Specific Communication Skills Research Articles

Peer Feedback for Teaching Communication Skills: Students’ Experiences in a BSW Interviewing Skills Course

ABSTRACT This teaching note describes the use of a pilot peer feedback assignment in an undergraduate BSW Interviewing Skills Course. Two cohorts of students over two years (n = 47) answered a brief questionnaire and/or participated in a small focus group inquiring about their experience of this assignment and its impact on their learning. Student reflections in the assignment were also reviewed to understand their experience. Three themes were identified: (a) giving peer feedback deepened student learning of specific communication skills; (b) receiving constructive feedback from peers strengthened elements of professionalism; and (c) the peer feedback process increased confidence in self-evaluation skills. Implications for changes to our teaching based on this experience are offered.

Narrative Medicine: theory, clinical practice and education - a scoping review

BackgroundThe origin of Narrative Medicine dates back to more than 20 years ago at an international level. Narrative Medicine is not an alternative to evidence-based medicine, however these two approaches are integrated. Narrative Medicine is a methodology based on specific communication skills where storytelling is a fundamental tool to acquire, understand and integrate several points of view related to persons involving in the disease and in the healthcare process. Narrative Medicine, henceforth NM, represents a union between disease and illness between the doctor’s clinical knowledge and the patient’s experience. According to Byron Good, “we cannot have direct access to the experience of others’ illness, not even through in-depth investigations: one of the ways in which we can learn more from the experience of others is to listen to the stories of what has happened to other people.” Several studies have been published on NM; however, to the best of our knowledge, no scoping review of the literature has been performed.ObjectiveThis paper aims to map and synthetize studies on NM according to theory, clinical practice and education/training.MethodThe scoping review was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) checklist. A search was conducted in PubMed, APA PsycNet and Jstor. Two authors independently assessed the eligibility and methodological quality of the studies and extracted the data. This review refers to the period from 1998 to 2022.ResultsA total of 843 abstracts were identified of which 274 papers were selected based on the title/abstract. A total of 152 papers in full text were evaluated and 76 were included in the review. Papers were classified according to three issues:✘ Nineteen studies focused on the definition and concept of NM (Theoretical).✘ Thirty-eight papers focused on the collection of stories, projects and case reports (Clinical practice).✘ Nineteen papers focused on the implementation of the Narrative Medicine approach in the education and training of medical doctors (Education and training).ConclusionsThis scoping review presents an overview of the state of the art of the Narrative Medicine. It collect studies performed mainly in Italy and in the United States as these are the countries developing the Narrative Medicine approach in three identified areas, theoretical, clinical practice and education and training. This scoping review will help to promote the power of Narrative Medicine in all three areas supporting the development of methods to evaluate and to measure the Narrative Medicine approach using key performance indicators.

Features of the Use of Communication Skills by Doctors of Various Specialties

Doctors of various specialties, depending on their professional activities, use specific professional communication skills more often in the doctor-patient model. The list of communication skills used by doctors of different specialties differs. A study was conducted at Tver State Medical University aimed at studying the peculiarities of the use of communication skills by internists, surgeons and obstetricians-gynecologists of the outpatient polyclinic level.

CONFLICT MANAGEMENT FROM A PRACTITIONER PERSPECTIVE: SEBUAH STRATEGI MEMPERSIAPAKAN ORGANISASI UNTUK TERLIBAT DALAM KONFLIK KONSTRUKTIF

Conflict is an inevitability inherent in human life. Conflict within organizations cannot be eradicated as it is a logical consequence of individual interactions that result in disputes or gaps between expectations and reality. Knowledge about conflict management and strategies for preparing organizations to engage in constructive conflict is essential. This study is qualitative research utilizing a literature review. The results of this study indicate that the initial step in preparing an organization to engage in constructive conflict is to build trust through discussions on hypothetical cases and formulating possible scenarios, developing dialogue and mediation skills by training specific communication skills, and enhancing understanding of general behaviors that may arise as responses during conflict. The next steps involve deepening the commitment to diversity and social justice by being open to others' perspectives, acknowledging the uniqueness of others' views and understandings, considering internal and external factors that may influence others' views and attitudes, repeating and summarizing what has been communicated by others, considering expressions and hidden messages in communication, setting clear boundaries, determining basic discussion rules

Re-designing ESP Syllabus Design for Pre-Service Teachers in the Physical Education of Elementary Teacher Programs

Technology-cultivated learning opens opportunities to acquire knowledge from various resources. However, languages become a barrier for non-English major students. ESP allows students to familiarise their English with their specific subject. Nevertheless, less research develops PE lessons that integrate specific sports vocabulary and communication skills relevant to the activity. Thus, this study aims to explore the needs of the Physical Education of Elementary Teacher Program (PE-ETP) pre-service teachers. One hundred eighty-eight students participated in this study. The survey, focus group discussion, and interview formulated the findings. The result shows that 42% (80 participants) considered ESP very important as part of the curriculum. 56% (105 participants) consider it essential. Only 2% (3 participants) stated that ESP is not important and cannot be part of the curriculum. Further, eight possible topics were offered in developing ESP courses for the PE-ETP. The topics are teaching PE using English (92.02%), academic English for sports (87.77%), athlete communications (86.70%), referee communications (87.77%), coach communications (90.96%), sports category (91.49%), sports terms (92.55%) and Physiology terms (88.83%). The topics can be developed into specific course units in syllabus design.

Physicians’ attention to patients’ communication cues can improve patient satisfaction with care and perception of physicians’ empathy

The pathway that links good communication skills and better health outcomes is still unclear. However, it is known that the way that physicians and patients communicate with each other has direct consequences on more "proximal outcomes", such as perceptions of physician empathy and patient satisfaction. However, which specific communication skills lead to those patient outcomes is still unknown. In this study, the authors aimed to analyze which specific patient and physician communication skills are correlated to patients' satisfaction with care and patient-perceived physician empathy. The authors classified and quantified verbal and nonverbal communication of second-year internal medicine residents and their patients through video recordings of their consultations. Patients also rated their satisfaction with care and the physician's empathy for them. Using a linear regression model, the authors identified that patients' and physicians' expressions of disapproval, physicians' disruptions, and patients' use of content questions negatively correlated to patients' satisfaction and patient-perceived physician empathy. Conversely, patient affective behaviors and the physician's provision of advice/suggestion were positively correlated to at least one of the patient-measured outcomes. Our findings point to the importance of physicians' attentiveness to patients' communication cues. Training physicians to interpret those cues could help develop more satisfactory and empathic therapeutic relationships.

THE UTILIZATION OF THE SPIKES PROTOCOL WITHIN RHEUMATOLOGY PRACTICE

Introduction. The beginning of the patient-physician relationship often involves the delivery of bad news. The work of rheumatologists is unique in that they have to form strong relationships with their patients while delivering bad news. Many rheumatology patients stay with their doctors for their entire lives, which makes it essential to create a positive and caring experience for them. This depends on the physician's professional skills, ability to understand the patient, and engage in respectful and understandable communication when discussing complicated information. Currently, no specific recommendations exist for constructing an appropriate approach for every patient, especially in the case of rheumatology patients. This paper will adapt the SPIKES protocol for rheumatology practice. Methods. The literature search was done via MEDLINE/PubMed, Scopus, and Google Scholar. Search terms included “Ethics”, “Rheumatology”, “Bad news”, “SPIKES” and “Difficult patient”. These keywords were used in different combinations, using a filter box with an option for the recent 5 years. Firstly, articles’ abstracts were analyzed, and only articles that met inclusion criteria were included. Also, references from the selected articles were analyzed, except for the older publications and those irrelevant to the specific topic. Since there was not enough information for these requests, we tried to narrow the search by combining the names of various (most common) rheumatological diseases and using them along with the main purpose of the search. Then, we focused on the publications that met criteria and analyzed the sources cited in them. The 'Related Citations' function was also used in the search strategy. In the literature review process, we included 10 MEDLINE/PubMed articles, 4 Scopus articles, and 2 Google Scholar articles. Aim. This paper analyzes utilization of the SPIKES protocol in rheumatology practice. Results. Currently, no studies have been conducted on the utilization of these approaches in rheumatology practice. There is insufficient data regarding comparison of the effectiveness of different protocols in enhancing communication between the healthcare provider (physician or nurse) and the patient. Effective communication between physicians and patients can be achieved by following the six-step SPIKES approach, which involves specific communication skills. Conclusion. Delivering bad news requires different approaches, but none of them have been specifically tailored for rheumatic disease patients. These patients have unique behavior patterns due to the nature of their illnesses, which can lead to a decrease in their quality of life, limited activity, and painful symptoms. As a result, they often turn to their doctors in a state of personal and mental suffering. Thus, the SPIKES protocol is a useful tool for rheumatology practice

Enhancing Language Learning through PBL in an Aviation Engineering Class

English for specific purposes is a field of teaching and learning that focuses on English language skills in context. It bridges the gap between general language knowledge and specific communication skills to enable students to meet the demands of their future professional field. For instance, aviation maintenance engineering requires the knowledge of highly specialized terminology. By providing appropriate and relevant linguistic tools, ESP enables aviation students to successfully perform job-related tasks and become more professionally competent within the aviation industry.
 
 While ESP has a role in improving language learning, the student’s experience can be further enhanced by incorporating Project-Based Learning into the curriculum to make learning more meaningful through inquiry-driven, task-based, and problem-solving paradigms. One key advantage of ESP in this regard is its adaptability, which means it can be adapted into a functional course. According to Dudley-Evans and St Johns (1998): “ESP was, for example, very influential in showing how a communicative language curriculum could be turned into either a functional-notional syllabus or a task-based syllabus” (Dudley-Evans & St Johns, 1998).
 
 The purpose of this article is to demonstrate a PBL method used in an ESP class aimed at aircraft maintenance engineers. The project involves students assembling a model aircraft jet engine. The goal of the project is to help students develop adequate knowledge about aircraft jet engines by acquainting them with the names and functions of the engine’s parts and also teaching them about its complex operation. Moreover, the project trains students on how to log their in-class activities into a weekly log that tracks their progress. At the end of the project, students reflect on their experience by completing a questionnaire that evaluates the outcomes of their learning. This helps the instructor assess the effectiveness of the project on the student’s language learning.

Autism intervention meta-analysis of early childhood studies (Project AIM): updated systematic review and secondary analysis

ObjectiveTo summarize the breadth and quality of evidence supporting commonly recommended early childhood autism interventions and their estimated effects on developmental outcomes.DesignUpdated systematic review and meta-analysis (autism intervention meta-analysis; Project...

A47Supporting internationally educated nurses reach their full career potential and deliver safe and effective patient care through simulation-based communication skills training

Between April and September 2022, 11,496 internationally educated nurses (IENs) registered with the NMC for the first time, which is 606 less than those domestically educated within the same timeframe [1]. To register, IENs must pass OSCEs and although globally assessed, there is no specific communication skills assessment [2]. A literature review identified challenges associated with integration into culturally different healthcare systems, most notably communication barriers; however, it found that with good support it is possible for IENs to achieve their full career potential [3]. To support local healthcare trusts and IENs, our organization designed a simulation-based educational programme to address the aforementioned barriers. To ensure a non-paternalistic approach, IENs lived experiences allowed the development of authentic, co-produced simulated scenarios. Actors were trained for the roles, and learning outcomes and debriefing processes were shared in advance. To assist participants with their skills, a model of communication was introduced, enabling them reference to a framework whilst participating and observing. Eight groups of six IENs have participated over eight months. Thematic analysis identified themes in which IENs wanted to be upskilled, these were integrated into multi-faceted simulated scenarios: Distressed relatives – IENs reported struggling setting appropriate boundaries and dealing with conflict with emotive relatives. Difficult conversations with patients – IENs felt ill equipped to communicate with challenging patients due to anxiety through language and cultural barriers leading to avoidance of engagement, further exacerbating the issues. Differing patient agenda – IENs struggled to manage patients who were not engaging with recommended multi-disciplinary interventions, due to a poor understanding of the MDT agenda. Hierarchical adjustment – IENs typically came from countries with a more established hierarchy and did not feel confident clarifying doctor’s decisions even if concerned. Evaluation linked to the learning outcomes; a rating scale from 1 (no ability/confidence) to 5 (excellent ability/confidence). 48 IENs have undertaken this training and all report progression in ability and confidence, with ongoing applicability of their learning within the workplace. The number of IENs is increasing within the NHS with recent records indicating NMC registrations being equal between domestic and internationally educated nursing staff. A repeatable simulation-based communication skills workshop has been developed based upon the lived experiences reported by IENs. Further deliveries are planned with subsequent quantitative and qualitative analysis. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

A socio‐ecological context moderates the association between communication skills and friendship satisfaction: Possible role of relational mobility

AbstractGood communication skills facilitate successful interpersonal relationships. However, the specific communication skills (encoding and decoding) required for establishing friendships can vary depending on aspects of the social context. We conducted a two‐wave longitudinal study in Japan to investigate the adaptive value of communication skills in different socio‐ecological contexts (i.e., different stages of university life). New college students are immersed in a high‐level relational mobility environment, where they have a greater range of options for forming new relationships and leaving old ones. Conversely, students beyond their second year experience less relational mobility. Cross‐lagged analyses indicated a positive association between decoding skill and friendship satisfaction 3 months later for senior students, who are likely to be in an environment characterised by low relational mobility. However, for first‐year students in a high‐relational‐mobility environment, the association was negative, supporting our hypothesis. Conversely, encoding skill did not demonstrate an association with satisfaction 3 months later. However, it was positively associated with satisfaction at each time point. Another cross‐lagged analysis revealed that satisfying relationships helped improve encoding skills. We further explore the socio‐ecological aspects related to the adaptive value of communication skills.

The Basic and Clinical Science of Wounds in the Austere Environment

Surgery in developing countries is challenging on many levels. U.S. organizations sponsor approximately 200,000 surgeries performed abroad every year (Miclau et al. 2021a). These altruistic surgeons and physicians– despite their good intentions—may not be equipped with the specific surgical and communication skills necessary for a successful surgery in an austere environment. Surgical skill set, nutrition, facilities, and sociology all play a role in successful surgical outcomes. A thorough understanding of the basic science and clinical science of wounds in the austere environment is imperative for physicians and surgeons providing care in developing nations. Basic science research, in regards to nutrition, parasites; skin, dermal, and bone physiology; as well as microbiome interaction with these structures, can help optimize surgical outcome and reduce adverse events such as infection. Clinical science research and the development of algorithms for surgery in the austere environment can also help improve surgical outcomes and mitigate these adverse events.

NeoTalk: Communication Skills Training for Neonatal Clinicians.

Despite proven benefit, pediatric subspecialists often have not been offered formal serious illness communication skills training. We sought to: 1) develop and evaluate the impact of a communication skills course, based on the VitalTalk framework, on Neonatal Intensive Care Unit (NICU) clinicians; 2) evaluate provider comfort with key serious illness communication skills and frequency of use of those skills, before and after "NeoTalk" and; 3) explore differences and similarities between adult and pediatric serious illness communication skills courses. We developed a NICU specific communication skills course and surveyed course participants to evaluate comfort with key communication skills before and after course participation, and frequency of use of key skills before and 2 months after our course. Wilcoxon signed rank tests and Kruskal-Wallis tests were performed to compare participant responses across time points. 34 providers completed NeoTalk training. Complete pre- and post-course data was available for 29 participants. Participants reported increased comfort with skills including 'sharing difficult news' (P = .018), and 'responding to emotion' (P = .002). Participants did not report increased frequency in using target skills 2 months after training. A multi-disciplinary cohort of NICU providers endorsed increased confidence in key communication skills but not increased skill application 2-months post-course completion. While a single course can successfully teach skills, additional exposure may be necessary to build new communication habits. Our experience developing NeoTalk helped elucidate some of the ways in which conversations about seriously ill infants may be different from conversations about seriously ill adults.

Associations between rapid auditory processing of speech sounds and specific verbal communication skills in autism.

The ability to rapidly process speech sounds is integral not only for processing other's speech, but also for auditory processing of one's own speech, which allows for maintenance of speech accuracy. Deficits in rapid auditory processing have been demonstrated in autistic individuals, particularly those with language impairment. We examined rapid auditory processing for speech sounds in relation to performance on a battery of verbal communication measures to determine which aspects of verbal communication were associated with cortical auditory processing in a sample of individuals with autism. Participants were 57 children and adolescents (40 male and 17 female) ages 5-18 who were diagnosed with an Autism Spectrum Disorder (ASD). Rapid auditory processing of speech sounds was measured via a magnetoencephalographic (MEG) index of the quality of the auditory evoked response to the second of two differing speech sounds ("Ga" / "Da") presented in rapid succession. Verbal communication abilities were assessed on standardized clinical measures of overall expressive and receptive language, vocabulary, articulation, and phonological processing. Associations between cortical measures of left- and right-hemisphere rapid auditory processing and verbal communication measures were examined. Rapid auditory processing of speech sounds was significantly associated with speech articulation bilaterally (r = 0.463, p = 0.001 for left hemisphere and r = 0.328, p = 0.020 for right hemisphere). In addition, rapid auditory processing in the left hemisphere was significantly associated with overall expressive language abilities (r = 0.354, p = 0.013); expressive (r = 0.384, p = 0.005) vocabulary; and phonological memory (r = 0.325, p = 0.024). Phonological memory was found to mediate the relationship between rapid cortical processing and receptive language. These results demonstrate that impaired rapid auditory processing for speech sounds is associated with dysfunction in verbal communication in ASD. The data also indicate that intact rapid auditory processing may be necessary for even basic communication skills that support speech production, such as phonological memory and articulatory control.

일반병동 간호사의 의사소통 자기효능감과 셀프리더십이 정신간호역량에 미치는 영향

Objectives The purpose of this study was to investigate the level of psychiatric nursing competency among general ward nurses as well as the influence of communication self-efficacy and self-leadership on it. Methods The participants were 197 general ward nurses who worked in a general hospital or a higher-level facility (more than 100 beds). Data were collected using structured self-report questionnaires from August 20 to August 27, 2021. The collected data were analyzed using SPSS 26.0. In addition, frequency and percentage, mean and standard deviation, t-test, ANOVA, Scheffe’s test, Pearson’s correlation coefficients, and stepwise multiple regression analysis were used. Results The mean score for psychiatric nursing competency among general ward nurses was 3.42 out of 5. There were significant differences in behavior health care competency according to general characteristics such as sex (t=-3.38, p=.001), type of duty (F=6.09, p=.003), and remuneration education experience related to mental nursing (t=-4.51, p<.001). It was positively correlated with communication self-efficacy (r=.44, p<.001) and self-leadership (r=.55, p<.001). The significant factors affecting psychiatric nursing competency were specific communication skills (β=.37, p<.001), remuneration education experience related to mental nursing (β=-.33, p<.001), goal setting (β=.20, p=.003), and constructive thinking (β=.16, p=.009). The explanatory power of these variables was 50.0%. Conclusions To improve the Psychiatric Nursing Competency among general ward nurses, it is necessary to provide opportunities for remuneration education related to mental nursing and to include specific communication skills, goal setting, and constructive thinking-related programs educational content.

Communication Skills in Engineering Higher Education with a Focus on Maritime English in MET

In order to prepare graduates to take on responsibility and leadership-oriented positions early in their careers, engineering curricula traditionally focus primarily on technical abilities. The selection of engineering science courses that make up most of these programs of study is consistently preparing graduates for the technical aspects of their field of study. As employers tend to hire graduates who do not require additional training, the eligibility of job candidates on the labour market is also strongly reliant on the range of soft skills attained such as foreign language competence, communication skills, appropriate mindset in teamwork, stress management, etc. Most universities throughout the world feature soft skill courses in their curricula, which are primarily targeted at building professional qualities. In the marine industry, the STCW convention’s Chapter III/I code specifies standards for a marine engineer’s operating competence. To be deemed competent, officers in command of an engineer’s watch in a manned engine room or a designated duty engineer in a periodically unmanned engine room must be qualified to “use English in written and oral form”. Therefore, instructors should focus on teaching specific terminology and communication skills as required by IMO standards and the international shipping industry in order to prepare high-quality seafarers in terms of maritime English. This paper aims to identify a method of incorporating communication skills and language proficiency into the engineering curriculum with a focus on Maritime English in MET.

Examining the Importance of Developing Entrepreneurial Communication Skills in Accelerator Programs: A Focus Group Based Approach

Entrepreneurial accelerator programs have emerged within university settings as a solution to reduce the notably high failure rate of new ventures. Accelerators seek to support entrepreneurs by providing services and experiences that prepare participants to confront challenges that occur throughout the entrepreneurial journey and connect them to a broader business ecosystem. However, despite existing research that points to a correlation between an entrepreneur’s communication skills and the firm’s ability to achieve key business milestones, the existing literature does not identify which specific communication skills entrepreneurs need nor the situations/audiences in which these skills are most applicable. Therefore, this study conducted five focus group interviews with 14 established entrepreneurs from the United States who have participated in a university accelerator program in an effort to uncover the most valuable communication skills for entrepreneurs and the situations in which these skills apply. The findings illuminate how the development of specific communication factors such as confidence when presenting, flexibility, and empathetic listening are essential for entrepreneurs to engage with a wide range of audiences. This study also provides recommendations for university accelerators seeking to facilitate the development of these communication skills in their programming.

Predicting Parent Trust Based on Professionals’ Communication Skills

Trust is critical to the establishment and maintenance of working relationships between the parents of children with disabilities and their child’s professional. Knowledge of the specific communication skills needed to secure trust is unclear. The current study investigated the relationship between parent evaluation of professionals’ communication skills and parent trust of professionals. A total of 165 parents responded to an online survey during the COVID-19 pandemic. The results indicated that professionals’ communication skills had a significant and moderately positive relationship with the parent trust of professionals. Hierarchical multiple regression analyses indicated that parents’ ratings of professionals’ communication competence, and professionals’ use of in-person communication were the only predictors of parent trust of special education professionals, even when other factors were considered. This study’s findings draw attention to the importance communication skills may have in establishing and maintaining trusting relationships with parents.

Connecting improvisational exercises and pharmacy communication skills: A how-to guide

Background and purposeMedical improvisation (improv) is increasingly being used to teach physicians, nurses, and other caregivers how to better communicate with patients and other members of the healthcare team. This article describes how improvisational activities were incorporated within an existing pharmacy practice lab course and how to implement improv games targeting specific communication skills. Educational activity and settingThree hours of improvisational activities were incorporated into a semester-long pharmacy practice lab course. Partner games such as “the mirror” and group games such as “out-of-order story” were played and connected to communication skills related to counseling or taking a patient's history. Additional activities were introduced targeting specific areas of weakness identified in a formative assessment. FindingsA survey was used to assess student perceptions of the improv activities. Students were largely able to connect the skills learned in improv to pharmacy, and some provided examples of how they were already implementing these skills in practice. SummaryThis article provides a user manual so that faculty with little to no improv experience can include these activities in their communications courses.

Identifying Stakeholders’ Needs for Agricultural Communications in Higher Education Curriculum in Australia

Agriculture is a vital part of the Australian economy. With an industry poised for growth, and a growing disconnect between consumers and agriculture, additional communication efforts are needed. The purpose of this study was to complete a curriculum visioning process to inform agricultural communications curriculum development in Australia. This study used a qualitative research design consisting of face-to-face, semi-structured interviews with individuals from 14 agricultural organizations and two universities. The results indicated the industry is addressing many challenges, but also has opportunities that would benefit from strategic communication efforts. Participants provided suggestions regarding the specific communication skills and agriculture knowledge future employees should possess. Recognizing these competencies informed the curriculum visioning process for agricultural communications as an academic discipline within Australian higher education. Recommendations for both practice and future research are provided.