Enhance Communication Skills Research Articles

PedsTalk: A Pilot Communication Skills Education Course for Pediatric Residents.

Communication skills are critical to pediatric practice, but few pediatric residency programs provide formal communication skills education. Pediatric residents often lack confidence in these skills. We hypothesized that a simulation-based communication skills course would improve resident confidence in the skills required for serious illness conversations with patients/families. In collaboration with multidiscipline VitalTalk-trained faculty, we developed PedsTalk, a communication skills course for pediatric residents based on the VitalTalk framework. In PedsTalk, faculty/peers offered real-time coaching during simulation sessions with actors. Resident participants self-rated confidence in 9 communication skills using a 5-point Likert scale before, immediately after, and 4 months after course participation, with course nonparticipants serving as controls. Responses were analyzed by using Friedman tests and Wilcoxon rank tests. Thematic analysis was conducted to identify themes among free-text responses. Twenty-seven pediatric residents participated in PedsTalk, 11 of whom completed survey assessments at all timepoints. Eleven course nonparticipants served as controls. Over time, participants' confidence in the following communication skills was retained or significantly improved: "difficult conversations" (P < .001), "recognizing emotion" (P < .01), "using silence" (P < .008), "headline statements" (P < .001), eliciting "VALUES" (P < .001), and asking "permission to continue" (P < .001). Over time, controls had significant improvements in confidence in 2 skills: headline statements (P < .014) and eliciting "VALUES" (P < .031). PedsTalk is a novel approach to communication skills education in pediatric residency. Participation improved residents' confidence in 6 communication skills, including overall confidence in having difficult conversations. Although confidence in some skills may naturally develop through clinical experiences, PedsTalk further enhances communication skills education among trainees.

Teachers’ Perspectives on the Efficacy of Oral Presentation Tasks toward Promoted Linguistic Acquisition

To unlock language proficiency among learners, speaking is regarded to be an essential and crucial aspect to master, not only for learning purposes but for recognized communication dynamics. Language learning has numerous critical aspects. To be lacking in speaking proficiencies has been noted to impart negatively toward language learning. This paper explores whether oral presentations can be regarded as a vital tool to unlock learner language development. To collect data, qualitative research approaches embedded in a case study design were used. These are methods well known to assist in attaining better understanding in real-life situations. Three English language teachers were perceived relevant since they teach English to first-year university students. Although studies have been conducted on advantages of using oral tasks in a schooling environment, little to nothing is mentioned in the literature about how such tasks can be viable instruments to augment critical thinking and problem-solving skills. Findings suggest that motivated learning and enhanced communication skills were major factors that could lead to enhanced language aptitudes. This paper concludes that for teaching and learning to incorporate oral tasks brings numerous benefits for language learning as well as other subjects underpinning the prescribed curriculum. It is proposed that it is necessary to consider diverse perspectives in discussions related to teaching methods as oral activities are prominent tools for language expansion.

Pelatihan Peningkatan Keterampilan Bahasa Inggris bagi Para Calon Imam Projo di Wisma Puruhita Klender, Keuskupan Agung Jakarta

Efforts to Improve English Skills for Priest Candidates in Jakarta were undertaken to enhance English proficiency and communication skills of Diocesan Priest Candidates. Conducted from September to December 2021 at Wisma Puruhita Klender, East Jakarta, the program employs interactive language learning methodologies led by qualified language instructors from Kwik Kian Gie School of Business Jakarta. The curriculum integrates practical application through real-life scenarios, case studies, and field visits to pastoral settings. Evaluation mechanisms encompass periodic tests, quizzes, and feedback sessions to ensure a comprehensive assessment of language acquisition and practical communicative abilities. Anticipated outcomes include improved English proficiency, enhanced communication skills, increased cultural competence, and a positive impact on pastoral work. Recognizing challenges such as diverse language backgrounds and time constraints, the program proposes tailored language support and flexible scheduling options. The conclusion envisions a cohort of priest candidates equipped with the linguistic and communicative tools necessary for impactful pastoral engagement within their diverse congregations. This initiative aspires to contribute to the growth and connectivity within religious communities in Jakarta, fostering inclusive communication and deepening the bonds between diocesan priest candidates and peoples they serve.

Identifikasi Hambatan dan Solusi dalam Implementasi Merdeka Belajar Kampus Merdeka di Perguruan Tinggi Swasta

This study aims to identify the obstacles and solutions in the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) policy in private universities in Indonesia. The method used is the Systematic Literature Review (SLR), which allows for a deep and holistic understanding of social phenomena. Researchers collected literature sources from databases such as PubMed, Scopus, Google Scholar, and IEEE Xplore with keywords relevant to the research topic. The results of the study indicate that the main challenges in implementing MBKM include issues of governance, management, and limited budget allocation. Other obstacles include a lack of human resources, limited collaboration with industry, and the emergence of new corrupt practices. To overcome these challenges, it is crucial to improve coordination between the central government and local schools and to provide adequate facilities and infrastructure. Effective implementation of the MBKM curriculum can enhance communication skills, critical thinking, creativity, and collaboration among students, preparing them for the ever-evolving workforce. This study concludes that strengthening policies and practices supporting independent education can improve the quality of higher education in Indonesia and provide significant benefits to students and related educational institutions.

Exploring nurses' experiences in applying AIDET framework to improve communication skills in the emergency department: A qualitative study.

Recognizing the significance of effective communication in raising emergency department service standards and preventing misinterpretation of patient needs among registered nurses is crucial for improving patient satisfaction. The utilization of the AIDET (Acknowledge, Introduce, Duration, Explanation, and Thank you) communication framework is acknowledged to enhance communication among registered nurses, patients, family members, and other healthcare professionals. This study aimed to explore Thai nurses' experiences in applying the AIDET framework for communications with patients and their relatives in the emergency department. A qualitative descriptive research design was employed. Semi-structured interviews with 15 emergency nurses were conducted between September and March 2022 in a regional hospital in Thailand. Data were analyzed using content analysis. Three themes were generated: 1) Ability to follow the AIDET framework, 2) Recognizing the value of using AIDET steps for positive communication, and 3) Establishing a foundation for successful communication. The study's findings highlighted the AIDET framework's potential to enhance communication skills between nurses, healthcare professionals, and patients. The results also emphasized the importance of providing training and mentorship to junior nurses, integrating AIDET into daily routines and institutional policies, and facilitating continuous education for registered nurses. These efforts contribute to improving care quality and aligning with patient and family needs.

Improving social interaction of the visually impaired individuals through conversational assistive technology

PurposeAssistive technology has been developed to assist the visually impaired individuals in their social interactions. Specifically designed to enhance communication skills, facilitate social engagement and improve the overall quality of life, conversational assistive technologies include speech recognition APIs, text-to-speech APIs and various communication tools that are real. Enable real-time interaction. Using natural language processing (NLP) and machine learning algorithms, the technology analyzes spoken language and provides appropriate responses, offering an immersive experience through voice commands, audio feedback and vibration alerts.Design/methodology/approachThese technologies have demonstrated their ability to promote self-confidence and self-reliance in visually impaired individuals during social interactions. Moreover, they promise to improve social competence and foster better relationships. In short, assistive technology in conversation stands as a promising tool that empowers the visually impaired individuals, elevating the quality of their social engagement.FindingsThe main benefit of assistive communication technology is that it will help visually impaired people overcome communication barriers in social contexts. This technology helps them communicate effectively with acquaintances, family, co-workers and even strangers in public places. By enabling smoother and more natural communication, it works to reduce feelings of isolation and increase overall quality of life.Originality/valueResearch findings include successful activity recognition, aligning with activities on which the VGG-16 model was trained, such as hugging, shaking hands, talking, walking, waving and more. The originality of this study lies in its approach to address the challenges faced by the visually impaired individuals in their social interactions through modern technology. Research adds to the body of knowledge in the area of assistive technologies, which contribute to the empowerment and social inclusion of the visually impaired individuals.

On the Promotion of Comprehensive Practical Training in Economics and Management in Universities based on VBSE System

With the rapid development of the market economy, enterprises and society have increasingly high requirements for the professional abilities and comprehensive qualities of various types of college graduates. Most universities have carried out education and teaching reforms based on this reason, in order to improve the employment competitiveness of graduates. Practical teaching is a key direction of higher education reform, and schools hope to provide graduates with a more systematic, comprehensive, and three-dimensional knowledge application system through practical teaching. The VBSE system is a simulation training platform that simulates the commercial and social environment. By building a simulated commercial and social environment on campus, students participating in the training course can engage in different jobs through role-playing, thereby understanding the functions and structures of each position, improving their professional abilities and comprehensive qualities in practice, and enhancing communication and teamwork skills among classmates in operation. This article will start from the current teaching situation in universities, analyze the necessity, advantages and disadvantages of introducing comprehensive management training in universities, and explore the specific trial plan of training courses.

Parental Intervention Program for Preschool children with Rare Diseases – a mixed methods evaluation of parents’ experiences and utility

BackgroundThe purpose of this study was twofold: (i) To assess the parents’ experiences and perception of participating in a “Parental Intervention Program for Preschool children with Rare Diseases” (PIPP-RDs). (ii) To evaluate which elements of the PIPP-RDs that the parents emphasized as important for improving their health literacy related to facilitating the transition of their children from kindergarten to school.MethodA mixed methods evaluation study was conducted ten and eleven months post-intervention, integrating an online quantitative survey combined with individual semi-structured interviews. Twenty-two parents participated in individual interviews, of these 18 also responded to the online questionnaire survey.ResultsAll parents that participated in this study reported that the information conveyed at the program was of great value and utility, 88% reported significantly alleviated stress associated to their child`s school-start, 84% indicated had improved the school-home collaboration and 84% reported that it had encouraged them to establish contact with the school prior to school commencement. From the qualitative data five main themes emerged: (i) Competence and Knowledge Acquisition, (ii) Becoming more Prepared and Relaxed, (iii) Achieved Realistic Expectations, (iv) Enhanced Communication Skills, (v) Increased Health Literacy and Self-Efficacy. The evaluative findings suggest that this invention program has notably improved the parents’ aptitude for school interaction, enhanced the adaptions according to children`s needs for accommodations, and has provided reassurance in the school-home collaboration. Parents also described increased self-confidence and self-efficacy in managing the school start for children with RDs.ConclusionThe highly positive response of participating in PIPP-RDs may not only reflect the merits of the program`s content, but also underscore the significant needs for such support during the transition to school for parents of children with RDs. Comparable initiatives, oriented towards enhancing the health literacy and empowering the parents, are anticipated to yield similarly favourable results. We argue that intervention program amalgamate pertinent information, group discourse, and workshops on school-related issues, alongside opportunities for parents to meet other parents in similar situations.

C-reactive protein point-of-care testing and complementary strategies to improve antibiotic stewardship in children with acute respiratory infections in primary care.

This paper provides the perspective of an international group of experts on the role of C-reactive protein (CRP) point-of-care testing (POCT) and complementary strategies such as enhanced communication skills training and delayed prescribing to improve antibiotic stewardship in the primary care of children presenting with an acute illness episode due to an acute respiratory tract infection (ARTI). To improve antibiotics prescribing decisions, CRP POCT should be considered to complement the clinical assessment of children (6 months to 14 years) presenting with an ARTI in a primary care setting. CRP POCT can help decide whether a serious infection can be ruled out, before deciding on further treatments or management, when clinical assessment is unconclusive. Based on the evidence currently available, a CRP value can be a valuable support for clinical reasoning and facilitate communication with patients and parents, but the clinical assessment should prevail when making a therapy or referral decision. Nearly half of children tested in the primary care setting can be expected to have a CRP value below 20 mg/l, in which case it is strongly suggested to avoid prescribing antibiotics when the clinical assessment supports ruling out a severe infection. For children with CRP values greater than or equal to 20 mg/l, additional measures such as additional diagnostic tests, observation time, re-assessment by a senior decision-maker, and specialty referrals, should be considered.

Training Health Professionals to Support Patients with Appearance-Affecting Conditions

Multidisciplinary health professionals (HPs) are involved in supporting patients who have conditions that affect their appearance. With appearance-associated distress common in this group, acceptance and commitment therapy (ACT) and enhanced communication skills both show effectiveness in helping patients adjust to their conditions. Multidisciplinary HPs are perfectly placed to provide low-level psychological support as paraprofessionals. We present the real-world evaluation of a training programme, ACT Now, which was delivered via the train-the-trainer model to 149 multidisciplinary HPs in six European countries. Trainees completed a 16-item knowledge, attitude and practice survey covering psychoeducation on appearance concerns, ACT applied to the patient group and communication skills, at pre-training, post-training and at 3-or-6-month follow-up. Findings show that trainees’ confidence consistently improved in understanding specific facets of appearance concerns and ACT processes, with largely positive changes in other facets, skewed towards delivery nations in which psychologists delivered the training. Patient communication skills generally improved, though again these were more pronounced in psychologist-led countries. However, an absence of significant improvements in ACT comprehension suggests a challenge in transmitting the ACT model to HPs. Providing more initial training to non-psychologist trainers and embedding post-training skills practice for trainees may help reinforce the ACT component of the training.

Acceptability of an online communication training intervention for genetic counseling students.

Technology provides opportunities to enhance communication skills training for genetic counseling graduate students. We assessed the acceptability of an online communication training program. Graduate student volunteers completed five online training modules on basic communication skills with opportunities to practice the skills within three simulated/standardized patient (SP) sessions. Participants completed online questionnaires reporting on acceptability, perceived usefulness, and realism of the modules and SP sessions. They also reported on the ease of transferring skills from the modules to clinical practice. Out of the 60 students who completed the baseline session, 35 (58%) completed all five training modules. Out of these 35 students, most found the modules to be useful (94%) and agreed that they were relevant to clinical practice (97%). At least 88% of participants found the genetic counselors, patient, and case scenarios to be realistic. Twenty-eight students had participated in clinical rotations since completing the intervention. Of these, 17 (61%) reported that it was at least slightly easy to use the skills in actual clinical cases. Most students also reported being able to transfer the skills they had learned into clinical practice. While the training was well-received, the relatively low completion rate of 58% raises concern that the intervention may need formal integration into the program curriculum to succeed due to the time and effort demands on students.

FOSTERING CROSS-CULTURAL COMPETENCE: THE ROLE OF ENGLISH EDUCATION IN MANAGEMENT AND ITS IMPACT ON PREPAREDNESS FOR GLOBAL INTERACTIONS

This study investigates the pivotal role of cultural sensitivity and enhanced communication skills, developed through English education, in preparing management students for successful cross-cultural interactions. Thirty students, faculty members, and industry professionals participated in this qualitative research. Students were enrolled at STIE Port Numbay Jayapura. Data were collected through in-depth interviews and focus group discussions, followed by thematic content analysis. Management students reported elevated cultural awareness and enhanced English communication skills. They felt well-prepared for cross-cultural interactions, emphasizing the role of English proficiency. Faculty members recognized the need for curriculum enhancement and tailoring instruction to nurture English competence. Industry professionals acknowledged graduates' English competence but stressed the importance of practical application. Cultural sensitivity and English language proficiency are crucial for management students in a globalized world. Curriculum enhancement and practical application are essential. Future research can explore these themes in diverse contexts.

Communication preferences and perceptions of cancer patient during their first medical oncology appointment.

The first medical oncology appointment serves as a platform for patients to comprehend their diagnosis and prognostic implications of cancer. This study aimed to determine patients' communication preferences during their first medical oncology appointment and to assess the disparities between patients' preferences and perceptions. A total of 169 cancer patients participated by completing the Communication in First Medical Oncology Appointment Questionnaire (C-FAQ), a two-section questionnaire designed to assess patients' preferences and perceptions regarding Content (information provided and its extent), Facilitation (timing and location of information delivery), and Support (emotional support) during their first medical oncology appointment. A comparative analysis was conducted to assess the variations between preferences and perceptions. Content emerged as the most significant dimension compared to Facilitation and Support. The physician's knowledge, honesty, and ability to provide clear information were considered the most important attributes. Patients evaluated most of their preferences as "very important". Patients' perception of the communication dimensions present during their appointment was below preferences for 11 items, indicating significant discrepancies in clinical practice. Patients highly valued their preferences concerning Content, Facilitation, and Support dimensions of communication. However, patient preferences were more prominently oriented towards the Content dimension. The discrepancies between preferences and perceptions should be viewed as an opportunity for enhancing communication skills through training.

Intersecting Pathways: Examining Hildegard Peplau's and Rosemarie Parse's Nursing Theories through a Comparative Lens

Background: Nursing theories are organized bodies of knowledge providing a way to define nursing as a unique discipline that is separate from other disciplines. As a profession, nursing is committed to recognizing its own unparalleled body of knowledge vital to nursing practice and science. Nursing is a science based on the theory of what nursing is, what nurses do, and why. Aim: This paper aims to elucidate the practical application of Hildegard Peplau's and Rosemarie Parse's nursing theories, individually and in synthesis, in modern nursing practice. Key points: These include a) Hildegard Peplau's Theory of Interpersonal Relations emphasizes the nurse-patient relationship, therapeutic communication, and the continuous search for improvement in patients, even those facing mental health challenges. b) Rosemarie Parse's Theory of Human Becoming underscores the uniqueness of each patient's lived experiences, the significance of "meaning" in health experiences, "rhythmicity" in patterns, and the potential for "transcendence" and growth. c) Integrating Peplau's and Parse's theories promotes holistic patient-centered care, compassionate and empathetic nursing, enhanced communication skills, patient autonomy, cultural competence, continuity of care, and a deep respect for human dignity. d) By embracing both theories, nurses can provide comprehensive, compassionate, and patient-centered care that respects each patient's individuality and capacity for growth. Conclusion: The synthesis of Hildegard Peplau's and Rosemarie Parse's nursing theories offers nurses a comprehensive framework for modern nursing practice. It guides nurses in providing high-quality, patient-centered care that preserves human dignity and recognizes the uniqueness of each patient. Drawing from multiple theoretical perspectives enhances nursing practice and ensures the well-being of patients in today's evolving healthcare landscape.

Manajemen Pembelajaran Online dalam Meningkatkan Kemampuan Berkomunikasi Bahasa Inggris Mahasiswa

The research stems from concerns among graduate students who lack proficiency in English communication, essential in today's era of global competition. This study aims to comprehensively analyze the online-based English language learning management's role in enhancing students' English communication skills. Specific objectives encompass English Learning Planning, Organizing, Implementation, and Evaluation, while addressing inhibiting factors and devised solutions. Employing the POAC management function (Planning, Organizing, Actuating, Controlling) by G.R. Terry, the research follows a qualitative case study approach. Outcomes demonstrate that effective planning with vision, mission, objectives, and schedules significantly improves students' English communication skills. Organizing online English learning through an optimized structure and dedicated teaching team facilitates the process. Curriculum-guided implementation utilizes native speaker guest lecturers for an enriched experience. Evaluations are consistently refined through iterative processes. Despite challenges such as human resources, infrastructure, and institutional policies, alternatives are established to overcome barriers. Solutions encompass human resources, facility enhancements, ICT advancements, and policy adaptations, all fostering English communication skills. Online-based English learning yields graduates with proficient English communication abilities, positively impacting their overall quality. However, the study highlights that the current online-based management hasn't reached its full potential in enhancing communication skills. Bridging the gap between online and practical learning can more effectively train students in English communication, gradually achieving the desired proficiency

Students bridging the diversity gap in dermatology—A mixed methods study of medical education

AbstractBackgroundAfter noticing a lack of diversity in pictures for skin conditions and dermatology teaching, seven medical students applied for funding from the University of Exeter to design a project with the aim of expanding their dermatology knowledge through developing diverse teaching resources and assessing knowledge using innovative evaluation methods. Students then tested their project by raising awareness about common skin conditions and their presentation on different skin colours to the public in Exeter.ObjectivesThis paper aims to reflect on and evaluate the experience of medical students in developing and implementing this project, with a focus on the significant positive impact it had on their dermatological knowledge and practical ability to assess skin conditions on diverse skin tones.MethodsEach team member was asked to complete a survey to self‐assess critical skills before and after participating in the project and write a post‐event reflective piece. The responses to the survey and reflective pieces were further analysed for specific themes.ResultsAll members perceived a significant improvement in three common themes: (i) bridging the knowledge gap, (ii) gaining confidence in designing innovative resources and (iii) enhancing communication skills. The survey and reflective pieces also identified areas of improvement in the project.ConclusionsBeyond expanding the dermatology knowledge of medical students, the project encouraged critical thinking and proactiveness as future clinicians. Medical students perceived improvements in key skills such as effective communication, public speaking and developing innovative teaching resources. Medical schools must create opportunities to enable such student‐led projects and embed inclusion and diversity in the medical curriculum so that future clinicians are well‐equipped to serve a rapidly diversifying population. This project has now received further funding and is being expanded to create a digital resource pack for all medical school educators and students.

Enhancing mathematical communication skills through cooperative learning model-based worksheets of talking stick type

This study addresses the deficiency in students' mathematical communication skills attributed to teaching materials that do not effectively contribute to their development. The unappealing presentation of teaching materials leads to student boredom during learning activities and the adoption of inappropriate learning models. Therefore, enhancing communication skills through worksheets (LKPD) based on the cooperative talking stick model is essential. This research is research and development (R&amp;D) using the research design of the development model of Borg and Gall (1983) with ten stages. However, in this study, only nine stages are considered, including 1) potential and problems, 2) data collection, 3) product design, 4) product validation, 5) product revision, 6) initial trials, 7) revisions, 8) usage trials, 9) Final revision, because this model has high validation that has been tested by several experts and produces an effective product. The research subjects comprised 35 ninth-grade students for the small-scale trials and 70 eighth-grade students for the large-scale trials. Data collection techniques in the form of questionnaires, tests, and documentation. The results of the feasibility test conducted by material experts, considering content, presentation, and language feasibility, yielded a score of 83.5%, and the results of media experts with aspects of model size, cover design, content design, component suitability obtained a value of 86.8% so that very feasible criteria were obtained. Based on teacher responses, the practicality test results yielded a score of 86.67%, and the results of the student's response obtained a value of 82.55%, so the response obtained very practical criteria. The effectiveness test results, employing N-Gain to measure student improvement after using the developed products to enhance mathematical communication skills, yielded 61.14%, indicating moderate effectiveness. Based on this, the products developed meet the criteria of feasibility, practicality, and effectiveness in the learning process.

Students’ Speaking Strategies in English Lesson At Vocational High School of Ma’arif V Kebumen

Speaking strategies play a vital role in enhancing communication skills and promoting meaningful engagement between speakers and their audiences. This research was aimed to investigate the both direct and indirect strategies used by students in order to succeed in their speaking lesson in English subject. The survey design was used in the research. The researcher gathered quantitative, numbered data via one-on-one questionnaires and interviews; and then, statistically analyzed the data to describe trends regarding question responses to answer the research questions. The samples were 60 students at the 12th grade of SMK Ma’arif V Kebumen in the academic year of 2022/2023. The survey revealed that in order to develop their speaking abilities, the students have adopted a number of direct and indirect speaking strategies. These strategies addressed a variety of areas, such as memory, cognition, compensation, metacognition, affective, and social interaction. Direct strategies are those that are explicitly taught to students. These include things like rehearsal, using visual, and using a dictionary. Indirect strategies are those that are not explicitly taught, but that students learn through experience. These include things like using planning, finding a speaking partner, and using humor. The study suggested that a combination of direct and indirect strategies can be effective in improving speaking skills. Teachers should consider using a variety of strategies to help their students improve their speaking skills. Keywords: Direct strategies, indirect strategies, speaking skills

Cracking the code: A research study on neuro-linguistic programming (NLP) and its impact on organizational success

Neuro-Linguistic Programming (NLP) is a valuable technique for enhancing communication skills, motivation, and mentality in organizations. It helps individuals build rapport, understand others' perspectives, and convey messages with clarity and impact. NLP can help individuals achieve personal goals that go beyond monetary and performance targets, boost employee morale, loyalty, effort, and profitability. The study uses a secondary research method, which involves using existing data and research reports. The data required for conducting the study is available online, such as websites, articles, and reports mainly helps individuals in achieving organizational goals by improving communication, motivation, and mentality. It helps individuals set clear, well-defined objectives aligned with their values and aspirations, and develops appealing objectives that drive action and attention. Techniques like anchoring, reframing negative thoughts, and using positive language patterns can help individuals maintain a good view, overcoming challenges, and remaining motivated while working towards organizational goals. Communicating and influencing skills are equally important for organizational performance, and NLP provides excellent tools for improving these talents. Individuals can learn to create rapport with others, enhance their listening skills, and successfully communicate their message with NLP. These abilities are especially useful when working with team members, stakeholders, or clients, as they allow individuals to influence and convince others. NLP provides problem-solving and decision-making tools and models, such as the Disney Strategy and the Well-Formed Outcome model, which help individuals develop innovative solutions, evaluate their practicality, and develop successful action plans to attain their goals. The significance of rapport and understanding others is highlighted in NLP, allowing individuals to form deeper connections and cooperate more successfully with colleagues and team members. NLP offers a range of techniques and strategies that can greatly support individuals in achieving their organizational goals. By utilizing NLP, individuals can enhance goal setting, motivation, communication skills, mindset, and problem-solving abilities, ultimately leading to improved performance and success.

Enhancing Communication Skills for Studentpreneurs: A Training Program on Public Speaking

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; This research aimed to enhance the communication skills of studentpreneurs in the WEBS unit at Universitas Airlangga. Through a community engagement activity aligned with SDGs 4 and 8, a training program focused on public speaking skills was conducted. The two-day training in May 2023 resulted in notable improvements in participants' knowledge and skills. They displayed increased confidence, effective body language, eye contact, and improved delivery, all crucial for their entrepreneurial pursuits. The training received positive feedback, with high engagement and enthusiasm from participants and speakers. Pre- and post-test assessments revealed enhanced understanding of communication elements, cultural factors, and psychological aspects related to public speaking. Participants also demonstrated growth in public speaking abilities, showcasing greater boldness, facial expressions, vocal modulation, and originality in presenting ideas. The findings underscore the significance of practical application and continuous development of communication skills. This study offers valuable insights to researchers and professionals, providing an effective approach for enhancing communication competencies among studentpreneurs.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; Highlight:&#x0D; &#x0D; Community engagement activity targeting studentpreneurs within the WEBS unit at Universitas Airlangga, addressing communication weaknesses.&#x0D; Training program on public speaking resulting in increased knowledge, skills, confidence, and improved communication techniques.&#x0D; Positive outcomes demonstrated through high participant engagement, knowledge enhancement, and noticeable improvements in public speaking abilities.&#x0D; &#x0D; Keyword:&#x0D; WEBS, Communication Skills, Public Speaking, Studentpreneurs, Training Program&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;