Differences In Communication Skills Research Articles

The Effect of Handover Training on Nurses' Communication Skills at Pembinaan Kesejahteraan Umat Muhammadiyah Surakarta

<p><em>Patient admissions help nurses identify service areas to improve patient safety Patient admissions help nurses identify service areas to improve patient safety. Effective communication between nurses and patients is very important in providing quality services. Inaccurate information can have a serious impact on patients, incidents are caused by poor communication, less than optimal communication. The aim of this research was to determine the effect of consideration training on nurses' communication skills in the inpatient room at the Surakarta Muhammadiyah Ummah Welfare Development Hospital. This research uses a preexperimental research method with one group pretest-posttest. The research sample was nurses who worked in inpatient rooms. Sampling was taken through purposive sampling, with the inclusion criteria of nurses with 1 year of work experience. The instruments used were a consideration and acceptance questionnaire adopted from Payne as well as a consideration and acceptance implementation checklist quoted from Parke & Mishkin. Data analysis used the Paired Sample-T test with a significance level of 5%, CI-95% confidence interval. The analysis results indicate that there is no significant difference in communication skills before and after the training (p=0.083). Handover training activities have no effect on nurses' communication skills, and they do not significantly improve the quality of nurses' communication abilities in the inpatient ward. Several things that can be recommended include a commitment to carry out considerations in the form of policies, direction and evaluation of the implementation of considerations, for the sake of continuity of nursing care which has an impact on increasing nurses' communication skills in implementing patient safety as well as adding samples to ensure sample representation in further research and optimize patient admission training by providing strict sanctions for nurses who do not carry out patient admission procedures</em></p><p><strong><em>Keywords: Communication, Handover, Nursing, Skills, Training</em></strong></p>

Impact of Learning Basic Science Concepts Using the Ethno-Setsar Approach to Improve Communication Skills of Prospective Teachers

Communication skills really need to be provided to prospective teachers. Success This research aims to analyze the impact of Ethno-SETSaR science learning on prospective teacher communication. The research method used was an experiment with a non-equivalent group design. The sample of this research is 120 prospective teacher students. The data collection technique used is observation. The data analysis technique used is ANOVA. Hypothesis testing is that there are differences in communication skills between the experimental group and the control group. The research results obtained by the science learning program using the E-SETSAR approach can improve communication skills. Eight student communication indicators with scores greater than ≥ 65 for the experimental class. Conduct investigations, prepare investigation reports, discussions and presentations which are learning activities. Learning basic science concepts involves scientific investigation activities to find community problems related to the culture of the surrounding community to be studied from the SETSaR aspect to train communication skills. Therefore, learning is designed to facilitate students to think and convey their ideas.

PENINGKATAN KETERAMPILAN KOMUNIKASI DAN KOLABORASI MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING PADA PEMBELAJARAN BIOLOGI

Communication and collaboration are skills needed in the 21st century. However, it is known that these skills are not given enough attention by educators. Evidenced by the fact that conventional methods are still applied during learning which are less able to empower communication and collaboration skills in students. The purpose of this study was to analyze the relationship between improving students' communication and collaboration skills through a problem-based learning model. This study used a class action research method with 36 students as a population. Data were obtained through observation during learning with an adaptation instrument that assessed 6 aspects of communication and 4 aspects of collaboration. Then the data was tested statistically by paired t test. The results obtained were significant differences in communication skills between after cycle 1 (M = 17,64, SD = 1,13) and after cycle 2 (M = 20,77, SD = 1,29), t(35) = 9.69, p <0.001. There is also a significant difference in collaboration skills between after cycle 1 (M = 9,64, SD = 1,13) and after cycle 2 (M = 12,77, SD = 1,29), t(35) = 11.60, p <0.001. Thus, PBL is able to improve students' communication and collaboration skills.

The effect of implementing the COMFORT communication model on communication skills of nursing students.

Effective communication as a key component of palliative care requires sufficient knowledge and experience to make nursing interventions successful. This quasi-experimental study was conducted to determine the effectiveness of the COMFORT communication model as an intervention to improve student nurses' communication skills while they are under clinical training in specialist palliative care inpatient units. The population sample included 86 student nurses who were randomly assigned into two groups of 40. The intervention group received training on communication skills using the COMFORT communication model. Nine lectures were delivered online or offline; the lectures lasted between 25 to 60 minutes. The control group received the conventional educational programme about communication with patients and families, according to the curriculum of the bachelor's degree in nursing. Data were collected using the Communication Skills Questionnaire and Communication Skills Attitude Scale and analysed using IBM® SPSS® Statistics 22.0. The findings showed that, after the implementation of COMFORT communication model, there was a statistically significant difference in communication skills between the intervention group (122.95±9.36) and the control group (110.1±8.92). There was also a significant difference in attitudes toward communication skills between the intervention group (90.25±8.86) and the control group (90.85±9.15) (P=0.0001). The findings of the study revealed that the COMFORT Communication model created significant statistical differences in the student's attitude, knowledge and communication skills. Novice nurses sometimes struggle with the level of communication skills needed when caring for patients with an end-stage illness. The implementation of the COMFORT communication model significantly improved communication skills and attitudes toward communication. Due to the need to establish effective communication as the core of nursing practice, the implementation of this training programme is recommended for students and qualified nurses, particularly when providing palliative care.

The Effectiveness Of Employing Interactive Video In Teaching Social And National Education In Developing Students' Communication Skills

The study aimed to reveal the effectiveness of employing interactive video in teaching social and national education in developing communication skills among students. The study sample was distributed into two groups: an experimental group (25) students and a control group (23) students. The results showed that there were statistically significant differences in communication skills, and that the difference was in favor of the experimental group who were exposed to the interactive digital video teaching method compared to the group members. In light of this, the study presented a set of recommendations, most notably the necessity of using interactive video in teaching and enhancing it with pictures, video clips and effects that develop communication skills among students. The Internet, projectors and more.

Technology-based interactive communication simulation for Korean nurses: A randomized controlled repeated-measures design

BackgroundEffective and standardized technology-based communication simulations addressing diverse clinical situations for novice nurses are limited. ObjectivesThis study evaluated the efficacy of the Technology-based Interactive Communication Simulation for Nurses on communication competency (knowledge, self-efficacy, skills, and clarity), compassion, and assertiveness among novice nurses. DesignWe used a randomized controlled repeated-measures design. Participants were randomly assigned to either the intervention (Technology-based Interactive Communication Simulation for Nurses) or attention control group and completed the assigned program, the questionnaire thrice (i.e., before, immediately after, and four weeks after the program), and the e-simulation twice (i.e., immediately after and four weeks after the program). Settings and participantsKorean nurses with six months to two years of experience recruited from five secondary and tertiary hospitals participated in the study at a private, quiet place of their choice. MethodsThe intervention comprises two simulation cases across different formats: (1) an interactive communication simulation for various clinical situations followed by a tailored debriefing; and (2) a video showing a conflict between a nurse and caregiver and between nurses, followed by a self-reflection activity. Communication skills and clarity were also evaluated by raters. Data analyses included descriptive analyses, t-tests, chi-square tests, and a generalized estimating equation model. ResultsIn total, 142 nurses (73 in the intervention and 69 in the attention control groups) participated in the programs, and 128 participated through the four-week follow-up. Technology-based Interactive Communication Simulation for Nurses significantly improved communication knowledge and self-efficacy and compassion among novice nurses compared to the attention control program, and its effects were maintained for four weeks. The group difference in communication skills and clarity evaluated by the raters was also significant. ConclusionTechnology-based Interactive Communication Simulation for Nurses is effective in enhancing the communication competence of novice nurses. Future studies should analyze assertiveness in Korean healthcare settings.

Impact of Anganwadi Workers’ Soft Skills on Anganwadi Children’s Developmental Milestones

A study was conducted in urban and rural anganwadi centers (AWC), to assess the soft skills such as communication skills, time management, positive attitude, and teamwork of anganwadi workers (AWW) as well as how this relates to the children’s developmental milestones. 60 AWW from 30 rural and 30 urban AWC and five 3-6-year-old children from each AWC by random sampling were chosen. There was a significant difference in communication skills, positive attitude, and teamwork. Gross motor skills of rural children were found significantly higher than in urban children and language skills were significantly higher in urban children rather than rural children. Teamwork of AWW was found positively correlated with cognitive skills and socio-emotional skills. It was imperative that need-based training programmes for AWWs, including early childhood education and other training initiatives, focus on improving soft skills of preschool education and developmental milestones can be maintained.

Student’s Communication Skills Based on Involvement in the Organizations

Communication is the process of exchanging messages, where these messages can be in the form of facts, ideas, feelings, data or information from one person to another. Communication failure can be a problem for human life, this failure is caused by various factors, both from the communicating subject and the object being communicated. Problems that occur can be caused by communicators and communicants who do not understand each other's flow of communication, so that the signal is not given and a good communication system is not formed. This study aims to: (1) describe the communication skills of students who are involved in organizations, (2) describe the communication skills of students who are not involved in organizations, and (3) examine the differences in the communication skills of students who are involved in organizations and not involved in organizations.This research uses quantitative methods with comparative descriptive research. The population used in this study were 586 students of class XI and XII of SMAN 13 Padang who were registered in the 2022/2023 academic year with a research sample of 76 students using the purposive sampling technique. Collecting data in this study using a questionnaire of students' communication skills with a Likert scale model. The data processing technique used descriptive statistical analysis and the Mann-Whitney test technique.The results showed that: (1) the communication skills of students involved in the organization were in the good category (2) the communication skills of students who were not involved in the organization were on average in the fairly good category, and (3) there were significant differences in students' communication skills. based on involvement in the organization; communication skills of students who are involved in the organization are better than the communication skills of students who are not involved in the organization.

The Effect of Using the Think Pair Share Model Toward Students’ Mathematic Communication Ability Derived from Their Leaning Motivation


 
 
 
 This study to investigate whether there are differences in mathematical communication skills between students who take Think Pair Share learning and students who follow conventional learning when viewed from the learning motivation of students at SMP Negeri 4 Tambang. This study is a quasi-experimental study that aims to investigate a causal relationship by giving treatment to one class and comparing the results with one class that is given a different treatment. The subjects in this study were students of class VIII-G and class VIII-E of SMP Negeri 4 Tambang and the object of this research was the influence of the application of the Think Pair Share learning model on students' mathematical communication skills in terms of learning motivation. The data analysis technique used by the researcher is t-test, correlation (Product Moment), and two-way ANOVA. The instrument used is a description test to measure students' mathematical communication skills, and a questionnaire to measure the level of student motivation. Based on the results of the study, it was concluded that (1) there were differences in communication skills between students using the Think Pair Share learning model and students using conventional learning models (2) there were differences in student motivation in the experimental class and the control class (3) there was a contribution between learning motivation and metamatic communication. . (4) there is no interaction between the learning model and student motivation on students' mathematical communication skills. Thus, in general, the Think Pair Share learning model has an effect on mathematical communication in terms of student motivation at SMP Negeri 4 Tambang..
 
 
 

Comparison of communication skill between railroad crossing guards

Railroad Crossing Guard, commonly known as Penjaga Perlintasan Kereta Api (PJL), has a task in safeguarding the railroad crossing. In carrying out their task, PJL needs to communicate with other PJL and Train Dispatcher (PPKA) in the working area. Therefore, communication plays a critical role in the safety aspect. In 1987, the worst train accident happened in Indonesia’s history of railways, which was caused by miscommunication as the main factor of this accident. This study aims to improve communication skills for all PJL staff in Indonesia to achieve safety at railroad crossings. This study used primer data obtained from questionnaires distributed to 97 PJL individuals under Transportation Department (Dishub) and 97 PJL individuals under PT KAPM. Nowadays, PJL in Indonesia is under Dishub and PT KAPM. The sample was determined using Lemeshow’s formula because the number of subjects from previous studies was unknown or data on the exact number of all PJL in Indonesia was unavailable. Data were analyzed using descriptive and inferential statistics with the Man Whitney U test. PJL under the Transportation Agency and PJL under PT KAPM did not understand the importance of recording communication when maintaining a railroad crossing. The Mann-Whitney U test inferential statistics analysis indicates that the hypothesis was accepted, namely differences in communication skills between PJL under Dishub and PJL under PT. KAPM. The average ranking value was obtained from the total comparison value of all variables from PJL of Dushub and PJL of PT KAPM, with the Mann- Whitney U test results was 79.90 and the average ranking value of PJL under PT. KAPM was 113.10.

Standardized Vaccine-Hesitant Patients in the Assessment of the Effectiveness of Vaccine Communication Training

To determine if training residents in a structured communication method elicits specific behaviors in a laboratory model of interaction with vaccine-hesitant parents. Standardized patients portraying vaccine-hesitant parents were used to assess the effectiveness of training in the Announce, Inquire, Mirror, Secure (AIMS) Method for Healthy Conversations. Blinded pediatric residents were pseudorandomized to receive AIMS or control training and underwent pre- and post-training encounters with blinded standardized patients. Encounters were assessed by blinded raters using a novel tool. Participant confidence and standardized patient evaluations of the participants' general communication skills were assessed. Ratings were available for 27 AIMS and 26 control participants. Statistically significant increases in post-training scores (maximum=30) were detected in AIMS, but not in control, participants (median, 21.3 [IQR, 19.8-24.8] vs 18.8 [IQR, 16.9-20.9]; P<.001). Elements (maximum score=6) with significant increases were Inquire (0.67 [IQR, 0-1.76] vs -0.33 [IQR, -0.67 to 0.33]; P<.001); Mirror (1.33 [IQR, 0 to 2] vs -0.33 [IQR, -0.92 to 0]; P<.001) and Secure (0.33 [IQR, 0 to 1.67] vs -0.17 [IQR, -0.67 to 0.33]; P=.017). Self-confidence increased equally in both groups. Standardized patients did not detect a difference in communication skills after training and between groups. Internal consistency and inter-rater reliability of the assessment tool were modest. Standardized patients proved useful in studying the effectiveness of structured communication training, but may have been limited in their ability to perceive a difference between groups owing to the predetermined encounter outcome of vaccine refusal. AIMS training should be studied in real-world scenarios to determine if it impacts vaccine acceptance.

Meningkatkan Keterampilan Komunikasi, Sikap Kerja Sama dan Penguasaan Konsep Siswa Melalui Implementasi Pembelajaran Inkuiri [Enhancing Communication Skill, Teamwork, and Student’s Mastery Concept Through the Implementation of Inquiry Learning

&lt;div&gt;&lt;p class="1eAbstract-text"&gt;Communication skills, cooperative attitude and mastery of concepts are very important for students to have. This research aims to know the increasing of communication skills, teamwork and student's mastery concept through inquiry learning model. This research was carried out using a quantitative approach through the experimental method of one group pre-test post-test. Data were obtained through 34 students in one class. The results showed that there were differences in communication skills, cooperative attitudes and mastery of students' concepts from before and after the implementation of inquiry learning, which was known from the increase in average scores and N-gain.&lt;/p&gt;&lt;/div&gt;

Differences in Communication Skills among Elementary Students with Mild Intellectual Disabilities after Using Easy-to-Read Texts

Differences in Communication Skills among Elementary Students with Mild Intellectual Disabilities after Using Easy-to-Read Texts

PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIK MAHASISWA PGSD MELALUI PENERAPAN MODEL PEMBELAJARAN CIRC

IMPROVEMENT OF MATHEMATIC COMMUNICATION SKILLS FOR PGSD STUDENTS THROUGH THE APPLICATION OF CIRC LEARNING MODELSMathematical communication skills are very important to be mastered by a prospective teacher. Without this ability it is impossible for him to be able to guide his students, especially in mathematics. In addition, they also have to teach their students mathematical communication skills. However, the data prove that students' communication skills are still low. They are not yet able to express their ideas orally or in writing. This study aims to see if there are differences in communication skills through the application of the CIRC learning model with the conventional learning model. The method used is a two-class quasi experiment. The instrument used is a test description which requires answers that show mathematical communication skills. Data analysis was performed by testing the hypothesis using statistical techniques t test. For the real level of 5% or 0.05 with the value dk = (n1 + n2 - 2) = 47, then the t table shows the number 2.01174. From the t test carried out, it was obtained t_ (count) of 6,527. Because t_ (count) ttable, H_ad is accepted and H_ (0) is rejected. So it can be concluded that there are differences in students' communication skills through the application of the CIRC model with conventional learning models. The CIRC Learning Model is considered to be better in improving student communication skills

Analysis mathematical communication ability of vocational student in osborn learning based on adversity quotient

In the global era, vocational students are required to be able to compete and have more abilities. One of them is mathematical communication skills in learning mathematics courses. However, vocational students’ mathematical communication skills are low because students find it difficult to put mathematical problems into mathematical ideas or ideas. Adversity Quotient (AQ) is intelligence in facing difficulties. The Osborn model is a learning model that prioritizes students to have an opinion. Osborn’s learning model with brainstorming techniques can train students to create ideas in a short time. This study aims to test the effectiveness of Osborn’s learning in improving mathematical communication. The method used in this research is the Concurrent Embedded Strategy Mix Method. The subjects of this study were students of AKN Pacitan. Based on the data analysis, it was found that the effectiveness of learning was seen from the completeness of the students’ mathematical communication skills, 1) Osborn learning proved to be effective because of a) more than 75% of the experimental class students achieved completeness, b) the average value of the experimental class mathematical communication skills was better than in the control class, c) AQ in the experimental class is better than the control class and d) the difference in communication skills at the beginning (pre-test) and the end (post-test) of the experimental class is better than the control class. 2) The subject of the quitter category has not been able to meet almost all indicators, the camper category is quite capable of several indicators, and the climber category can meet all indicators of mathematical communication.

Experiential Learning Cycles as an Effective Means for Teaching Psychiatric Clinical Skills via Repeated Simulation in the Psychiatry Clerkship.

ObjectiveThis retrospective study compares differences in clinical performance on the psychiatry clerkship Objective Structured Clinical Examination (OSCE) between students receiving traditional repeated clinical simulation with those receiving repeated clinical simulation using the Kolb Cycle.MethodsPsychiatry clerkship OSCE scores from 321 students who completed their psychiatry clerkship in 2016 and 2017 were compared. Specific performance measures included communication skills as determined by the Essential Elements of Communication, gathering a history, documenting a history and mental status exam, defending a differential diagnosis, and proposing a treatment plan. Results were calculated using repeated two-way analysis of variance between students receiving no simulation and traditional repeated simulation training (TRS) as compared to students receiving no simulation and repeated simulation utilizing the Kolb cycle (KRS).ResultsStudents who received KRS performed significantly better in three of the five components of the clerkship OSCE as compared to students who received TRS. Specifically, students who received KRS performed better on gathering a history (+ 14.1%, p < 0.001), documenting a history (+ 13.4%, p < 0.001), and developing a treatment plan (+ 16.7%, p < 0.001). There were no significant differences in communication skills or in developing and defending a differential diagnosis.ConclusionsPsychiatry clerkship students engaged in repeated simulations explicitly integrated with the Kolb cycle demonstrate improved clinical skills as measured by OSCE performance. Integration of the Kolb cycle in designing simulation experiences should be carefully considered and may serve as a model for individualized coaching in programs of assessment.

PENGARUH MODEL KOOPERATIF TIPE TWO STAY TWO STRAY TERHADAP KETERAMPILAN KOMUNIKASI SISWA

This study aims to determine whether there is any difference in the communication skills of students who use the cooperative model of type Two Stay Two Stray (TSTS) with students who use the conventional model and how much influence the communication skills of students using cooperative model type Two Stay Two Stray (TSTS) with students which uses the conventional model. The method used is pre-experimental design with Intact draft-Group Comparison. Samples were students of class XI SMA Muhammadiyah 2 Pontianak MIA. The results of the data analysis assessment of communication skills of students in the experimental class and control class using testIndependent Samples T-test, shows the differences in communication skills between classes that use the cooperative model of type Two Stay Two Stray (TSTS) and class that uses the conventional model. The results were obtained, there is a difference in communication skills of students who use the cooperative model of type Two Stay Two Stray (TSTS) with students using conventional models. Based on the calculation, the results indicate that the influence of cooperative learning type Two Stay Two Stray against the communication skills of students at 51.6%.

PENGARUH PEER ASSESSMENT TERHADAP KETERAMPILAN KOMUNIKASI DALAM PRAKTIKUM ASAM BASA DAN GARAM

This study aims to determine whether the differences in communication skills of students who use the Peer Assessment technique with students who use Teacher Assessment and how much the influences to students. The research method was using pre-experimental design with Intact-Group Comparison. The sample of this research is grade VII students of SMP Negeri 19 Pontianak. The results of observational data analysis of students' communication skills in the experimental class and the control class using the Independent Samples T-test, showed the differences in communication skills between the class using Peer Assessment technique and the class using Teacher Assessment. The result obtained, the average communication skills of students who use the Peer Assessment technique is 66.6 % with a good category and students who use Teacher Assessment is 59.3 % with a fairly good category. Based on the calculation of the effect size obtained results indicate that there is an effect of Peer Assessment on students' communication skills by 0.9 with a high category. Keywords: Students' communication skills, peer Assessment.

The mother, the infant and the mother-infant relationship: What is the impact of antidepressant medication in pregnancy

BackgroundBoth antidepressant use and depression in pregnancy have the potential to impact on outcomes for the women, their mother-infant relationship and their infants. MethodsData were obtained from 485 pregnant women within Mercy Pregnancy and Emotional Wellbeing Study, a pregnancy cohort study. The sampling frame was in three groups: those depressed women taking antidepressants in pregnancy, women with diagnosed depression not taking an antidepressant and control women. Depression was measured using the Structured Clinical Interview for DSM-IV and repeat Edinburgh Postnatal Depression Scale and antidepressant use by repeat self-report, hospital records and blood levels. In addition, data on key maternal, parenting and infant outcomes were collected. ResultsThis study found, for women taking SNRI antidepressant medication there was an elevated rate of pregnancy hypertension. Infants exposed to antidepressants had lower Apgar scores and higher birth weight and this was not associated with dose or class of antidepressant. In contrast, women with higher depressive symptoms had lower maternal antenatal attachment and higher postpartum parenting stress. Both women with depression and those taking antidepressants were less likely to initiate breastfeeding. On the Ages and Stages Questionnaire, there was a significant difference in communication skills in SSRI antidepressant exposed infants at 12 months. LimitationsIndividual antidepressants could not be examined and development was only measured to 12 months ConclusionsOverall, the study identified that antidepressant treatment in pregnancy was significantly associated with only a limited number of poorer maternal and infant outcomes and was not associated with poorer parenting outcomes.

Maximizing the acquisition of core communication skills at the start of medical training.

BackgroundClinical communication teaching for medical undergraduates may involve real patient contact alongside simulated patient (SP) contact. However, there is still comparatively little known about the experience of learning with real patients and how that may impact on the SP encounter.AimTo explore the impact of real patient contact on the experience of communication skills training and SP contact for first-year medical undergraduate students.MethodsAs part of the 6-year MBBS undergraduate medical degree at Imperial College London, students are obliged to undertake communication skills training, which involves teaching with simulated and real patients. In 2017 (toward the end of formal teaching), a small sample of Year 1 medical students, who had taken part in extra-curricular teaching with real patients were recruited for the study to compare their performance with a control group in a SP encounter. The performance of both groups was analyzed alongside follow-up focus group data from a sample of the study group.ResultsQuantitative analysis revealed there was no significant difference in communication skills during a scored SP interview between students with real patient contact and those without. Focus group data, however, revealed valuable insights into the experience of learning with real patients. Students reported a marked increase in their confidence and ability to naturalize their communication skills as a result of real patient contact. Students also reported that skills gained through real patient contact may not always transfer easily to the SP setting.ConclusionReal patient contact is an invaluable component of communication training for undergraduate medical students. For successful implementation, there needs to be a clear curricular purpose at pedagogical, practical and organizational levels. Students’ experience of real patient contact can provide an informed foundation upon which to implement other modes of teaching.