). Adjusted follow-up rates of imaging for acute neck pain (AORR, 1.16; 95% CI, 0.83-1.63) and overall imaging (AORR, 1.07; 95% CI, 0.97-1.19) were not significantly different among patients of intervention and control clinicians. Intervention and control clinicians had similar mean (SD) patient experience ratings during follow-up (88.6 [28.7] vs 88.8 [28.3]; adjusted mean difference-in-differences, -1.0; 95% CI, -3.0 to 0.9). During audio-recorded standardized patient visits, intervention clinicians had significantly better ratings than controls on eliciting the patient's perspective (adjusted standardized difference [ASD], 0.62; 95% CI, 0.05-1.19) and conveying empathy (ASD, 1.16; 95% CI, 0.55-1.77). In this randomized clinical trial of an educational intervention using simulated office visits to encourage a watchful waiting approach for acute low back pain, the intervention had no significant effect on low-value spinal imaging rates or patient experience ratings. ClinicalTrials.gov Identifier: NCT04255199.

Strategies for Enhancing ESL Writing Proficiency: Insights from a Pre-University Educational Setting

Mastering the art of writing is a crucial life skill that requires time and consistent practice. It is essential for students who are learning English as a second or foreign language, as it is an essential skill that opens up countless opportunities for learners to express themselves effectively through various forms of writing. Whether writing essays, emails, or social media posts, strong writing capabilities can significantly benefit students in today's interconnected world. In addition to being practical, writing also helps enhance critical thinking skills, as learners must carefully and logically organize their ideas and arguments to communicate effectively. Writing also fosters creativity and encourages students to explore innovative ways to express their thoughts and ideas. By practicing writing skills, students can better understand how to connect their ideas coherently, which can help them in other areas of their academic and personal lives. Furthermore, writing can also help improve vocabulary and spelling, as learners are challenged to find the best words to convey their message. It also helps students develop their understanding of English grammar, punctuation, and sentence structure, which can improve their overall communication skills. Ultimately, mastering writing skills empowers students to engage in meaningful conversations, share their knowledge, and become valuable community contributors. This study aims to identify why pre-university students struggle with their writing skills and provide recommendations to improve teaching methods for writing English skills. The objective is to help pre-university students overcome difficulties related to writing skills in English, which will equip them with the skills they need to succeed inside and outside the classroom. Received: 9 March 2024 / Accepted: 26 September 2024 / Published: 05 November 2024

Correlational study on the sense of humor and positive mental health in mental health professionals

BackgroundMental health professionals require exceptional communication skills and the ability to maintain an empathetic and authentic attitude within the therapeutic relationship. It is crucial that they achieve an optimal balance of physical, mental, and social wellbeing to enhance their performance in this context. This necessity has sparked a growing interest in promoting mental health among these professionals by focusing on the evaluation of both Positive Mental Health and the Sense of Humor.ObjectiveTo assess the level of sense of humor and positive mental health, and to analyse the relationships between the sense of humor construct, the positive mental health construct, and the sociodemographic, occupational, and educational characteristics of mental health professionals who care for patients in hospital and community settings.MethodsAn observational, descriptive, and cross-sectional with a non-experimental quantitative approach study has been carried out. The study was conducted involving 130 mental health care professionals. Levels of sense of humor and positive mental health were evaluated using authenticated questionnaires, while the relationship between these two constructs and the sociodemographic, occupational, and training characteristics of health workers were analyzed following STROBE guidelines.ResultsThe study involved 130 professionals, predominantly women (71.5%), with an average age of 41.4 years. The majority were nurses (45.4%) with varied work experience and educational levels. Regarding the PMHQ questionnaire, an average score of 102.6 was achieved in the general evaluation, showing an insignificant relationship with sociodemographic and occupational variables. However, a significant trend regarding age and autonomy was noted. On the other hand, the Multidimensional Sense of Humor Questionnaire produced an average score of 67.3, also without significant correlations with the variables under scrutiny. Although no positive relationships were found between the general scores of Positive Mental Health Questionnaire and Multidimensional Sense of Humor Questionnaire, a positive correlation emerged between the use of humor and situational control. In summary, the findings suggest that the level of autonomy and the use of humor may be associated with specific sociodemographic and occupational characteristics, although the precise relationship remains complex and requires further research.

Building Connections: The Impact of Digital Storytelling on Communication and Leadership Skills Among Disabled Young Adults

Digital storytelling has been applied in research in varied contexts and with varied purposes. Implicit in the process of digital storytelling is the potential to develop and/or enhance a range of individual skills (e.g., multimedia, literacy, communication, etc.). However, further research is needed to gain a deeper understanding of the potential impact of digital storytelling on skill enhancement for disabled youth. This paper provides an overview of Phase 1 of the study “My life. My story: The Youth Digital Storytelling Project” that utilized elements of a community-based participatory action research approach to host a peer-facilitated digital storytelling workshop for young adults with developmental disabilities aimed at capturing and sharing their lived experiences with, knowledge of, and perspectives on significant life-stage transitions in the areas of education, employment, or living. The results from the pre- and post-workshop questionnaires suggest that the participants improved skills in media literacy, communication, and leadership. Additionally, the participants highlighted the importance of considering the delivery format, fostering connections, and enhancing self-confidence in the development of the workshop’s design and delivery. This research adds to the extant literature demonstrating the potential of digital storytelling as a pedagogical tool, offering implications for the design and implementation of online workshops for disabled youth.

THE DIPLOMAT WITHIN: LEADING WITH UNITY IN A MULTIPOLAR WORLD

AbstractThe authors, who have varied and extensive experience in areas such as business and law, note that their “article leverages our collective experiences worldwide as leaders, lecturers, coaches, and speakers, that underscore the increasingly urgent need for diplomacy skills in everyday human interactions.” They further discuss the importance of diplomacy and diplomatic skills in modern workplaces. The authors “introduce the following three‐tiered Personal – Organizational ‐ External Diplomacy Framework, inspired by modern diplomatic thought. It cuts through dense literature on diplomacy and provides a navigational tool on how to add diplomacy skills into the organization’s DNA to nurture peaceful coexistence and achievement of goals, from interpersonal to global engagements.” They discuss three steps in detail, which in their words are (1) Mastering Personal Diplomacy, (2) Developing Organizational Diplomacy, (3) Developing External Diplomacy. For instance, core skills in step 1 are, in their words, self‐awareness, emotional intelligence, systems thinking, positive regard for others, effective communication, and trust building skills. Step 2 includes, in their words, Leadership Diplomatic Composure, Psychological Safety and Performance, Learning and Development, Engagement and Dialogue, Diversity and Teamwork, and Strategic Implementation. Step 3 includes, in their words, Engagement with External Stakeholders, Leadership in Global Challenges, and Public Diplomacy and Policy Advocacy.

Assessing Employability: Tracing BA Sociology Graduates from MSU-Iligan Institute of Technology, Philippines

This study evaluated the employability of Bachelor of Arts in Sociology graduates from MSU-Iligan Institute of Technology, focusing on their demographic profile and employment characteristics. Using the Input, Process, Output (IPO) model and a sample of 153 graduates from 2016 to 2021, the research found that the majority of participants were female, with 78% employed primarily in government, private sectors, and NGOs, earning between 10,000 and 14,999 pesos monthly. Most graduates secured their first job within a year and found their degree relevant to their roles. Key skills such as work ethics, teamwork, verbal communication, and interpersonal skills were highlighted as valuable in the workplace. The study also noted high satisfaction with the program’s faculty,curriculum, facilities, and library resources, affirming the curriculum's relevance and competitiveness in the job market. Recommendations included enhancing internships, immersive activities, and faculty-student relations. However, the findings may not fully capture current job market conditions. Future research could investigate graduates' job satisfaction, the perceived relevance of their education, and their lived experiences in the workforce.

UNFOLDING THE IMPACTS OF CYCLING TO THE SOCIAL SKILLS

This qualitative research study aims to determine the impacts of cycling on the social skills of cyclists at the University of Mindanao. It consists of research questions to know how cycling has influenced students' social skills. The descriptive-qualitative method research design was used. It is a method that collects information based on the responses of the respondents. This study focuses on all courses at the University of Mindanao; hence, a sample of 30 participants was chosen using an online interview. Moreover, we constructed interview questions that were conducted through Google Meet. The response matrix was used to collect, analyze and categorize the given data. In addition, we have transcribed the responses we came up with and categorized these codes to generate themes. Furthermore, the study's findings indicate that through cycling, a cyclist can develop these social skills: interpersonal skills, basic communication skills, greater active listening skills, provide mutual support and develop effective communication. Also, the researchers came across the different programs and approaches that the school and students would benefit from. Lastly, these skills are an essential factor because we can use them in our daily activities and create positive relationships with other people.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented.

The Use of Interactive Teaching Methods in Educational Institutions

The article is dedicated to the study of the use of interactive teaching methods in educational institutions and their impact on the effectiveness of the learning process. In the context of dynamic changes in society and the rapid development of information technologies, the education system requires new approaches to teaching that foster active student engagement and the development of critical thinking, creative abilities, and communication skills. Interactive teaching methods, which involve dialogic interaction between participants in the educational process, open new opportunities for improving the quality of knowledge acquisition and the development of practical skills among young people. The article analyzes theoretical and practical approaches to the implementation of interactive methods in the educational process. In particular, various forms of interactive work are considered, such as group and paired activities, discussions, role-playing games, problem-based learning, and the use of interactive technologies (multimedia tools, online platforms), among others. Special attention is given to methods that enhance learning by promoting student collaboration, teamwork skills, decision-making under uncertainty, and problem-solving abilities. The article also emphasizes the advantages of interactive methods compared to traditional teaching approaches. It has been found that interactive learning leads to deeper comprehension of the material, increases student motivation, reduces passivity in the learning process, and develops the ability to apply knowledge in practice. However, it also highlights the need to adapt interactive methods to specific educational conditions and student populations, as well as the importance of adequate teacher preparation. The article provides recommendations for the effective use of interactive methods in the educational process, including the integration of interactive technologies in school and higher education, teacher professional development, and the incorporation of modern information technologies.

English for Medical Purposes: The Case of Korean Cosmetic Surgeons

EMP (English for medical purposes) has received more interest in South Korea to enhance the English competence of professionals working in medical contexts. Consequently, this study is based on two objectives: 1) to clarify cosmetic surgeons’ English needs and 2) to delve into cosmetic surgeons’ views regarding EMP courses they attended, focusing on the extent to which those courses met their English language needs. Data were gathered from 21 cosmetic surgeons through semi-structured interviews. The participants work at four hospitals in Seoul, which receive cosmetic surgery clients worldwide. The results conclude that most participants have to sharpen their communicative skills and strategies to establish effective doctor-client relationships and give outstanding health care. Nevertheless, the participants encountered English communication breakdowns because of the need for more productive vocabulary, unusual accents, and pronunciation issues. The cosmetic surgeons stated that the EMP courses they attended were not as helpful as expected, as the content did not match their English language needs at work. Therefore, the results imply that EMP courses’ teachers and designers have to create programs to meet the cosmetic surgeons’ English language needs.

WHAT SKILLS DO EMPLOYERS WANT FROM RECENT COLLEGE GRADUATES?

Currently, it is not enough for university graduates to acquire only occupation-specific academic knowledge to find a job. Graduates are also expected to possess an additional set of skills called employability skills. In this study, job vacancies were analyzed to determine the skills employers want from new graduates. In this study, 178 job posts for new graduates on an online job search platform (Kariyer. net) were analyzed using content analysis. According to the findings of the study, fewer hard skills and more soft skills were demanded by recent university graduates. The most demanded skills for both associate degree and bachelor's degree graduates were skills in social and communication groups. When examined in detail, the highest-demanded soft skills include "strong communication skills,” "predisposition to teamwork,” "planning and organization skills,” "effective written and oral communication skills.” In addition, "mastery of MS Office applications, knowledge of foreign languages and "knowledge of computer programs related to the field" are among the technical skills that graduates require. This research is expected to guide new graduates in terms of which skills they should develop and educational institutions in terms of updating their curricula in line with the demand for skills.

Evaluation of neurotransmitters (Gamma-aminobutyric acid and serotonin) and apoptosis factor (Caspase-7) as biomarkers for the diagnosis of autism spectrum disorder

Autism spectrum disorder (ASD) is a neurodevelopmental disability characterized by impaired communication and social skills along with restricted interests and repetitive behaviors. Biomarkers such as γ-aminobutyric acid (GABA), serotonin (5-Hydroxytryptamine, 5-HT) and caspase-7, showing potential for early diagnosis and management of ASD. To evaluate the effectiveness of GABA, serotonin and caspase-7 as novel biomarkers to predict autism at an early stage. A case- control study which started from November 2023 to June 2024, that involved 77 children’s patients, newly diagnosed with autism. The control group was comprised of 61 age- and sex-matched apparently healthy children, they had no history of autism and any other chronic diseases. Serum samples were analyzed for GABA, serotonin and caspase-7 by using enzyme linked immune-sorbent assay (ELISA) technique. The statistical package for social sciences (SPSS- 26) was used for data analyses. The study revealed significantly elevated GAMA and caspase-7 levels; while, no significant differences of serotonin level between the autistic children’s patients and the control group. This study provides a groundbreaking revelation of the biochemical markers (GAMA and caspase-7) and autism spectrum disorder, the myriad metabolic and neurochemical dysfunctions of which form a complex tapestry of ASD.

Psychological and Pedagogical Support for Future Technology Teachers in the Educational-Scientific-Production Cluster

The article examines the importance of psychological and pedagogical support in the training process of future technology teachers, particularly in the context of modern educational challenges and the full-scale war. This support is aimed at developing emotional intelligence, stress resilience, preventing professional burnout, improving communication skills, and providing supervision. The research emphasizes the formation of teachers' professional identity, as well as their ability for self-analysis and self-reflection. Special attention is given to methods of coping with emotional stress during the war, including relaxation techniques, stress management, the use of positive thinking, and maintaining a work-life balance. The article is based on the experience of the Social and Psychological Center of the Lviv Educational-Scientific-Production Cluster, which focuses its efforts on supporting future teachers through supervision, training, and consultations. The cluster integrates theoretical knowledge, scientific research, and practical training for specialists in the fields of vocational education and production. This model of teacher training is aimed at enhancing their qualifications, developing professional competencies, and adapting to the demands of the modern labor market. The study explores the key stages of teacher training, which include foundational theoretical preparation, scientific research, practical internships at production enterprises, and further professional development. Special attention is paid to the implementation of innovative teaching approaches and the use of modern technologies that enable future teachers not only to master new teaching methodologies but also to integrate contemporary production processes into educational programs.

Integrating an Annotation Project in a Senior-Level Biomedical Engineering Course to Develop Primary Literature Analysis and Science Communication Skills

Abstract Purpose This paper describes a senior-level biomedical engineering course designed to educate students on primary literature analysis and effective scientific communication. The course integrates elements from both disciplines through in-class discussions of primary research articles and an innovative annotation project utilizing the Science in the Classroom (SitC) program. Methods The course incorporates weekly discussions of seminal research articles led by the instructor in the field of biomedical microdevices, bi-weekly quizzes to assess comprehension, and a novel final project where student groups collaborate to annotate a high-impact scientific article through the SitC program. The annotations aim to make the article accessible to a broader audience while training the students in primary literature analysis and effective scientific communication. Results The course effectively enhances student understanding of primary literature, as evidenced by the significant improvement in quiz scores following in-class discussions. Additionally, student participation in the annotation project contributes valuable educational resources to the SitC program, promoting the dissemination of scientific knowledge to a wider audience. Conclusions The novel aspects of the course, specifically the annotation project, offer a unique learning experience by equipping students with the necessary skills to navigate and critically analyze primary research articles. The course also fosters effective scientific communication, transforming students into active contributors to the scientific community. Recommendations are included for instructors interested in adopting this novel approach to teaching primary literature analysis and scientific communication.

Communication skills of residents: are they as good as they think?

ABSTRACT Purpose To evaluate the current communication skills of resident physicians and identify areas for improvement. Study design Using a cross-sectional design, data from medical students, residents, fellows, and faculty were assimilated at one of the largest academic medical centers in a low-and-middle-income country via a self-administered, validated survey with a 5-point LIKERT scale. One-way ANOVA was used to compare intra-group means, followed by the Bonferroni test, with a p-value <0.05 considered significant. Heat maps using means were generated and color-coded to signify the level of communication skills expertise. Results A total of 320 participants (119 residents, 34 fellows, 78 medical students and 89 attendings) completed the survey. Most residents (58%) reported not having received formal communication skills training. Major barriers impeding effective patient-resident communication were long working hours, inadequate time, and difficulty understanding patients’ language (p < 0.001). Residents’ self-evaluation of communication skills was significantly higher than observer evaluations from faculty, fellows, and students, reflecting a lack of self-awareness and overestimation of communication expertise. Observer cohorts rated residents moderately on para-verbal communication skills while giving the lowest ratings for breaking bad news (mean 2.8, p-value <0.001) and residents’ experience in dealing with workplace conflicts (mean 2.8, p-value = 0.023). Conclusions Our study identified a clear and critical need for a structured, longitudinal, competency-based communication skills program for residents. Targeted efforts towards bridging the gaps in communication skills identified in this study can improve trainee communication skills expertise and augment patient satisfaction rates to improve the quality of care in developing countries.

Choosing the right methods during the formation of speaking skills

This article examines the selection of effective methods for developing speaking skills in English language education, with a particular focus on the grammar-translation method. While this traditional method supports foundational vocabulary and grammar acquisition, it presents challenges in fostering oral communication and active speaking skills. Through a survey of third-year English language teaching students, this study identifies both the advantages and limitations of the grammar-translation method in achieving balanced language proficiency. Additionally, the role of idiomatic expressions and cultural context is explored as essential components for enhancing communicative competence in language learners.

Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study

This qualitative particularistic case study explores the perspectives and experiences of learners with visual and hearing impairments regarding the teaching of mathematics. Extreme-case sampling was employed to select four learners (three hearing impaired and one visually impaired) from the only two inclusive secondary schools in the northern part of Namibia. The study qualitative study utilised open-ended questionnaires and interviews. Verbatim quotes from the research participants were used as inferences to identify descriptors within the first-generation Cultural Historical Activity Theory, which served as a theoretical and analytical tool. The findings revealed that the activity system of learners with visual and hearing impairments exhibited tensions that negatively affected their performance in mathematics. Learners experienced marginal responsive pedagogy in mathematics classrooms due to teachers' lack of knowledge and pedagogical skills for delivering meaningful mathematical instruction. While learners without disabilities struggled with comprehension and effective communication skills, learners with visual and hearing impairments faced a lack of equipment to support the conceptualisation and visualisation of mathematical subject content. The authors emphasise the critical importance of addressing communication barriers and adapting teaching practices to support the learning and inclusion of visually and hearing-impaired learners in mathematics, with an emphasis on mathematical language that promotes a better understanding of mathematical concepts. Teacher training should also incorporate responsive pedagogy to enhance outcomes and foster a more inclusive learning environment that promotes academic success and positive social experiences for all learners. Recommendations at a policy level, including advocating for a decolonised curriculum were made.

POLICY OF COMMON COMPETENCY ASSESSMENT IN TAIWAN’S HIGHER EDUCATION AND ITS APPLICATION IN UNIVERSITY AFFAIRS DATA

&lt;p&gt;This study focus on the competency assessments conducted through the University Career and Competency Assessment Network (UCAN), a platform widely utilized in Taiwan’s higher education system. Using a private university in Taiwan as a case study, the research tracked cohorts of students who enrolled between the 2018 and 2021 academic years. UCAN assessments were administered as pre-tests during the students’ first year and post-tests in their third year to measure changes in their common competencies. Institutional data obtained from these assessments were analyzed using one-way ANCOVA and independent sample t-tests to explore the impact of the Higher Education Sprout Project, which emphasizes innovative teaching, on students' competency development. The results from the longitudinal analysis reveal significant improvements in all eight core competencies, with the most notable self-efficacy gains observed in communication, problem-solving, and information technology skills.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0726/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

A Systematic Literature Review of Teaching Employability: A focus on soft skills

Employability skills are important to be successful in any job in the job market. Colleges and universities should focus on teaching these skills to students to prepare them for the world of work. There are an abundance of studies that have highlighted the skills gap. This paper aims to bring together the literature to review how these skills are best taught to students. Five Databases - SocIndex, Education Resources Information Centre, British Education Index, Education Abstracts, and Education Research Complete - were thoroughly reviewed. Papers on teaching, training or learning of soft, transferable, employability, life, leadership or management skills from the years 2015-2023 were gathered. Results showed that certain classroom activities and games can be used to teach certain skills to the students. Part-time or full-time employment, internships and volunteer work also lead to development of skills such as leadership, communication, and social skills. Higher educational institutions can hence employ the pedagogical methods and approaches mentioned in these studies to teach employability skills to students.

Enhancing nursing students' communication skills with deaf patients: Workshop impact on nursing education programs

BackgroundNursing students require education on effective communication with patients to fulfill their roles as future healthcare providers. Ensuring inclusive patient care requires addressing this educational gap. PurposeThis study assesses the impact of workshops on nursing students' communication strategies with Deaf and hard-of-hearing patients. MethodA cross-sectional survey was conducted among nursing students before and after participating in workshops conducted by Deaf instructors from the non-profit association Maagalei Shema. Data was collected from January 2023 to March 2024 and analyzed using SPSS software. FindingsResults indicate that the workshops significantly improved participants' communication strategies, with 82.48% reporting enhanced abilities post-workshop. The use of communication tools, including professional interpreters, increased following the workshops. DiscussionWorkshops offer an effective approach to enhancing healthcare workers' communication with Deaf and hard-of-hearing patients. These findings underscore the importance of incorporating experiential learning opportunities into nursing education to optimize patient interactions and improve healthcare outcomes.