Nurse-patient Communication Skills Research Articles

The effectiveness of Balint group work on the quality of work life, resilience, and nurse-patient communication skills among psychiatric nurses: a randomized controlled trial.

Balint group training has gained popularity in medical practices as an intervention designed to enhance the quality of life, well-being, and communication skills of healthcare practitioners. Psychiatric nurses, in particular, encounter distinct challenges and stressors inherent in their profession, necessitating the development and implementation of effective interventions to assist them in coping with the difficulties they experience. In this vein, the current study aimed to investigate the effectiveness of Balint group training on quality of work life, resilience, and nurse-patient communication skills among psychiatric nurses. Thirty psychiatric nurses from Razi Hospital in Tehran were recruited via the purposeful sampling method in 2022 and were randomly assigned to either the Balint group, consisting of eight weekly one-hour training sessions, or a control group. Participants completed the Walton Quality of Work Life Questionnaire, Connor-Davidson Resilience Scale, and Communication Skills Scale before and after the intervention. The data were analyzed using the Analysis of Covariance (ANCOVA). The study found no significant differences between the Balint group and the control group in terms of quality of work life, resilience, and nurse-patient communication skills. Findings suggest that Balint group training was not an effective intervention for improving the well-being and communication skills of psychiatric nurses. However, the study highlights the need for further investigation into the potential factors that may explain the lack of significant gains and offers insights for future research in this area.

A study on the “community-hospital-community” model of community nursing practice teaching for undergraduate nursing students

ObjectiveTo improve the quality of community nursing teaching practice and cultivate undergraduate nursing students who meet the quality accreditation standards of our nursing profession, and to explore the establishment of an undergraduate nurse practice model.MethodsUsing the methods of literature review, survey, expert consultation, and discussion, we established the steps and contents of community practice teaching for undergraduate nursing students, and implemented them for the students of Grades 2014, 2015, and 2016, and evaluated the “community-hospital-community” practice model through various forms, such as student self-evaluation, faculty evaluation, exit examination, and evaluation by certified experts.ResultA three-stage community nursing practice model of “community-hospital-community” was established for undergraduate nursing students. After three stages of practice, nursing undergraduates successfully passed the practical assessments and achieved excellent grades in each stage that met the requirements of the training program. In the first stage (community probation), community probation emphasizes a fundamental understanding of the community, using free clinics, health education, and home visits as entry points to effectively cultivate students’ job competence and proficiency in nursing operations and nurse-patient communication skills. In the second stage (internship in the hospital), through nursing internships in various systems, students are trained to integrate theoretical knowledge with practical skills and consolidate their understanding of fundamental knowledge, theory, and techniques. They are capable of preventing, diagnosing, intervening, and providing health education for common, frequent, urgent and critical complications in various clinical systems. They can formulate nursing plans and implement whole-person care. In the third stage (returning to the community for internship), students can master basic skills such as nursing operations and patient communication skills, and then they can enter the community internship.ConclusionThe community nursing practice model of “community- hospital- community” for undergraduate nursing students can systematically train undergraduate nursing students’ ability to work in the community.

Application of Nurse-patient Communication Skills in Pediatric Nursing

Application of Nurse-patient Communication Skills in Pediatric Nursing

Exploration of the Application Effect of the Darongtong Course Model Based on Deep Learning Enhancement in Nursing.

In order to explore the application effect of the Darongtong course model based on deep learning enhancement in nursing, a total of 500 students in the school are investigated. The students in the contrast set are given the traditional teaching mode, and the students in the research set are provided with a teaching method based on deep learning-enhanced Darongtong mode. The evaluation results, teaching quality, students' cognition of teaching effect and their satisfaction with teaching mode before and after teaching were compared between the two groups. From the experimental results, it can be seen that the application of Datong general teaching based on deep learning in school nursing students can not only deepen students' understanding of theoretical knowledge, improve clinical skills, cultivate students' nurse patient communication skills and clinical thinking, but also improve students' subjective initiative. It is clearly evident that the Darongtong course model based on deep learning enhancement in nursing can stimulate students' interest in learning, and improve their self-study ability and problem-solving ability effectively.

Application of Nurse-patient Communication Skills in Dermatology Nursing

Application of Nurse-patient Communication Skills in Dermatology Nursing

The effect of the humanistic care teaching model on nurse patient conflict and nurse turnover intention in a pediatric outpatient department: results of a randomized trial

BackgroundThis study was carried out based on the background that sharp nurse-patient conflicts in the pediatric outpatient department lead to a high turnover rate of nurses.MethodsA total of 68 nurses working in the pediatric outpatient department of Xiangyang No. 1 People’s Hospital were selected as the study subjects, and randomly divided into an experimental group (n=34) and a control group (n=34). Nurses in the control group received a traditional pediatric nursing teaching model, while those in the experimental group received a traditional pediatric nursing teaching model combined with the humanistic care teaching model. The effect of these two nursing teaching models on nurse-patient conflicts in the pediatric outpatient department and the turnover intention of nurses was then compared and analyzed.ResultsThere were no significant differences in personal information between the two groups (P>0.05). The strain capacity, operational capacity, nurse-patient communication skills, autonomous learning ability, and teamwork ability of the nurses in the experimental group after training were significantly higher than those in the control group (P<0.05). Both groups after training had significantly higher scores on a professional identity scale than before training, and nurses in the experimental group had significantly higher scores of professional identity than those in the control group (P<0.001). The turnover intention of the nurses in the experimental group were significantly lower than those in the control group (P<0.001). The problem solving ability of nurses in the experimental group was significantly better than that in the control group (P<0.001). Scores in the domains of waiting to see the doctor, the health knowledge education, the ward environment, and nursing quality of nurses in `the experimental group were significantly higher than those in the control group (P<0.001).ConclusionsThe humanistic care teaching model can significantly improve the professional identity and problem solving ability of nurses in facing different nurse-patient conflicts with significant effect and is worthy of application and popularization in clinical nursing teaching.Trial RegistrationChinese Clinical Trial Registry ChiCTR2100048751.

Observation on the Application Effect of Nurse-patient Communication Skills in the Nursing Process of Patients with Mental Illness

Observation on the Application Effect of Nurse-patient Communication Skills in the Nursing Process of Patients with Mental Illness

RETRACTED: Application analysis of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopaedic nursing

Objective To investigate the application value of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing. Methods 104 nursing interns who were employed in the orthopedics department of our hospital from March 2018 to March 2020 were selected and randomly divided into traditional teaching (TT) group (n = 52) and joint teaching (JT) group (n = 52). Among them, the traditional teaching mode was adopted in the TT group, while the scenario simulation teaching method combined with progressive teaching mode was adopted in the JT group. The theoretical examination results, performance assessment results, comprehensive assessment results, the scores of nurse-patient communication skills, the CTDI-CV (Critical Thinking Disposition Inventory-Chinese Version) scores and the teaching satisfaction in the two groups of nursing interns were compared and analyzed. Results The theoretical examination results, performance assessment results and comprehensive assessment results in the JT group were significantly better than those in the TT group, with statistical differences (P &lt; 0.05, t = 12.91, t = 11.65, t = 9.92). The scores of nurse-patient communication skills and the CTDI-CV scores in the JT group were significantly better than those in the TT group, with statistical differences (P &lt; 0.05, t = 22.18, t = 16.88). Teaching satisfaction of 94.23% in the JT group was significantly higher than 73.08% in the TT group, with statistical differences (P &lt; 0.05, χ2 = 11.6050). Conclusion The application of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing can effectively consolidate nursing interns’ understanding of theoretical knowledge and significantly improve the proficiency in operating skills, the nurse-patient communication skills, the critical thinking ability in judging patients' conditions and nursing measures, as well as the nursing interns' teaching satisfaction of nursing, which is of positive significance to improve nursing interns’ nursing quality.

Clinical Effect Analysis of Nurse-Patient Communication Skills in Dermatology Nursing

Clinical Effect Analysis of Nurse-Patient Communication Skills in Dermatology Nursing

Effect of Educational Program on Nursing School Students' Communication Skills Used with Hospitalized Patients

Background: Communication is an integral component of all nursing interventions. So, nursing students should learn effective communication skills that are necessary for establishing a relationship with patients and provide effective nursing care. The study aimed to evaluate the effect of educational program on nursing students’ communication skills that are used with hospitalized patients. The study conducted at the secondary nursing school in Tanta. The study subjects were included all of students enrolled in second academic year (90 students). Design: quasiexperimental research design was used. Two tools were used, tool (1) consists of two parts: Part (1): a socio-demographic questionnaire. Part (2): nurse- patient communication skills questionnaire, Tool (2): nurses communication skills observational sheet. The educational program was developed by researchers and consisted of six sessions about communication skills. Results There are statistically significant differences between before and after the training program regarding all items of students' knowledge and their performance of communication skills during interaction with hospitalized patients (P=0.001) Conclusion: nursing students who attended educational training program improved their communication skills that facilitate their nursing relationships, and enhance professional nursing care. Recommendations: communication training skills should be established and learned as a separate course in nursing education of nursing schools.

The Effect of Reflection on Nurse-Patient Communication Skills in Emergency Medical Centers.

Introduction: Reflection is formed through deep reflection on the event or a certain clinical position. The aim of this study was to determine the effect of reflection on nurse-patient communication skills of nurses working in emergency departments.Methods: This interventional study was conducted on intervention and control groups and with a pretest-posttest design. 142 nurses working in the emergency departments of hospitals affiliated to Golestan University of Medical Sciences were enrolled in the study in 2015, and randomly divided into two groups. During eight weeks of the study, the intervention group was asked to write their clinical experiences with regard to communication issues with their patients. Before the intervention, the communication skills of both groups were compared using a questionnaire. Data analysis was performed, using independent t-test, paired t-test, Mann-Whitney and Wilcoxon tests.Results: Of the 142 nurses, 122 nurses had full participation. In the intervention group the mean scores of verbal communication skills, non-verbal communication skills, general communication skills and communication skills based on patient safety were statistically significant, but there was no significant difference in the control group.Conclusion: The results showed that eight weeks of reflection by nurses is an effective intervention in dimensions of communication skills. We therefore suggest that a reflective writing be encouraged as a vital tool for improving communication competency among emergency department nurses.

Effects of six-step standardized communication procedure on improving nurse-patient communication skills among new nurses

Objective To explore the effects of standardized communication on improving nurse-patient communication skills among new nurses. Methods From September 2014 to September 2016, we selected 92 new nurses of He'nan Provincial People's Hospital & Fuwai Central China Cardiovascular Hospital as subjects. All of the nurses received six-step standardized communication procedure based on the translated and debugged CICARE along with being observed for six months. The communication behavior, nurse-patient communication skills and self-efficacy of nurses as well as patient satisfaction were evaluated with the communication behavior scoring scale, nurses clinical communication skills evaluation scale, self-efficacy scale and self-designed patient satisfaction before and after implementing six-step standardized communication procedure. Results After implementing six-step standardized communication procedure, nurses' scores of six terms and overall score of communication behavior were higher than those before implementation with significant differences (P<0.05) . Nurses' each item's score of nurse-patient communication skills all significantly increased compared with that before implementation (P<0.05) . The scores of patients' satisfaction with nursing care and nurses' self-efficacy all significantly improved compared with that before implementation (P<0.05) . Conclusions The standardized communication has a significant value improving nurse-patient communication skills of new nurses. It can significantly improve nurses' communication skills, play a role in optimizing nurse-patient relationship, improve patients' satisfaction and have positive significance in improving quality of medical care. Key words: Nurses; Communication skills; Patient satisfaction; Six-step standardized communication

The research on interdisciplinary cooperative transformation learning modelin Disaster Nursing Course

Objective To study the application effect of interdisciplinary collaborative transformational learning mode in undergraduate nursing students′ disaster nursing teaching. Methods A total of 115 undergraduate nursing students in 2014 and 2015 were enrolled in this study. The subjects were divided into two groups: the control group (62 cases) and the experimental group (53 cases). The control group adopted the case teaching mode of full-time teachers, and the experimental group adopted the interdisciplinary collaborative transformation learning mode. The theoretical knowledge, skills, practical skills, critical thinking, humanistic accomplishment and nurse-patient communication skills of two groups of nursing students before and after intervention were compared. Results The scores of theoretical knowledge, operational skills, practical ability, critical thinking, humanistic accomplishment and nurse-patient communication before the intervention were (42.72±10.18), (35.72±7.11), (41.19±5.32), (298.09±3.98), (298.38±6.03), (52.87±6.02) points, (87.21±5.05), (87.02±4.81), (86.13±4.48), (378.47±9.16), (327.15±12.01) and (69.11±3.38) points after intervention respectively. There was significant difference before and after intervention t=-57.687--14.328, P 0.05), and the score of the experimental group was significantly higher than that of the control group after intervention (t=-18.107--2.997, P<0.01). Conclusions Introducing interdisciplinary cooperative transformation learning in disaster nursing teaching can promote the enhancement of nursing students' knowledge of disaster succeeding. Key words: Disaster nursing; Students, nursing; Conversion learning

The Application of Nursing Skills Training in the Implementation of Quality Nursing

Abstract: Objective: To explore the effect of nurse-patient communication skills training on patient satisfaction and nursing staff quality. Method: To develop nurse communication skills training programs, content and methods and implemented in 59 nursing staff, while constantly feedback information to be improved. Results: After training for nurse-patient communication skills, the patient’s job satisfaction was improved and the comprehensive quality of the nurses was also improved.The data were compared before and after the differences were statistically significant (P &lt; 0.01). Conclusion: In the quality of nursing work through the training of nurses and patients with communication skills to achieve its objectives while improving the patient and nursing staff satisfaction and comprehensive quality is essential.

The nurse-patient communication: voices from nursing students.

Effective communication skills have been found to be one of the pivotal factors in building positive interpersonal relationships. Little is known about nursing undergraduates' perspectives on communicating with patients. This study aimed to explore nursing students' perspectives and experiences of nurse-patient communication in their clinical placement. The participants included 21 second-year undergraduates and 21 first-year master's students. Interviews were conducted in Cantonese and then transcribed in Chinese and translated into English. A content analysis approach was adopted to analyze the data. Five themes emerged from the interview data. 'The necessity of nurse-patient communication' reveals why the students valued nurse-patient communication. 'The conversation contents' describes the content of the conversations that students typically had with patients. The third theme is 'self-reflection on the nurse-patient communication'. The last two themes, 'the communication pattern in different hospital settings' and 'the obstacles impeding nurse-patient communication', are about the students' communication styles in different hospitals and the barriers they encounter. To improve students' communication skills, educators and clinical staff should listen to students, enhance students' reflective skills and strengthen their confidence. Through understanding students' difficulties in the nurse-patient communication experience and the skills that they lack, educators can provide them with helpful recommendations to improve their communication skills in clinical practice. The results of this study reveal that students' nurse-patient communication skills need to be improved.

Effect of competence oriented pre-service training and evaluation for new nurses

Objective To explore the effect of competency-oriented pre-service training for new nurses. Methods A total of 85 new nurses in our hospital in 2013 were selected as the research object and carried out the pre-service training needs survey. According to the survey and the position competency, we developed the training program. The effectiveness of the training were evaluated and analyzed. Results A total of 88.3% of the new nurses needed the pre-service training, and the content that new nurses most wanted were cardiopulmonary resuscitation (80.0%), specialized knowledge and skills (76.5%), nurse-patient communication skills (72.9%). The training methods that the new nurses would like to accept were multimedia lectures on theoretical knowledge (75.3%), basic skills training for the integrated simulation scenario (62.4%), specialized training for case studies (72.9%). The satisfaction of theoretical training of the nursing department and other department, skills training of the nursing department and other department, training method of the nursing department and other department of 2013 were significantly better than those of 2012 (χ2=23.395, 20.588, 17.998, 9.532, 11.173, 21.564, 14.564, 10.188, respectively; P<0.01). The examination results of pre-service training of new nurses in 2013 were (87.5±4.8), (89.6±4.9), (88.3±5.4), (86.2±4.7), which were significantly better than those in 2012 (t=6.472, 5.753, 4.468, 6.868, respectively; P<0.01). Conclusions The competency-oriented pre-service training for new nurses is beneficial to improve the quality of training, and improve the comprehensive quality of new nurses and position competency. Key words: Competency; Pre-service training; New nurses

Application of the Calgary-Cambridge Guide in the training of nurse-patient relationship for practice nurses

Objective To explore the effects of the Calgary-Cambridge Guide training for practice nurses in promoting the nurse-patient relationship .Methods Totals of 52 practice nurses in our hospital from June 2012 to December 2012 were selected and randomly divided into the experimental group （ 25 cases ） and the control group （27 cases）.Communication skills training based on the Calgary-Cambridge Guide was applied in the experimental group, while the general training materials were distributed in the control group .Nurse-patient relationship was assessed with the trust scale and the Calgary-Cambridge Guide Scale .Results After the training , the scores of respect, consistency, the authority of knowledge and technology , the sense of security and the confidence in the future of the experimental group were （3.65 ±0.45）,（3.68 ±0.58）,（3.62 ±0.51）, （3.81 ±0.45） and （3.67 ±0.64）, which were significantly higher than the scores before the training （t =-2.664,-2.712,-2.435,-3.429,-3.431, respectively;P〈0.05）.The scores of respect, consistency, the sense of security in the experimental group were significantly higher than those of the control group after the training （ t=2.560, 2.513, 2.231, respectively;P 〈0.05 ）.The general score and the scores of eight dimensions of Calgary-Cambridge were significantly higher than those before （P〈0.05）.The general score and the scores of eight dimensions of Calgary-Cambridge of the experimental group were significantly higher than those of the control group （P〈0.05）.Conclusions The nurse-patient communication skills training based on the Calgary-Cambridge Guide can effectively improve the communication skills of practice nurses , and promote the nurse-patient relationship . Key words: Calgary-Cambridge Guide; Practice nurses; Nurse-patient communication; Skill training

Study on clinical communication training programs for nursing undergraduate students in the college of Traditional Chinese Medicine

To explore the clinical communication training programs in the nursing students , and compare with conventional teaching. The questionaire showed that the new methods was better than conventional teaching, in particular from the point of the nursing students studied the nurse-patient communication skills progressively and gradually in-depth, took active participation into it, and had Chinese characteristics nursing role in communication, through the reflective diary to raise awareness of effective communication, and promote clinical nursing students improving communication skills. Key words: Nursing; Communication; Reflection

Nurses’ Communication Skills: Exploring Their Relationship With Demographic Variables and Job Satisfaction in a Greek Sample

Nurse-patient communication is an essential component of nurses’ everyday practice. The aim of the present study was to explore the relationship between counseling aspects of communication skills, demographic characteristics, and job satisfaction among 237 Greek nurses. The Nurse-Patient Communication Skills Questionnaire was developed to measure the caring quality of the nurse-patient relationship, whereas job satisfaction was measured by having participants indicate their degree of satisfaction concerning specific sectors. The findings of the study indicate that educational background, continuing education and job satisfaction could be considered as important factors influencing the integration of nurses’ communications skills.

Application of directing playing method in communication experiment teaching among nursing undergraduates

Objective To investigate the influence of directing playing method on the nursing undergraduates' communication skills. Methods 38 nursing undergraduates were randomly divided into two groups: experimental group( 19 persons) and control group ( 19 persons). The directing playing method was applied to experimental group, and control group learned communication skills through the clinical practice. At late stage of clinical practice, 38 nursing students and their teachers were tested by the nurse-patient communication skills scale. Results The students in experimental group had better communication capabilities than the control group( P ＜0. 05 ), the same results were found among teachers( P ＜0. 05 ). 73% undergraduates in experimental group had good communication skills, and 36.9% in control group. Conclusions Directing playing method has significantly improved the nursing students' communication skills. Key words: Directing playing method; Nursing undergraduate; Experimental teaching