Effects Of Communication Training Research Articles

Training for Effective Patient Communication

In a recent report, Dr Curtis and colleagues1 found that simulation-based education did not improve patient-reported quality of communication. We disagree with the authors’ conclusion that “these findings raise questions about skills transfer from simulation training to actual patient care and the adequacy of communication skills assessment.” Instead, we propose a different explanation: the educational intervention was neither powerful nor assessed rigorously, which would prevent transfer of training outcomes to measured patient care practices or patient outcomes.

Training for Effective Patient Communication—Reply

Training for Effective Patient Communication—Reply

Training for Effective Patient Communication

Training for Effective Patient Communication

Training for Effective Patient Communication

Training for Effective Patient Communication

Radiology Trainees’ Comfort With Difficult Conversations and Attitudes About Error Disclosure: Effect of a Communication Skills Workshop

The aim of this study was to assess the effect of communication skills training on radiology trainees' (1) comfort with communicating directly with patients and family members about unexpected or difficult diagnoses ("bad news"), radiologic errors, and radiation risks and (2) attitudes about disclosing radiologic errors directly to patients and their families. One hundred nine radiology trainees from 16 US programs were asked to complete questionnaires immediately before and after attending an institutional review board-exempted, full-day communication workshop. Questionnaires assessed (1) comfort communicating with patients and their families generally and about bad news, radiologic errors, and radiation risks specifically; (2) attitudes and behavioral intent regarding a hypothetical vignette involving a radiologic error; and (3) desire for additional communication training. All trainees completed the questionnaires. After completing the workshop, more trainees reported comfort communicating with patients about bad news, errors, and radiation risks (pre vs post, 44% vs 73%, 25% vs 44%, and 34% vs 58%, respectively, P < .001 for all). More also agreed that the radiologist in the error vignette should discuss the error with the patient (pre vs post, 84% vs 95%; P = .002) and apologize (pre vs post, 78% vs 94%; P < .001). After participation, fewer trainees reported unwillingness to disclose the error despite medicolegal concerns (pre vs post, 39 vs 15%; P < .001). Despite high baseline comfort (92%) and low stress (14%) talking with patients in general, most respondents after participation desired additional communication training on error disclosure (83%), general communication (56%), and radiation risks (80%). This program provides effective communication training for radiology trainees. Many trainees desire more such programs.

Using social networks to organize students’ independent work

The aim of this study is to determine the characteristics of using social networks to organize independent work. Objectives of the study is to determine the role of social networks in educational work, highlight the main features of social networks in the organization of independent work. The object of research is independent work of students of specialty «Elementary education». The subject of research is the use of social networks to organize and support the independent work.Social networks are considered to work as a tool for integration of different educational tools and services, as well as a tool to ensure effective communication training. It is noted that the use of social media extends the capabilities of independent work of students and faculty consulting work, creates conditions for the implementation of blended learning. The experience of independent work of students of specialty 6.010102 «Primary education» on the subject «Modern learning information technologies».

Teamwork, Communication, Formula-One Racing and the Outcomes of Cardiac Surgery

Most cardiac units achieve excellent results today, but the risk of cardiac surgery is still relatively high, and avoidable harm is common. The story of the Green Lane Cardiothoracic Unit provides an exemplar of excellence, but also illustrates the challenges associated with changes over time and with increases in the size of a unit and the complexity of practice today. The ultimate aim of cardiac surgery should be the best outcomes for (often very sick) patients rather than an undue focus on the prevention of error or adverse events. Measurement is fundamental to improving quality in health care, and the framework of structure, process, and outcome is helpful in considering how best to achieve this. A combination of outcomes (including some indicators of important morbidity) with key measures of process is advocated. There is substantial evidence that failures in teamwork and communication contribute to inefficiency and avoidable harm in cardiac surgery. Minor events are as important as major ones. Six approaches to improving teamwork (and hence outcomes) in cardiac surgery are suggested. These are: 1) subspecialize and replace tribes with teams; 2) sort out the leadership while flattening the gradients of authority; 3) introduce explicit training in effective communication; 4) use checklists, briefings, and debriefings and engage in the process; 5) promote a culture of respect alongside a commitment to excellence and a focus on patients; 6) focus on the performance of the team, not on individuals.

Teaching Our Young

Teaching Our Young

Comparison of the Effects of Communication and Conflict Resolution Skills Training on Mental Health

This study examined the effects of communication and conflict resolution skills training on mental health amongIranian couples based on the PREPARE/ENRICH program. In this study, mental health was measured byGeneral Health Questionnaires (GHQ28). The study adopted a pre- and post-control group design inemphasizing the effects of communication training and conflict resolution skills on mental health. Theparticipants in this research consisted of couples who were referred to the researcher by counseling center. Thereferrals were done for about two months in 2009. Their problems included marital problems and maritalconflicts, commonly categorized as marital dissatisfaction, which were identified after a formal interview, testingand screening. In order to assign the experimental and control groups, purposive random sampling was employed.One hundred and eight participants comprised of 54 married couples were divided equally between control andexperimental groups and the training sessions lasted for eight weeks. In this training program, researchersfocused on the dependent variable of mental health, while communication and conflict resolution skills trainingwere the independent variables. Specifically, the t-test statistical analysis was employed to test for the potentialsignificant differences in couples’ scores of mental health between (i) the pre- and post-training scores forcouples of the experimental group; and (ii) between the post-training scores for the couples of the two groups.The results indicated that teaching communication and conflict resolution skills had significant positive effectson the mental health scores obtained from the studied couples.

Long-term effect of communication training on the relationship between physicians’ self-efficacy and performance

ObjectiveTo examine the long term impact of a communication skills intervention on physicians’ communication self-efficacy and the relationship between reported self-efficacy and actual performance. Methods62 hospital physicians were exposed to a 20-h communication skills course according to the Four Habits patient-centered approach in a crossover randomized trial. Encounters with real patients before and after the intervention (mean 154 days) were videotaped, for evaluation of performance using the Four Habits Coding Scheme. Participants completed a questionnaire about communication skills self-efficacy before the course, immediately after the course, and at 3 years follow-up. Change in self-efficacy and the correlations between performance and self-efficacy at baseline and follow-up were assessed. ResultsCommunication skills self-efficacy was not correlated to performance at baseline (r=−0.16; p=0.22). The association changed significantly (p=0.01) and was positive at follow-up (r=0.336, p=0.042). The self-efficacy increased significantly (effect size d=0.27). High performance after the course and low self-efficacy before the course were associated with larger increase in communication skills self-efficacy. ConclusionA communication skills course led to improved communication skills self-efficacy more than 3 years later, and introduced a positive association between communication skills self-efficacy and performance not present at baseline. Practice implicationsCommunication skills training enhances physicians’ insight in own performance.

Training communication partners of people with severe traumatic brain injury improves everyday conversations: A multicenter single blind clinical trial

To determine effectiveness of communication training for partners of people with severe traumatic brain injury. Three arm non-randomized controlled trial comparing communication partner training (JOINT) with individual treatment (TBI SOLO) and a waitlist control group with 6 month follow-up. Forty-four outpatients with severe chronic traumatic brain injuries were recruited. Ten-week conversational skills treatment program encompassing weekly group and individual sessions for both treatment groups. The JOINT condition focused on both the partner and the person with traumatic brain injury while the TBI SOLO condition focused on the individual with TBI only. Primary outcomes were blind ratings of the person with traumatic brain injury's level of participation during conversation on the Measure of Participation in Communication Adapted Kagan scales. Communication partner training improved conversational performance relative to training the person with traumatic brain injury alone and a waitlist control group on the primary outcome measures. Results were maintained at six months post-training. Training communication partners of people with chronic severe traumatic brain injury was more efficacious than training the person with traumatic brain injury alone. The Adapted Kagan scales proved to be a robust and sensitive outcome measure for a conversational skills training program.

Violence in the nursing workplace – a descriptive correlational study in a public hospital

To explore the prevalence, types and sources of violence in the nursing workplace and to assess the factors related to violence. Workplace violence in nursing is not a new phenomenon; in recent years, much more attention has been paid to the issue in Taiwan. Few studies, however, have investigated the overall distribution of violence and the reasons for not reporting these incidents in nursing workplaces. This descriptive, correlational study used structured questionnaires to collecting information about workplace violence experienced by nurses over the last year. Nurses (n = 880) working in a public hospital in southern Taiwan were invited to complete the questionnaires, with a response rate of 89·9%. Nurses working in outpatient units and emergency rooms experienced more frequent violence than those on surgical wards and intensive care units. These findings provide evidence of workplace violence in hospitals and may aid hospital and nursing administration to reduce and control violence. RELEVANCE TO NURSING PRACTICE: These results provide evidence in relation to the importance of effective communication training to nurses and will assist hospital administrations in establishing higher-quality, healthy workplace environments.

The Practical Nurse

Licensed practical nurses provide the majority of bedside care in long-term care facilities and home care settings, and their communication with patients and families is pivotal to interventions aimed at reducing burdensome transitions to acute care settings. Although good communication skills are required for practical nurses, they receive limited instruction in their training. The goal of this study was to assess the effects of communication training for the practical nurse. A pre-post survey design was used to assess the COMFORT communication training curriculum provided to licensed practical nursing students. A comparison of mean scores on communication skills attitudes and perceived nursing competency revealed statistically significant improvement in attitudes and self-efficacy. This study shows promise for the feasibility and utilization of the COMFORT curriculum for nurse communication training. Further research should address the nurse's ability to perform COMFORT communication skills in the clinical setting.

Training scientists in a science center improves science communication to the public

the language of science is inherently academic and often inefficient in its delivery of key concepts to nonscientists (10a). When President Obama spoke at the National Academy of Sciences in April 2009 (15b), he issued the following call to think of new ways to engage young people in science,

Verbal Skirmish: Identifying How Effective Communication Through High-fidelity Simulations Safely Deescalates Conflict.

Patient safety is a goal every nursing student and nurse strives to achieve. However, patient safety is dependent upon all health care providers involved in patient care. Ineffective communication is suggested to be a leading cause of errors resulting in decreased patient safety. Research suggests 65% of sentinel events are related to poor communication (Mascioli, Laskowski-Jones, Urban, & Moran, 2009). Nurses’ formal training in effective communication is, at best, lacking and more often, largely absent (Leonard, Graham, & Bonacum, 2004; Manning, 2006).

Survey of Flight Instructors’ Experiences in Communication Training

This article reports the results of a survey of flight instructors’ experiences in communication training. The author administered a self-report survey of flight instructors (N=102) at an upper Midwestern university flight program. The flight instructors who responded to the survey reported a range of flight experience as a flight instructor between zero hours and 6,000 hours of experience. The survey featured four open-ended questions that asked for information about courses or training in communication flight instructors received, experiences that helped improve their ability to communicate effectively, training in effective communication with students, and participation in crew resource management courses. Instructors reported sources of training and experience in communication as including flight instructing, coursework, their flight instructors, FAA materials, and daily life. The author concludes with a brief discussion of training implications and areas for further research.

A Cross-Case Analysis of Asian American Students with Learning Disabilities

Disproportionate representation, validity of identification and assessment, and equity continue to be core concerns in the education of CLD students with disabilities. The rapid growth of the Asian American population dictates investigation of these children’s educational needs. This study therefore aimed to gain an in-depth understanding of factors related to the identification and placement of Asian American students with learning disabilities from multiple data sources including special education folders, parents, and teachers. Findings revealed that parents’ primary roles in the entire process were to attend the meetings and give consent without adequate explanation of their child’s difficulty and needs and issues of intercultural communication between teachers and parents were spotted. Both school personnel and parents failed to see how their words and behaviors were interpreted differently than they were intended and were unable to break through the barriers to better understand each other. Analyses and discussions concentrated on how parents could be involved in the process as well as cross-cultural communication issues between home and school and consequent inadequate parent advocacy. Recommendations included personalizing home-school communication, empowering parents through local community, establishing parent network, and teacher training in effective inter-cultural communication. (191)

Evidence-Based Scholarly Communication: Information Professionals Unlocking Translational Research

The Evidence-Based Scholarly Communication Conference (EBSCC) was held March 11-12, 2010 in Albuquerque, NM. The conference addressed the perceived gap in knowledge and training for scholarly communication principles in the National Institutes of Health (NIH) Clinical and Translational Science Award (CTSA) Program. The EBSCC brought together librarians and information specialists to share evidence -based strategies for developing effective local scholarly communication support and training and, it is hoped, to form new coalitions to address this topic at the local and national levels. This brief communication summarizes the need for the conference, highlights the general sessions in order of presentation, and introduces the EBSCC research papers appearing in this issue of Evidence Based Library and Information Practice (EBLIP). It also includes a description of a unique peer-review process methodology pioneered at EBSCC.

Die Patient-Behandler-Kommunikation bei chronischen Krankheiten: Überblick über den Forschungsstand in ausgewählten Themenbereichen

Communication between patient and providers is extremely important, especially for the treatment of chronically ill patients, characterized by a biopsychosocial disease model. This article presents an overview of the current status of research on patient-provider communication in 3 selected areas: the communication preferences of chronically ill persons, the correlation between communication and relevant endpoints, and interventions to improve patient-provider communication. One major result of the research is that patients display a rather high degree of inter- and intra-individual variability with respect to the preference of certain communication styles (e.g. patient participation); there are differences among them, and they develop varying preferences in the course of their illness. However, communicative behavior of the provider that is generally perceived by many patients to be positive can also be identified: affective behavior (for example, asking the patient about his/her feelings, being sensitive to these feelings and responding to them), providing information in an understandable, proactive manner, and attempting to understand the patient's perceptions, expectations, and cognitive concepts. Successful communication requires a certain congruence between the patient's communication preferences and the provider's behavior. It has been sufficiently documented in literature that successful communication leads to greater adherence. The correlation to patient satisfaction is not documented quite as clearly but has often been shown. The findings vary with respect to the improvement in the patient's health status. The effectiveness of communication training for providers has been documented quite well regarding the immediate endpoints in patient-provider interaction (e.g., patient-oriented behavior); the evidence with respect to medium-term endpoints such as patient satisfaction varies, also due to the number of possible operationalizations of the endpoints. Supplementing provider training with communication-related training for patients appears to be an important and useful method as many studies have shown that the behavior of providers can be influenced using relatively simple measures that start with the patient. There is a need for further development of research on patient-provider communication, in particular with respect to a more solid theoretical basis, integration of methods including qualitative and quantitative methods, self-evaluations, and interaction analyses, and also concerning conducting more longitudinal studies.

ORIGINAL ARTICLE: Effective communication training interventions for paid carers supporting adults with learning disabilities

Accessible summary Communication is an important part of everybody’s life. Carers attended training about communication. The training improved the carers’ confidence about communication. Carers with good communication skills can have a positive effect on the well‐being of people with learning disabilities. SummaryCarer communication skills contribute to the well being of individuals with learning disabilities. Few studies have examined the effectiveness of communication training interventions, and there is a lack of robust measures of outcome. A communication self‐efficacy measure relevant to carers supporting adults with learning disabilities was developed and piloted. Paid carers supporting adults with learning disabilities participated in the study. A pre–post intervention study design was used to examine the reliability and sensitivity to change of the Glasgow‐Communication Efficacy Scale (G‐CES). Twenty‐six paid carers completed the G‐CES before and after participating in a communication training intervention. The scale had good internal and test–retest reliability. Carer communication efficacy increased after taking part in the training. Use of the G‐CES in clinical services and research studies can help to develop the evidence base on the effectiveness of communication training interventions relevant to working with persons with learning disabilities.